A Framework of Students’ Regulation Processes for Flipped Learning

Autores

DOI:

https://doi.org/10.7213/1981-416X.23.079.AO09

Resumo

A fim de alcançar o sucesso em tarefas individuais e colaborativas de aprendizagem invertida, os alunos podem se envolver em processos regulatórios produtivos para gerenciar cognições, comportamentos, emoções e contexto. As estruturas de aprendizagem autorreguladas tornaram-se a pedra angular para examinar as formas sociais de regulação. Apesar dos avanços recentes na área de corregulação, ainda são necessárias mais pesquisas sobre como grupos de alunos regulam sua aprendizagem em ambientes colaborativos. Neste trabalho aplicamos um método exploratório e integrativo para elaborar um quadro de processos regulatórios e uma avaliação por especialistas para validá-lo. Redesenhamos a estrutura de autorregulação de Pintrich, colocando uma ênfase especial no papel crucial do trabalho em grupo na aprendizagem invertida, fornecendo uma visão mais holística dos processos regulatórios. Sete especialistas em aprendizagem colaborativa responderam positivamente a um questionário para avaliar a qualidade do framework quanto à clareza, compatibilidade, produtividade, papel tecnológico, abrangência e foco no aluno. A estrutura estendida aqui apresentada tem implicações para a prática, sendo especialmente benéfica na criação de estratégias para facilitar a autorregulação e corregulação dos alunos. Este estudo fornece informações valiosas para educadores sobre design instrucional e seleção de processos regulatórios apropriados para moldar atividades de aprendizagem para facilitar o envolvimento dos alunos na abordagem de aprendizagem invertida.

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Biografia do Autor

Anderson Cavalcante Gonçalves, Universidade Federal de Goiás e Universidade Estadual de Goiás

Professor da Universidade Estadual de Goiás. Doutorando em Ciência da Computação pela Universidade Federal de Goiás; Mestre em Ciência da Computação pela Universidade Federal de Goiás; Especialista em Segurança da Informação pela Universidade Federal de Goiás; Graduado em Redes de Computadores pela Universidade Estadual de Goiás.

Deller James Ferreira, Universidade Federal de Goiás

Bacharel em Matemática pela Universidade Federal Fluminense (1987), Mestre em Sistemas e Computação pelo Instituto Militar de Engenharia (1990) e Doutora em Educação pela UnB (2008). Pós-doutorado na Universidade de Exeter (2010). É professora-associada do Instituto de Informática da Universidade Federal de Goiás. Atua nas áreas aprendizagem colaborativa e criativa mediada pelo computador, ensino de computação e interação humano-computador. Membro da Sociedade Brasileira de Computação. Membro do Grupo de Interesse em Educação em Computação / SBC. Membro do Grupo de Trabalho de Programação Introdutória / SBC.

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Publicado

2023-11-03

Como Citar

Cavalcante Gonçalves, A., & James Ferreira, D. (2023). A Framework of Students’ Regulation Processes for Flipped Learning. Revista Diálogo Educacional, 23(79), 1506–1521. https://doi.org/10.7213/1981-416X.23.079.AO09