Ferramentas Tecnológicas e Metodologias de Apoio à Aprendizagem Personalizada no Ensino Superior: uma Revisão Sistemática

Autores

  • José Luiz Machado Morais Universidade Federal de São Paulo
  • Arlindo Flavio da Conceição Universidade Federal de São Paulo

DOI:

https://doi.org/10.22456/1982-1654.86226

Palavras-chave:

Ensino Superior, Self-paced learning, E-learning

Resumo

Tecnologias educacionais e e-learning são facilitadores da personalização do processo de aprendizagem e da promoção do self-paced learning. O objetivo deste estudo é analisar os desafios e os pontos positivos das implementações e modelos que abordam esses conceitos e propor funcionalidades para uma ferramenta de apoio à aprendizagem. Para isso, foi feita uma revisão sistemática da literatura seguindo a metodologia de Kitchenham. Foram selecionados 31 artigos de 4 bases internacionais, os quais foram classificados segundo conceitos, metodologias, plataformas, pontos positivos e desafios apresentados. A análise indicou o blended learning como metodologia mais abordada, a flexibilidade como ponto positivo mais citado e a falta de interação como maior desafio encontrado. Os resultados mostraram que há elementos de e-learning presentes em universidades do mundo todo e que ferramentas tecnológicas de apoio são eficientes na personalização e melhoria do processo de aprendizagem.

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Biografia do Autor

José Luiz Machado Morais, Universidade Federal de São Paulo

Instituto de Ciência e Tecnologia (ICT-UNIFESP), área de Ciência da Computação

Arlindo Flavio da Conceição, Universidade Federal de São Paulo

Instituto de Ciência e Tecnologia (ICT-UNIFESP), área de Ciência da Computação

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Publicado

2018-12-31

Como Citar

MORAIS, J. L. M.; DA CONCEIÇÃO, A. F. Ferramentas Tecnológicas e Metodologias de Apoio à Aprendizagem Personalizada no Ensino Superior: uma Revisão Sistemática. Informática na educação: teoria & prática, Porto Alegre, v. 21, n. 3, 2018. DOI: 10.22456/1982-1654.86226. Disponível em: https://seer.ufrgs.br/index.php/InfEducTeoriaPratica/article/view/86226. Acesso em: 28 mar. 2024.