Desenvolvimento de um modelo híbrido de aprendizagem autorregulada para a educação mediada por tecnologias

Abstract

The context of this work seeks to analyze whether self-regulated learning can contribute to improve school performance in Distance Education, aiming at greater permanence and success of students. The objective of this work is to investigate how the teacher can stimulate self-regulated learning in students, through a Formative Assessment approach. For this, we performed an intervention in the planning of evaluation activities of a curricular component of a specialization course. Initially, we identified the cognitive, metacognitive and resource management strategies adopted by students in learning activities, we analyzed and evaluated whether the adopted strategies provided self-regulated learning, in addition to observing the components of the executive functions used in the self-regulation process. Regarding the methodology, the research is considered empirical and longitudinal. As for the type of method it is considered deductive. Regarding the paradigm, we use qualitative and quantitative methods; and with regard to the purpose, it is characterized as applied and interventionist research. In the course of the research, a systematic mapping and an exploratory phase were carried out, using as instruments for data collection: questionnaires and analysis of evaluative activities. By analyzing the results, we were able to confirm the premise that students can improve their performance through self-regulated learning. As a product of this research, a teaching guide was created containing good practices of evaluative activities that can be applied, bringing contributions to the area of student assessment in Distance Education.