Predição de Desempenho no Moodle usando Princípios da Andragogia
Resumo
Este estudo apresenta uma ferramenta para predição de desempenho acadêmico de alunos de Ensino a Distância (EaD). O software Moodle Predicta (MP), que originalmente se baseia somente no comportamento escolar dos alunos, foi estendido de forma a incluir dados referentes às atitudes dos docentes no cálculo da predição. As características dos docentes que podem impactar nas conquistas escolares dos alunos foram selecionadas com respaldo na bibliografia acadêmica recente e nas diretrizes da Andragogia. É apresentado o módulo de visualização, do software MP, juntamente com seus relatórios e gráficos de atividades dos docentes. E são apresentadas as extensões que serão realizadas para a conclusão do módulo de predição.
Palavras-chave:
Ensino a Distância (EaD), Moodle, cálculo da predição, docentes, software
Referências
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Lee, H. and Longhurst, M. (2017). Teacher learning in technology professional deve- lopment and its impact on student achievement in science. International Journal of Science Education.
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Mojavezi, A. and Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies.
Moreira, F. I. (2017). Mineração de dados para predição de resultado e visualização de informação em ambiente virtual de aprendizagem. Master’s thesis, Instituto de Informa´tica - UFG.
Naimie, S. and Siraj, S. (2012). Have you heard about the new fashion? (tailoring your lesson plan based on learners preferences). Procedia - Social and Behavioral Sciences.
Passini, S. and Molinari, L. (2015). A validation of the questionnaire on teacher interac- tion in italian secondary school students: the effect of positive relations on motivation and academic achievement. Social Psychology of Education.
Sant´ın, D. and Sicilia, G. (2018). Using dea for measuring teachers performance and the impact on students outcomes: evidence for spain. Journal of Productivity Analysis.
Shukla, T., Nirban, V. S., and Dosaya, D. (2018). Experience and qualifications: A study on attributes of teacher professionalism. Proceedings of the 2018 The 3rd International Conference on Information and Education Innovations.
Stes, A. and Maeyer, S. D. (2012). Instructional development for teachers in higher edu- cation: Effects on students’ learning outcomes. Teaching in Higher Education.
Tang Keow. Ngang, C. S. Y. (2015). Quality teaching: Relationship to soft skills acquisi- tion. Procedia - Social and Behavioral Sciences.
You, S. and Dang, M. (2016). Effects of student perceptions of teachers motivational behavior on reading, english, and mathematics achievement: The mediating role of domain specific self-efficacy and intrinsic motivation. Child and Youth Care Forum.
Zakharov, A. and Carnoy, M. (2014). Which teaching practices improve student perfor- mance on high stakes exams evidence from russia. International Journal of Educatio- nal Development.
Zhang, L. and Lai, F. (2013). The impact of teacher training on teacher and student outcomes: Evidence from a randomised experiment in beijing migrant schools. Journal of Development Effectiveness.
Ç akır, H. and Bichelmeyer, B. A. (2015). Effects of teacher professional characteristics on student achievement: an investigation in blended learning environment with standards- based curriculum. Social Psychology of Education.
Akiba, M. and Liang, G. (2016). Effects of teacher professional learning activities on student achievement growth. Journal of Educational Research.
Azigwe, J. B. and Kyriakides, L. (2016). The impact of effective teaching characteris- tics in promoting student achievement in ghana. International Journal of Educational Development.
Bitencourt, B. M., Severo, M. B., and Gallon, S. (2013). Evaluation of learning in higher education: Challenges and opportunities in distance learning.
Canales, A. and Maldonado, L. (2018). Teacher quality and student achievement in chile: Linking teachers’ contribution and observable characteristics. International Journal of Educational Development.
Chaudhry, N. A. and Arif, M. (2012). Teachers’ nonverbal behavior and its impact on student achievement. International Education Studies.
Choi, H. J. and Yang, M. (2011). The effect of problem-based video instruction on stu- dent satisfaction, empathy, and learning achievement in the korean teacher education context. Higher Education.
Chu, J. H. and Loyalka, P. (2015). The impact of teacher credentials on student achieve- ment in china. China Economic Review.
Clotfelter, C. T. and Ladd, H. F. (2010). Teacher credentials and student achievement in high school: A cross-subject analysis with student fixed effects. Journal of Human Resources.
Comi, S. L. and Argentin, G. (2017). Is it the way they use it? teachers, ict and student achievement. Economics of Education Review.
Friedrich, A. and Flunger, B. (2015). Pygmalion effects in the classroom: Teacher expec- tancy effects on students’ math achievement. Contemporary Educational Psychology.
Golob, H. M. (2012). The impact of teacher’s professional development on the results of pupils at national assessment of knowledge. Procedia - Social and Behavioral Scien- ces.
Jose M. Cordero, M. G.-I. (2018). The effect of teaching strategies on student achieve- ment: An analysis using talis-pisa-link. Journal of Policy Modeling.
Knowles, M. S. (1950). Guide for educators based on the writer’s experience as a pro- gramme organizer in the ymca. Informal Adult Education.
Kyriakides, L. and Christoforou, C. (2013). What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching. Science Direct, page 10.
Lee, H. and Longhurst, M. (2017). Teacher learning in technology professional deve- lopment and its impact on student achievement in science. International Journal of Science Education.
Martins, K. (2016). A importância da educação a distância na sociedade atual. https://www.assessoritec.com.br/wp-content/uploads/ sites/641/2016/12/Artigo-Karine.pdf.
Mojavezi, A. and Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies.
Moreira, F. I. (2017). Mineração de dados para predição de resultado e visualização de informação em ambiente virtual de aprendizagem. Master’s thesis, Instituto de Informa´tica - UFG.
Naimie, S. and Siraj, S. (2012). Have you heard about the new fashion? (tailoring your lesson plan based on learners preferences). Procedia - Social and Behavioral Sciences.
Passini, S. and Molinari, L. (2015). A validation of the questionnaire on teacher interac- tion in italian secondary school students: the effect of positive relations on motivation and academic achievement. Social Psychology of Education.
Sant´ın, D. and Sicilia, G. (2018). Using dea for measuring teachers performance and the impact on students outcomes: evidence for spain. Journal of Productivity Analysis.
Shukla, T., Nirban, V. S., and Dosaya, D. (2018). Experience and qualifications: A study on attributes of teacher professionalism. Proceedings of the 2018 The 3rd International Conference on Information and Education Innovations.
Stes, A. and Maeyer, S. D. (2012). Instructional development for teachers in higher edu- cation: Effects on students’ learning outcomes. Teaching in Higher Education.
Tang Keow. Ngang, C. S. Y. (2015). Quality teaching: Relationship to soft skills acquisi- tion. Procedia - Social and Behavioral Sciences.
You, S. and Dang, M. (2016). Effects of student perceptions of teachers motivational behavior on reading, english, and mathematics achievement: The mediating role of domain specific self-efficacy and intrinsic motivation. Child and Youth Care Forum.
Zakharov, A. and Carnoy, M. (2014). Which teaching practices improve student perfor- mance on high stakes exams evidence from russia. International Journal of Educatio- nal Development.
Zhang, L. and Lai, F. (2013). The impact of teacher training on teacher and student outcomes: Evidence from a randomised experiment in beijing migrant schools. Journal of Development Effectiveness.
Ç akır, H. and Bichelmeyer, B. A. (2015). Effects of teacher professional characteristics on student achievement: an investigation in blended learning environment with standards- based curriculum. Social Psychology of Education.
Publicado
22/11/2019
Como Citar
TRINDADE, Fernando R.; AMBRÓSIO, Ana Paula Laboissière.
Predição de Desempenho no Moodle usando Princípios da Andragogia. In: ESCOLA REGIONAL DE INFORMÁTICA DE GOIÁS (ERI-GO), 7. , 2019, Goiânia.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2019
.
p. 293-302.
