Uma Análise dos Recursos Tecnológicos Utilizados na Estimulação da Aprendizagem Autorregulada em Ambientes Educacionais na Última Década
Resumo
Os Ambientes Virtuais de Aprendizagem têm se tornado cada vez mais inteligentes e providos de recursos individualizados para propiciar um processo de aprendizagem mais engajador e efetivo. Em especial, tecnologias que, além de oferecer suporte, também fomente e estimule a aprendizagem autorregulada são desejáveis, já que esta competência traz inúmeros benefícios. Dessa forma, este trabalho apresenta uma Revisão Sistemática da Literatura que busca traçar um panorama de tais tecnologias, considerando trabalhos publicadas entre 2011 e 2020. Os resultados mostraram que técnicas de visualização da informação, recursos de aprendizagem interativos, recomendação de conteúdo e estratégias de feedback são utilizadas em todas as fases do processo de autorregulação, principalmente no ensino superior.
Palavras-chave:
Aprendizagem Autorregulada, Ambientes Virtuais de Aprendizagem, Estratégias de Aprendizagem Autorregulada
Referências
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Pintrich, P. R. e Groot, E. V. D. (1990). Motivational and self-regulated learning com- ponents of classroom academic performance. Journal of Educational Psychology, pa ́ginas 33–40.
Puustinen, M. e Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scan- dinavian Journal of Educational Research, 45:269–286.
Robal, T., Zhao, Y., Lofi, C., e Hauff, C. (2018). Intellieye: Enhancing mooc learners’ video watching experience through real-time attention tracking. In Proceedings of the 29th on Hypertext and Social Media, pa ́gina 106–114. ACM.
Siadaty, M., Gasˇevic ́, D., Jovanovic ́, J., Milikic ́, N., Jeremic ́, Z., Ali, L., Giljanovic ́, A., e Hatala, M. (2012). Learn-b: A social analytics-enabled tool for self-regulated work- place learning. In Proceedings of the 2nd International Conf. on Learning Analytics and Knowledge, pa ́gina 115–119. ACM.
Viberg, O., Khalil, M., e Baars, M. (2020). Self-regulated learning and learning analytics in online learning environments: a review of empirical research. In Proceedings of the Tenth Int. Conf. on Learning Analytics & Knowledge, pa ́ginas 524–533. ACM.
Winne, P. H. e Hadwin, A. F. (1998). Studying as self-regulated engagement in learning. In D. Hacker, J. D. e Graesser, A., editors, Metacognition in Educational Theory and Practice, pa ́ginas 277–304. Erlbaum, Mahwah, NJ.
Yan, H. e Lin, J. (2019). Integrating web-based collaborative learning into the pronunci- ation curriculum. In ACM ICDEL’19, pa ́gina 83–87.
Zhang, X. e Cheng, H. N. H. (2019). Mining the patterns of graduate students’ self- regulated learning behaviors in a negotiated online academic reading assessment. In Proceedings of the 2019 3rd International Conference on E-Society, E-Education and E-Technology, pa ́gina 109–114. ACM.
Zimmerman, B. e Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23:614–628.
Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subpro- cesses? Contemporary Educational Psychology, 11(4):307–313.
Bremgartner, V., Netto, J. F., e de Menezes, C. (2017). Agent-based conceptual fra- mework for collaborative educational resources adaptation in virtual learning environ- ments. In Anais do XXVIII Simpo ́sio Brasileiro de Informa ́tica na Educac ̧a ̃o (SBIE 2017), pa ́ginas 1087–1096. SBC.
Ferreira, V. e Vasconcelos, G. (2017). Recomendac ̧o ̃es de recursos educacionais basea- das em aprendizagem de ma ́quina para autorregulac ̧a ̃o da aprendizagem. In Anais do XXVIII Simpo ́sio Brasileiro de Informa ́tica na Educac ̧a ̃o (SBIE 2017), pa ́ginas 1557– 1566. SBC.
Garcia, R., Falkner, K., e Vivian, R. (2018). Systematic literature review: Self-regulated learning strategies using e-learning tools for computer science. Computers & Educa- tion, 123:150 – 163.
Hadwin, A. F., Ja ̈rvela ̈, S., e Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In Zimmerman, B. J. e Schunk, D. H., editors, Handbook of self-regulation of learning and performance, Educational psychology handbook se- ries, pa ́ginas 65–84. Routledge/Taylor & Francis Group.
Kinshuk, Chen, N.-S., Cheng, I.-L., e Chew, S. W. (2016). Evolution is not enough: Revolutionizing current learning environments to smart learning environments. Inter- national Journal of Artificial Intelligence in Education, 26:561–581.
Kitchenham, B. A. (2004). Procedures for Undertaking Systematic Reviews. Joint Te- chnical Report, Computer Science Department, Keele University (TR/SE0401) and National ICT Australia Ltd. (0400011T.1).
Kitsantas, A. (2013). Fostering college students’ self-regulated learning with learning technologies. Hellenic Journal of Psychology, 10(3):235–252.
Molenaar, I., Horvers, A., Dijkstra, R., e Baker, R. S. (2020). Personalized Visualizations to Promote Young Learners’ SRL: The Learning Path App. In Proceedings of the Tenth International Conf. on Learning Analytics & Knowledge, pa ́gina 330–339. ACM.
Moreno, J. e Pineda, A. F. (2020). A framework for automated formative assessment in mathematics courses. IEEE Access, 8:30152–30159.
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Direc- tions for Research. Frontiers in Psychology, 8:422.
Pintrich, P. R. e Groot, E. V. D. (1990). Motivational and self-regulated learning com- ponents of classroom academic performance. Journal of Educational Psychology, pa ́ginas 33–40.
Puustinen, M. e Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scan- dinavian Journal of Educational Research, 45:269–286.
Robal, T., Zhao, Y., Lofi, C., e Hauff, C. (2018). Intellieye: Enhancing mooc learners’ video watching experience through real-time attention tracking. In Proceedings of the 29th on Hypertext and Social Media, pa ́gina 106–114. ACM.
Siadaty, M., Gasˇevic ́, D., Jovanovic ́, J., Milikic ́, N., Jeremic ́, Z., Ali, L., Giljanovic ́, A., e Hatala, M. (2012). Learn-b: A social analytics-enabled tool for self-regulated work- place learning. In Proceedings of the 2nd International Conf. on Learning Analytics and Knowledge, pa ́gina 115–119. ACM.
Viberg, O., Khalil, M., e Baars, M. (2020). Self-regulated learning and learning analytics in online learning environments: a review of empirical research. In Proceedings of the Tenth Int. Conf. on Learning Analytics & Knowledge, pa ́ginas 524–533. ACM.
Winne, P. H. e Hadwin, A. F. (1998). Studying as self-regulated engagement in learning. In D. Hacker, J. D. e Graesser, A., editors, Metacognition in Educational Theory and Practice, pa ́ginas 277–304. Erlbaum, Mahwah, NJ.
Yan, H. e Lin, J. (2019). Integrating web-based collaborative learning into the pronunci- ation curriculum. In ACM ICDEL’19, pa ́gina 83–87.
Zhang, X. e Cheng, H. N. H. (2019). Mining the patterns of graduate students’ self- regulated learning behaviors in a negotiated online academic reading assessment. In Proceedings of the 2019 3rd International Conference on E-Society, E-Education and E-Technology, pa ́gina 109–114. ACM.
Zimmerman, B. e Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23:614–628.
Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subpro- cesses? Contemporary Educational Psychology, 11(4):307–313.
Publicado
24/11/2020
Como Citar
LIMA, Geycy; ARAÚJO, Rafael D.; DORÇA, Fabiano.
Uma Análise dos Recursos Tecnológicos Utilizados na Estimulação da Aprendizagem Autorregulada em Ambientes Educacionais na Última Década. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 31. , 2020, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2020
.
p. 732-741.
DOI: https://doi.org/10.5753/cbie.sbie.2020.732.
