Grupos formados por estudantes ou pelo professor? Uma análise do ponto de vista dos alunos em relação a grupos de estudo
Resumo
No contexto educacional, e comum que professores utilizem trabalhos em grupo como prática pedagógica para desenvolver nos alunos habilidades sociais que são importantes requisitos no mercado de trabalho. Assim, algumas estratégias de formação de grupos são comuns, como: grupos formados pelos próprios alunos, que podem ser por afinidades ou interesses, e; grupos formados pelo próprio professor de acordo com critérios e objetivos educacionais diversos. Nesse contexto, este artigo apresenta uma análise que considerou essas duas estratégias no contexto de uma disciplina de engenharia de software realizada de modo remoto. Os alunos trabalharam em duas equipes distintas e responderam a um questionario sobre a experiência. Como resultado, verificou-se que apesar dos alunos não terem problemas em trabalhar em grupos formados pelo professor, os maiores níveis de entusiasmo e confiança são observados em membros das equipes formadas pelos próprios alunos.Referências
Bonebright, D. A. (2010). 40 years of storming: a historical review of tuckman's model of small group development. Human Resource Development International, 13(1):111-120.
Casper, W. C. (2017). Teaching beyond the topic teaching teamwork skills in higher education. Journal of Higher Education Theory and Practice, 17(6):53–63.
Ellis, C. A., Gibbs, S. J., and Rein, G. (1991). Groupware: some issues and experiences. Communications of the ACM, 34(1):39–58.
Fuks, H., Raposo, A., Gerosa, M. A., Pimental, M., and Lucena, C. J. (2008). The 3c collaboration model. In Encyclopedia of E-collaboration, pages 637-644. IGI Global.
Fuks, H., Raposo, A. B., Gerosa, M. A., and Lucena, C. J. (2005). Applying the 3c model to groupware development. International Journal of Cooperative Information Systems, 14(02n03):299-328.
Isaac, S. and Tormey, R. (2015). Undergraduate group projects: Challenges and learning experiences. In Engineering Leaders Conference 2014 on Engineering Education, volume 2015, page 19. Hamad bin Khalifa University Press (HBKU Press).
Knapp, J., Zeratsky, J., and Kowitz, B. (2016). Sprint: How to solve big problems and test new ideas in just five days. Simon and Schuster.
Kuhrmann, M. and Münch, J. (2016). When teams go crazy: An environment to experience group dynamics in software project management courses. In 2016 IEEE/ACM 38th International Conference on Software Engineering Companion (ICSE-C), pages 412-421. IEEE.
Largent, D. L. (2016). Measuring and understanding team development by capturing self-assessed enthusiasm and skill levels. ACM Transactions on Computing Education (ТОСЕ), 16(2):1-27.
Maqtary, N., Mohsen, A., and Bechkoum, K. (2019). Group formation techniques in computer-supported collaborative learning: A systematic literature review. Technology, Knowledge and Learning, 24(2):169–190.
Medeiros, D., Ribeiro, E., Dam, P., Pinheiro, R., Motta, T., Loaiza, M., and Raposo, A. B. (2012). A case study on the implementation of the 3c collaboration model in virtual environments. In 2012 14th Symposium on Virtual and Augmented Reality, pages 147–154. IEEE.
Mesquita, C. and Lopes, R. P. (2018). Assessing students' participation under different group formation strategies. In 10th International Conference on Education and New Learning Technologies, pages 9802–9811.
Oliveira, L., Rosa, S. S., and Pimentel, A. (2019). Revisão sistemática da literatura: Formação de grupos na aprendizagem colaborativa com suporte computacional. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 30, page 1955.
Poort, I., Jansen, E., and Hofman, A. (2020). Does the group matter? effects of trust, cultural diversity, and group formation on engagement in group work in higher education. Higher Education Research & Development, pages 1-16.
Potosky, D. and Duck, J. M. (2007). Forming teams for classroom projects. In Developments in Business Simulation and Experiential Learning: Proceedings of the Annual ABSEL conference, volume 34.
Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological bulletin, 63(6):384.
Tuckman, B. W. and Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & organization studies, 2(4):419–427.
Casper, W. C. (2017). Teaching beyond the topic teaching teamwork skills in higher education. Journal of Higher Education Theory and Practice, 17(6):53–63.
Ellis, C. A., Gibbs, S. J., and Rein, G. (1991). Groupware: some issues and experiences. Communications of the ACM, 34(1):39–58.
Fuks, H., Raposo, A., Gerosa, M. A., Pimental, M., and Lucena, C. J. (2008). The 3c collaboration model. In Encyclopedia of E-collaboration, pages 637-644. IGI Global.
Fuks, H., Raposo, A. B., Gerosa, M. A., and Lucena, C. J. (2005). Applying the 3c model to groupware development. International Journal of Cooperative Information Systems, 14(02n03):299-328.
Isaac, S. and Tormey, R. (2015). Undergraduate group projects: Challenges and learning experiences. In Engineering Leaders Conference 2014 on Engineering Education, volume 2015, page 19. Hamad bin Khalifa University Press (HBKU Press).
Knapp, J., Zeratsky, J., and Kowitz, B. (2016). Sprint: How to solve big problems and test new ideas in just five days. Simon and Schuster.
Kuhrmann, M. and Münch, J. (2016). When teams go crazy: An environment to experience group dynamics in software project management courses. In 2016 IEEE/ACM 38th International Conference on Software Engineering Companion (ICSE-C), pages 412-421. IEEE.
Largent, D. L. (2016). Measuring and understanding team development by capturing self-assessed enthusiasm and skill levels. ACM Transactions on Computing Education (ТОСЕ), 16(2):1-27.
Maqtary, N., Mohsen, A., and Bechkoum, K. (2019). Group formation techniques in computer-supported collaborative learning: A systematic literature review. Technology, Knowledge and Learning, 24(2):169–190.
Medeiros, D., Ribeiro, E., Dam, P., Pinheiro, R., Motta, T., Loaiza, M., and Raposo, A. B. (2012). A case study on the implementation of the 3c collaboration model in virtual environments. In 2012 14th Symposium on Virtual and Augmented Reality, pages 147–154. IEEE.
Mesquita, C. and Lopes, R. P. (2018). Assessing students' participation under different group formation strategies. In 10th International Conference on Education and New Learning Technologies, pages 9802–9811.
Oliveira, L., Rosa, S. S., and Pimentel, A. (2019). Revisão sistemática da literatura: Formação de grupos na aprendizagem colaborativa com suporte computacional. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 30, page 1955.
Poort, I., Jansen, E., and Hofman, A. (2020). Does the group matter? effects of trust, cultural diversity, and group formation on engagement in group work in higher education. Higher Education Research & Development, pages 1-16.
Potosky, D. and Duck, J. M. (2007). Forming teams for classroom projects. In Developments in Business Simulation and Experiential Learning: Proceedings of the Annual ABSEL conference, volume 34.
Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological bulletin, 63(6):384.
Tuckman, B. W. and Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & organization studies, 2(4):419–427.
Publicado
25/04/2022
Como Citar
GOMES, Genildo; CONTE, Tayana; GADELHA, Bruno.
Grupos formados por estudantes ou pelo professor? Uma análise do ponto de vista dos alunos em relação a grupos de estudo. In: SIMPÓSIO BRASILEIRO DE SISTEMAS COLABORATIVOS (SBSC), 17. , 2022, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 119-131.
ISSN 2326-2842.
DOI: https://doi.org/10.5753/sbsc.2022.19481.
