Active Learning During Remote Teaching - A Study Using Brainstorming and Didactic Content Co-creation
Abstract
Teachers have used active learning (AA) techniques to engage students during remote teaching, contributing to dimensions of focused attention, satisfaction, and learning. Thus, this work aims to analyze those dimensions using brainstorming as an AA technique, allowing students to cocreate didactic content for object-oriented programming class. We evaluate the work using quantitative analysis from students' answers in a survey. The results pointed to students' positive perception of focused attention, satisfaction, and learning. Additionally, the analysis showed a correlation among those dimensions. Therefore, we believe that the co-creation of didactic content by brainstorming contributed to emerging students into the remote environment and their satisfaction and learning collaboratively.
Keywords:
Active Learning, Co-creation, Collaboration, Remote Teaching, Brainstorming
References
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Massey, A. P., Brown, S. A., e Johnston, J. D. (2005). It’s all fun and games... until students learn. Journal of Information Systems Education, 16(1):9.
Meguid, E. A. e Collins, M. (2017). Students’ perceptions of lecturing approaches: traditional versus interactive teaching. Advances in medical education and practice, 8:229.
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Pimentel, M. e Carvalho, F. S. P. (2020). Princípios da educação online: para sua aula não ficar massiva nem maçante. SBC Horizontes. [Online]. Acessado em: 22 de Setembro de 2020.
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Yin, R. K. (2015). Estudo de Caso: Planejamento e métodos. Bookman editora.
Basili, V. R. (1992). Software modeling and measurement: the goal/question/metric paradigm. Technical report, University of Maryland, CS-TR-2956.
Bonwell, C. C. e Eison, J. A. (1991). Active learning: Creating excitement in the classroom. 1991 ASHE-ERIC higher education reports. ERIC.
Bradley, R. V., Mbarika, V., Sankar, C. S., e Raju, P. (2005). Multimedia instructional materials in mis classrooms. In Encyclopedia of multimedia technology and networking, pages 717–723. IGI Global.
Burgess, S. e Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of covid-19 on education. VoxEu. org, 1.
Castro, R. M. e Siqueira, S. (2018). Desenvolvimento e avaliação de uma metodologia de aprendizagem ativa apoiada pelo uso de qr code para ensino de banco de dados. In Anais do XXVI Workshop sobre Educação em Computação. SBC.
Castro, R. M. e Siqueira, S. (2019). Metodologias, técnicas, ambientes e tecnologias alternativas utilizadas no ensino de algoritmos e programação no ensino superior no brasil. In Anais dos Workshops do Congresso Brasileiro de Informática na Educação, volume 8, page 228.
Classe, T. M. e Castro, R. M. (2020). Ludificando os fundamentos de computação através de aprendizagem ativa. In Anais do XXVIII Workshop sobre Educação em Computação, pages 116–120. SBC.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. psychometrika, 16(3):297–334.
Esteban-Millat, I., Martínez-López, F. J., Huertas-García, R., Meseguer, A., e Rodríguez-Ardura, I. (2014). Modelling students’ flow experiences in an online learning environment. Computers & Education, 71:111–123.
Ezzy, D. (2013). Qualitative analysis. Routledge, London, 1 edition.
Gasparin, M., Menegotto, I. H., e da Cunha, C. S. (2010). Psychometric properties of the international otcome inventory for hearing aids. Brazilian journal of otorhinolaryngology, 76(1):85–90.
Goedert, L. e Arndt, K. B. F. (2020). Mediação pedagógica e educação mediada por tecnologias digitais em tempos de pandemia. Criar Educação, Criciúma, 9.
Hsu, L. (2017). Enhancing college students’ satisfaction and learning interest when the teacher uses a web-based platform while teaching. American Journal of Educational Research, 5(1):18–24.
Hwang, S. (2008). Utilizing qualitative data analysis software: A review of atlas. ti. Social Science Computer Review, 26(4):519–527.
Kaminskiene, L., Zydziunaite, V., Jurgile, V., e Ponomarenko, T. (2020). Co-creation of learning: A concept analysis. European Journal of Contemporary Education, 9(2):337–349.
Kasunic, M. (2005). Designing an effective survey. Technical report, Carnegie-Mellon Univ Pittsburgh PA Software Engineering Inst.
Loureiro, A. e Messias, I. (2016). Competences and learning profiles of digital age’s students. In Handbook of Research on Engaging Digital Natives in Higher Education Settings, pages 171–191. IGI Global.
Martins, E. e Gouveia, L. (2019). Ml-sai: Um modelo pedagógico para atividades de m-learning que integra a abordagem da sala de aula invertida. In Anais do XXVII Workshop sobre Educação em Computação, pages 121–130. SBC.
Massey, A. P., Brown, S. A., e Johnston, J. D. (2005). It’s all fun and games... until students learn. Journal of Information Systems Education, 16(1):9.
Meguid, E. A. e Collins, M. (2017). Students’ perceptions of lecturing approaches: traditional versus interactive teaching. Advances in medical education and practice, 8:229.
Meinking, K. A. e Hall, E. E. (2020). Co-creation in the classroom: Challenge, community, and collaboration. College Teaching, 68(4):189–198.
Mitchell, A., Petter, S., e Harris, A. (2017). Learning by doing: Twenty successful active learning exercises for information systems courses. Journal of Information Technology Education: Innovations in Practice, 16(1):21–46.
Pimentel, M. e Carvalho, F. S. P. (2020). Princípios da educação online: para sua aula não ficar massiva nem maçante. SBC Horizontes. [Online]. Acessado em: 22 de Setembro de 2020.
Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonell, C., e Booy, R. (2020). School closure and management practices during coronavirus outbreaks including covid-19: a rapid systematic review. The Lancet Child & Adolescent Health.
Yin, R. K. (2015). Estudo de Caso: Planejamento e métodos. Bookman editora.
Published
2022-07-31
How to Cite
CASTRO, Ronney Moreira; CLASSE, Tadeu Moreira de.
Active Learning During Remote Teaching - A Study Using Brainstorming and Didactic Content Co-creation. In: WORKSHOP ON COMPUTING EDUCATION (WEI), 30. , 2022, Niterói.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 251-262.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2022.222400.
