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Perceções dos Professores sobre o Processo de Transição do Ensino Face-a-Face para Blended learning: um Estudo de Caso do Mestrado em Parasitologia Médica
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Resumo(s)
O vertiginoso crescimento das Tecnologias da Informação e Comunicação (TIC) nos últimos anos
vem modificando a maneira como as pessoas aprendem. As diretrizes da União Europeia
apontam para o desenvolvimento das competências digitais de professores e alunos e para o
alargamento do acesso às oportunidades de aprendizagem no âmbito da educação superior,
indicando o blended learning (b-learning) ou ensino híbrido como um potencial dinamizador.
Nesse sentido, o Instituto de Higiene e Medicina Tropical decidiu adaptar o Mestrado em
Parasitologia Médica, de caráter estritamente presencial, para um desenho híbrido. Essa
implementação depende muito do envolvimento dos docentes no processo. Por isso, faz-se
importante conhecer que potencial os docentes veem nesta modalidade de ensino, que perceção
têm sobre as demandas de um curso híbrido e se é necessário apoio especializado nesta
implementação. Trata-se de um estudo de caso de abordagem qualitativa. A seleção da amostra
realizou-se pelo questionário DigCompEdu Check-In. Os dados foram colhidos em um grupo
focal e a análise foi feita a partir da técnica de análise qualitativa de Creswell (2007), que
identificou duas categorias de análise: “Perceções dos docentes sobre as exigências do b learning no atual contexto do Mestrado em Parasitologia Médica” e “Desafios docente e
institucional na implementação do b-learning”. A discussão foi feita pela “triangulação da teoria”
em resposta às questões de investigação. Conclui-se que é preciso investir em mais
oportunidades de formação docente e discente para desenvolvimento das competências digitais;
mitigar dificuldades de acesso dos alunos; reduzir o acúmulo de tarefas dos docentes e dar maior
valorização às atividades destinadas ao b-learning nas avaliações institucionais; bem como
disponibilizar apoio especializado desde a fase de desenho do curso até à avaliação. A
implementação destas medidas poderão ter forte impacto sobre a qualidade do produto
institucional.
The dizzying growth of Information and Communication Technologies (ICT) in recent years has been changing the way people learn. The European Union's guidelines point to the development of digital skills of teachers and students and the widening of access to learning opportunities within higher education, indicating Blended Learning (B-learning) or hybrid teaching as a potential driver. In this sense, the Institute of Hygiene and Tropical Medicine decided to adapt the Master's Degree in Medical Parasitology, strictly in person, to a hybrid design. This implementation depends a lot on the teachers' involvement in the process. Therefore, it is important to know what potential teachers see in this type of teaching, how they perceive the demands of a hybrid course, and whether specialized support is needed in this implementation. This is a case study with a qualitative approach. The sample was selected using the DigCompEdu Check-In questionnaire. Data were collected in a focus group and the analysis was made using the qualitative analysis technique of Creswell (2007), which identified two categories of analysis: “Teachers' perceptions about the requirements of b-learning in the current context of the Master's in Medical Parasitology” and “Teaching and institutional challenges in implementing b-learning”. The discussion was made by triangulating the theory in response to the research questions. It is concluded that it is necessary to invest in more opportunities for teacher and students training to develop digital skills; mitigate student access difficulties; reduce the accumulation of faculties’ tasks and give greater value to activities that are relevant to b-learning in institutional evaluation; as well as providing specialized support from the course design phase to the assessment phase. The implementation of these measures may have a strong impact on the quality of the institutional product.
The dizzying growth of Information and Communication Technologies (ICT) in recent years has been changing the way people learn. The European Union's guidelines point to the development of digital skills of teachers and students and the widening of access to learning opportunities within higher education, indicating Blended Learning (B-learning) or hybrid teaching as a potential driver. In this sense, the Institute of Hygiene and Tropical Medicine decided to adapt the Master's Degree in Medical Parasitology, strictly in person, to a hybrid design. This implementation depends a lot on the teachers' involvement in the process. Therefore, it is important to know what potential teachers see in this type of teaching, how they perceive the demands of a hybrid course, and whether specialized support is needed in this implementation. This is a case study with a qualitative approach. The sample was selected using the DigCompEdu Check-In questionnaire. Data were collected in a focus group and the analysis was made using the qualitative analysis technique of Creswell (2007), which identified two categories of analysis: “Teachers' perceptions about the requirements of b-learning in the current context of the Master's in Medical Parasitology” and “Teaching and institutional challenges in implementing b-learning”. The discussion was made by triangulating the theory in response to the research questions. It is concluded that it is necessary to invest in more opportunities for teacher and students training to develop digital skills; mitigate student access difficulties; reduce the accumulation of faculties’ tasks and give greater value to activities that are relevant to b-learning in institutional evaluation; as well as providing specialized support from the course design phase to the assessment phase. The implementation of these measures may have a strong impact on the quality of the institutional product.
Descrição
Palavras-chave
blended learning competências digitais tecnologias educacionais ensino superior