UNIPS - SC - Capítulos em livros
URI permanente para esta coleção:
Navegar
Percorrer UNIPS - SC - Capítulos em livros por assunto "Motivation of students"
A mostrar 1 - 1 de 1
Resultados por página
Opções de ordenação
- The implementation of a student-centered pedagogical approach based in information and communication technologyPublication . Lourenço, Rodrigo Teixeira; Ferreira, Elsa; Fernandes, ConceiçãoThe process of teaching/learning is an ever changing reality, requiring a permanent adaptation of teaching methods with a view to continuous improvement and increased levels of student motivation. Moreover, the use of information technologies and communication in this same process is now an essential factor, not only as a mechanism for accessing content, but also as a tool for planning, learning, collaboration, assessment, among other variables. The combination of these two realities has forced teachers to a new approach to the pedagogical issues in higher education, with a greater concern with methodology and mechanisms to enable a constant improvement. The article demonstrates the importance that information technologies have in the definition and implementation of a pedagogical approach really focused on students, with their involvement in active teaching and learning. The pedagogical approach that is presented is based on three fundamental principles: (1) the student is the central element of teaching/learning process; (2) active learning should be permanent; and (3) self-study as a key mechanism of preparedness. This approach is divided into six components: (1) Planning, (2) Information, (3) Teaching, (4) Assessment, (5) Feedback and (6) Monitoring. The advance planning of activities is assumed as a key component, because students can plan their efforts throughout the academic year if, from the beginning and in an easier way, they have access to all information for the operation of Curriculum Units. The assessment has to be distributed continuous assessment, which includes different instruments at different times, to allow the assessment tool to adapt to the type of skill to be acquired, and to minimize dependence on the success of students from only one assessment instrument. The gap between the time of conducting the assessment and dissemination of results, which should be minimal, is seen as a major critical factor, not only by the student perception that the proposed approach works, but primarily as a mechanism of motivating students themselves. Finally, monitoring the whole process is an indispensable component, as it seeks to not only meet the expectations of students at first, but also their levels of satisfaction with the functioning of a unit at the end of the Curriculum in order to understand the differential satisfaction that the methodological approach can bring. This pedagogical approach is linked by Information Technology and Communication, without which it would be impossible to implement, given (1) the constant need of sharing information between teachers and students; (2) the problems of the failure and dropout rates particularly in the Engineering area, where it has been applied, and (3) the new profile of students with an increased appetite and dependence of information technologies and communication. The Moodle platform has been a privileged tool to support the activities of all teaching and learning. The results obtained have been very positive, not only as regards the success achieved by students, but also by the results of student satisfaction, giving good indications of the advantages that this approach, particularly in the motivation of students.