Publicação
Engaging distance online students through active methods: the example of concept maps
| Resumo: | Distance learning gained publicity and exposure with the pandemic context, attracting more students and the interest of research, consolidating its position of relevance, namely in higher education. This study seeks to reflect on the use of the conceptual map as an active learning strategy, with a view to greater student involvement in a distance university. From the context of a curricular unit with different strategies, which includes, in addition to the traditional reading of documents, the inclusion of videos and or activities in which each student participates in a committed way, it was proposed to use concept maps as powerful tools to engage students. This strategy was aligned with peer feedback. The testimonies left by the students who participated in this case study prove what the literature has said: that the active learning approach based on concept maps positively achieves the objectives and results that aim at successful learning and that the feedback from peers reinforces student self-regulation, enabling insights that improve their learning as a whole. |
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| Autores principais: | Sanches, Tatiana |
| Assunto: | Conceptual maps Active learning Distance education Higher education |
| Ano: | 2021 |
| País: | Portugal |
| Tipo de documento: | documento de conferência |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório da Universidade de Lisboa |
| Resumo: | Distance learning gained publicity and exposure with the pandemic context, attracting more students and the interest of research, consolidating its position of relevance, namely in higher education. This study seeks to reflect on the use of the conceptual map as an active learning strategy, with a view to greater student involvement in a distance university. From the context of a curricular unit with different strategies, which includes, in addition to the traditional reading of documents, the inclusion of videos and or activities in which each student participates in a committed way, it was proposed to use concept maps as powerful tools to engage students. This strategy was aligned with peer feedback. The testimonies left by the students who participated in this case study prove what the literature has said: that the active learning approach based on concept maps positively achieves the objectives and results that aim at successful learning and that the feedback from peers reinforces student self-regulation, enabling insights that improve their learning as a whole. |
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