Construção do conhecimento e regulação da aprendizagem em tarefas colaborativas assíncronas
DOI:
https://doi.org/10.32870/Ap.v11n1.1465Palavras-chave:
Aprendizagem virtual, Aprendizado colaborativo, construção do conhecimento, Educação superior, regulação da aprendizagemResumo
Este artigo apresenta os resultados de uma investigação desenvolvida na Universidade Autônoma de Baja California, México, com alunos do Bacharelado em Ciências da Educação. Processos de aprendizagem colaborativa em ambientes de tecnologia de comunicação assíncrona foram analisados em seis pequenos grupos de alunos. Utilizando uma metodologia de estudo de casos múltiplos, analisamos o discurso utilizado pelos alunos durante a sua colaboração a partir de uma abordagem dual: o discurso cognitivo orientado para a construção do conhecimento e o discurso utilizado para regular a tarefa. Os resultados mostram que o estabelecimento de metas, a formulação de expectativas positivas sobre a tarefa, o monitoramento do progresso e o suporte socioemocional são mecanismos reguladores que contribuem fortemente para o desenvolvimento de processos ricos e profundos de construção compartilhada do conhecimento. Nosso estudo revela um efeito positivo do discurso regulatório sobre a atividade cognitiva dos alunos.
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