Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Souza, Felipe Maciel dos Santos
 |
| Orientador(a): |
Pereira, Maria Eliza Mazzilli |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento
|
| Departamento: |
Faculdade de Ciências Humanas e da Saúde
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/19811
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Resumo: |
Distance education (DE) is a teaching modality that has been standing out in the current scenario, and provides a new platform for the teaching / learning process, which requires consideration of alternative models. This study analyzed the effects of the application of a Personalized System of Instruction (PSI) on student learning in a compulsory subject of the Psychology course of a private university, offered at distance, in relation to: (a) student performance on the initial and final evaluations; assessments of unit, on the bimonthly test, substitute and final exams; (b) interaction with the opportunities offered in the course; (c) possible relationship between student performance and interaction with the opportunities offered in the course. 28 students participated in the study. In all corrections, substantive feedbacks were used. The bimonthly test had a maximum value of 7.5 points, and 15 participants scored at or above 6.0. The others had scores varying from 4.5 to 6.0. It is verified that completing the units is an important factor for a good performance in the bimonthly test, but other factors may also have affected the performance of the participants: the difficulty of the questions presented in the test and the fact that the participants had another evaluation in the same day. The regularity of the work does not seem to be a predictor of the yield in the bimonthly test. In the evaluation of the majority of the participants, the discipline, as taught, was considered better or better than the Institution's traditional distance education method. PSI applied to distance education seems to be a very effective system of teaching, given the high final grades obtained by the students who responded to the initial and final evaluations |
