Metacognição e ensino on line : uma possibilidade em educação a distância na enfermagem

• Ano de defesa: 2014
• Autor(a) principal: Ganne, Glaucia Maria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Faculdade de Enfermagem (FAEN); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Enfermagem
• Palavras-chave em Português: Metacognição; Educação a distância; Enfermagem; CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM; Metacognition; Distance education; Nursing
• Link de acesso: http://ri.ufmt.br/handle/1/752

In the current scenario of nursing education, tem incorporating technologies in education advanced and it is necessary to develop research for appropriate use of these innovations for learning purposes. The focus of the investigation was the use of educational technology through distance education online and metacognition, which question was: How to apply metacognition and online education to the nursing education, so that learning happen effectively? The main objective was to analyze the development of metacognition and learning in online nursing education programs. Like this, the experimental project of the distance course was developed on the Moodle platform, using this references: Metacognition, Principle of Competence in a specific area - How Experts Differ from Novices, and Elements of a high quality course. This research is a case study it is a combination of strategies quantitative and qualitative approach. It started from this assumptions: that metacognitives guidance expose to the nursing students in virtual learning environment, would help them in the development of metacognitive strategies - awarene ss, control and autopoiesis; Would exist associated characteristics related to variables people are capable of influencing the development of metacognitive strategies, and even the perception that students have about learning in the distance education, would be the realization of learning. Data were collected between February and August 2013. The data were organized in descriptive and inferential statistical by analysis the Statistical Package for the Social Sciences SPSS version 15.0, and qualitative analysis using the operating method. This evidences was triangulated and analysis of the case shows that the strategies used in online nursing course promoted the learning and development of metacognition, with evidences that sociodemographic characteristics influence the development of metacognition. The case demonstrates that the process of developing an online course is complex, extensive and multifaceted, and demands coordination between various theories. Requires theoretical knowledge, intersectoral collective construction, financial investments, and undoes the myth of the exclusion of the teacher in the distance education, as it was found that the tutor's role was integrator element of practices that encouraged interactivity and learning virtual environment of the course.