EL VALOR DE LA DIVERSIÓN EN EL APRENDIZAJE EN LÍNEA: UN ESTUDIO APOYADO POR LA INVESTIGACIÓN E INNOVACIÓN RESPONSABLE Y LOS DATOS ABIERTOS
DOI:
https://doi.org/10.23925/1809-3876.2020v18i2p590-613Palabras clave:
Educación superior, aprendizaje en línea, diversión, COVID-19, RRI.Resumen
Los enfoques curriculares humanísticos centrados en el alumno con tecnologías son vitales como respuesta a un mundo dominado por grandes desafíos como COVID-19. Este artículo examina el valor de la diversión en la educación a distancia para promover el éxito de los estudiantes y reducir el abandono escolar. Aunque la experiencia de la diversión es parte de la naturaleza humana, la investigación en esta área es escasa. Este estudio de métodos mixtos respaldado por Investigación e Innovación Responsable (RRI) y datos abiertos se centró en 206 estudiantes, incluidos maestros, consultores y profesionales de la educación. Los resultados indicaron que el 91% de los participantes valoraron el aprendizaje en línea divertido; destacando el bienestar, la motivación y el rendimiento. Sin embargo, el 17% cree que aprender diversión puede desviar la atención de los estudios y provocar distracción o pérdida de tiempo. Este artículo presenta el nuevo concepto de diversión emancipadora y ofrece algunas recomendaciones.Citas
BALDRY, Chris; HALLIER, Jerry. Welcome to the house of fun: work space and social identity. Economic and Industrial Democracy, v. 31, n. 1, p. 150-172, 2010.
BISSON, Christian; LUCKNER, John. Fun in learning: the pedagogical role of fun in adventure education. Journal of Experiential Education, v. 19, n. 2, p. 108-112, 1996.
CAMBRIDGE. Dictionary. Cambridge: Cambridge University Press, 2020.
CARPENDALE, Jeremy; LEWIS, Charles. Constructing an understanding of mind: the development of children’s social understanding within social interaction. Behavioral and Brain Sciences, v. 27, n. 1, p. 79-96, 2004.
CSIKSZENTMIHALYI, Mihaly. The systems model of creativity: the collected works of Mihaly Csikszentmihalyi. Springer, 2015
CSIKSZENTMIHALYI, Mihaly. Finding flow: the psychology of engagement with everyday life. Hachette UK, 2020.
DEWAELE, Jean et al. Do girls have all the fun? Theory and Practice of Second Language Acquisition, v. 2, n. 1, p. 41-63, 2016.
EC. Responsible research and innovation European Commission, 2016. Disponível em: https://ec.europa.eu/programmes/horizon2020/en/h2020-section/responsible-research-innovation. Acesso em: 12 maio 2020.
ELTON-CHALCRAFT, Sally; MILLS, Kären. Measuring challenge, fun and sterility on a ‘phunometre’scale: evaluating creative teaching and learning with children and their student teachers in the primary school. Education, v. 43, n. 5, p. 482-497, 2015.
ETYMONLINE. Dicionário etimológico. Disponível em: https://www.etymonline.com/word/fun. Acesso em: 12 maio 2020.
FREIRE, Paulo. Papel da educação na humanização. Série Artigos, 1967.
FREIRE, Paulo. Ação cultural para a liberdade. 7. ed. Rio de Janeiro: Paz e Terra, 1984.
FREIRE, Paulo. Pedagogia do oprimido. 14. ed. Rio de Janeiro: Paz e Terra, 1985.
FREIRE, Paulo. Pedagogia da autonomia: saberes necessários à prática educativa. 9. ed. São Paulo: Paz e Terra, 1996.
FREIRE, Paulo. Pedagogia da esperança: um reencontro com a pedagogia do oprimido. 16. ed. Rio de Janeiro: Paz e Terra, 2009.
GLASSER, William. Choice theory in the classroom. New York: HarperPerennial, 1998.
GOVENDER, D.; SAGREE & RESHMA, Sookrajh. Being hit was normal’: teachers’(un) changing perceptions of discipline and corporal punishment. South African Journal of Education 34, n. 2, [s.p.], 2014.
HOLANDA, Aurélio Buarque de. Dicionário Aurélio da Língua Portuguesa. 5. ed. São Paulo: Saraiva, 2010.
HOLMES, Bob; DOUGLAS, Kate. Human nature: being playful, 2012. Disponível em:
https://www.newscientist.com/article/mg21428610-300-human-nature-being-playful/. Acesso em: 12 maio 2020.
LAMM, Eric; MEEKS, Michael. Workplace fun: the moderating effects of generational differences, Employee Relations, v. 31, n. 6, p. 613-631, 2009.
LOURENÇO, Orlando. Piaget and Vygotsky: many resemblances, and a crucial difference. New Ideas in Psychology, v. 30, n. 3, p. 281-295, 2012.
OKADA, Alexandra. Distance education: do students believe it should be fun? 2020. Disponível em: https://www.open.edu/openlearn/education-development/learning/distance-education-do-students-believe-it-should-be-fun. Acesso em: 12 maio 2020.
OKADA, Alexandra; SHERBORNE, Tony. Equipping the next generation for responsible research and innovation with open educational resources, open courses, open communities and open schooling: an impact case study in Brazil. Journal of Interactive Media in Education, v. 18, n. 1, p. 1-15, 2018.
PIAGET, Jean; INHELDER, B. The psychology of the child. Basic Books, 1969.
SAHLGREN, Gabriel. The achievement-wellbeing trade-off in education. CfEE Report, 2018.
SANTOS, Boaventura de Sousa. Justicia entre saberes: epistemologías del Sur contra el epistemicidio. Madrid: Morata, 2017.
SCHMIDHUBER, Jurgen. Formal theory of creativity, fun, and intrinsic motivation (1990-2010). Transactions on Autonomous Mental Development, v. 2, n. 3, p. 230-247, 2010.
SHEEHY, Kieron et al. Indonesian teachers’ epistemological beliefs and inclusive education. Journal of Intellectual Disabilities, v. 23, n. 1, p. 39-56, 2019a.
SHEEHY, Kieron et al. Ugandan teachers epistemological beliefs and child-led research: implications for developing inclusive educational practice. International Journal of Disability, Development and Education, 2019b. (Early Access.) SIRAJ-BLATCHFORD, John; LYNNETTE, Brock. Schemas: free flow play. Early Years Educator, v. 17, n. 10, p. 18-20, 2016.
UNESCO. Disponível em: https://en.unesco.org/covid19/. Acesso em: 12 maio 2020.
VYGOTSKY, L. S. Mind in society: the development of higher psychological processes. Cambridge, MA: Harvard University Press, 1978.
WALSETH, Kristin et al. Meaningful experiences in PE for all students: an activist research approach, Physical Education and Sport Pedagogy, v. 23, n. 3, p. 235-249, 2018.
WHITTON, Nicola; LANGAN, Mark. Fun and games in higher education: an analysis of UK student perspectives. Teaching in Higher Education, v. 24, n. 8, p. 1000-1013, 2019.
Descargas
Publicado
Número
Sección
Licencia
Os autores concedem à revista todos os direitos autorais referentes aos trabalhos publicados. Os conceitos emitidos em artigos assinados são de absoluta e exclusiva responsabilidade de seus autores.Todo o conteúdo da Revista e-Curriculum é aberto para acesso público, propiciando maior visibilidade, alcance e disseminação dos trabalhos publicados.
