Loading...
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Relatório de pós-doutoramento_2024120287 | 2.28 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A IA e os modelos de ensino a distância (EaD) têm desempenhado um papel crescente na educação contemporânea, transformando a forma como se ensina e aprende. Quando bem integradas ao processo educacional, estas plataformas e modelos oferecem grandes oportunidades para democratizar o acesso ao conhecimento, personalizar a aprendizagem e aumentar a flexibilidade do ensino. O e-learning, b-learning e m-learning são exemplos dessas modalidades, que permitem que alunos e professores utilizem recursos digitais para criar novas formas de interação e construção do conhecimento, independentemente da sua localização geográfica. Uma das grandes vantagens do uso dessas plataformas e modelos é a democratização do acesso ao conhecimento. Para estudar o impacto da IA nos modelos e respetivas das plataformas digitais no ensino, recorremos à metodologia quantitativa ex-post facto, que permite analisar os efeitos de intervenções educacionais depois de terem ocorrido. Este tipo de metodologia é útil para compreender como a IA e as plataformas digitais associadas aos modelos de EaD, quando já integradas ao processo educativo, beneficiam ou afetam as dinâmicas de ensino e aprendizagem. A recolha de dados será realizada a partir de um inquérito por questionário, aplicado a profissionais dos continentes com maior expressão e proficiência na língua portuguesa (CPLP), que regularmente recorrem a estas metodologias, modelos e plataformas de interação educacional: Portugal (Europa), Brasil (América Latina / do Sul) e Angola (África). Os dados recolhidos através desta metodologia permitem uma análise do impacto das plataformas digitais na educação, contribuindo para um melhor entendimento de como estas podem ser melhoradas e integradas de forma mais eficaz nas práticas pedagógicas.
AI and distance learning models (EaD) have been playing an increasingly important role in contemporary education, transforming the way teaching and learning occur. When well integrated into the educational process, these platforms and models offer significant opportunities to democratize access to knowledge, personalize learning, and increase teaching flexibility. E-learning, blended learning (b-learning), and mobile learning (m-learning) are examples of these modalities, allowing students and teachers to use digital resources to create new forms of interaction and knowledge construction, regardless of their geographical location. One of the main advantages of using these platforms and models is the democratization of access to knowledge. To study the impact of AI on the models and respective digital platforms in education, we adopted the ex-post facto quantitative methodology, which allows for the analysis of the effects of educational interventions after they have occurred. This type of methodology is useful for understanding how AI and the digital platforms associated with EaD models, once integrated into the educational process, benefit or affect teaching and learning dynamics. Data collection will be carried out through a questionnaire survey applied to professionals from the continents with the most representation and proficiency in the portuguese language (CPLP) who regularly use these methodologies, models, and educational interaction platforms: Portugal (Europe), Brazil (Latin/South America), and Angola (Africa). The data collected through this methodology allows for an analysis of the impact of digital platforms in education, contributing to a better understanding of how they can be improved and integrated more effectively into pedagogical practices.
AI and distance learning models (EaD) have been playing an increasingly important role in contemporary education, transforming the way teaching and learning occur. When well integrated into the educational process, these platforms and models offer significant opportunities to democratize access to knowledge, personalize learning, and increase teaching flexibility. E-learning, blended learning (b-learning), and mobile learning (m-learning) are examples of these modalities, allowing students and teachers to use digital resources to create new forms of interaction and knowledge construction, regardless of their geographical location. One of the main advantages of using these platforms and models is the democratization of access to knowledge. To study the impact of AI on the models and respective digital platforms in education, we adopted the ex-post facto quantitative methodology, which allows for the analysis of the effects of educational interventions after they have occurred. This type of methodology is useful for understanding how AI and the digital platforms associated with EaD models, once integrated into the educational process, benefit or affect teaching and learning dynamics. Data collection will be carried out through a questionnaire survey applied to professionals from the continents with the most representation and proficiency in the portuguese language (CPLP) who regularly use these methodologies, models, and educational interaction platforms: Portugal (Europe), Brazil (Latin/South America), and Angola (Africa). The data collected through this methodology allows for an analysis of the impact of digital platforms in education, contributing to a better understanding of how they can be improved and integrated more effectively into pedagogical practices.
Description
Relatório apresentado à Universidade Fernando Pessoa como parte dos requisitos para o cumprimento do programa de Pós-Doutoramento em E-learning.
Keywords
Inteligência artificial Ensino à distância Plataformas digitais Educação digital Artificial intelligence Distance learning Digital platforms Digital education