Aprendizagem adaptativa por meio da experiência de aprendizagem mediada

Abstract

The most recurrent pedagogical model for free courses is the one whose formative path is designed in a unique way for all students, without considering their specificities. However, several initiatives have emerged, among which are those that seek to present innovations in teaching and learning methodologies. Among these initiatives are those that have resorted to systems based on adaptive learning. In this context, the objective of this research emerged: To identify the contributions that adaptive learning combined with the parameters of the mediated learning experience present for the construction of pedagogical models with closed instructional design. To enable this study, different specific objectives were listed, being them: a) understand and describe the assumptions of adaptive learning; b) know the possibilities of adaptation present in Moodle; c) understand the parameters of the mediated learning experience; d) analyze and describe the current pedagogical model of free distance learning courses in the investigated teaching institution; e) design and implement a prototype course with closed instructional design, from a new pedagogical model, based on adaptive learning and the parameters of the mediated learning experience; f) analyze the applicability of the proposed model from the students' perspective. Given the intentions of the research and its quantitative and qualitative nature, it was decided to use the method of Design Science Research (DSR), whose artifact employed consisted of a framework for customized courses, open and online, applied in different free courses offered in a given public educational institution. As instruments for data collection, it was used the participant observation technique, application of structured questionnaire, opinion survey and collection performed in the virtual environment of students' income, when they entered and when they concluded each course investigated. The data analysis allowed inferring that the main contributions of this research are related to: the implementation of diagnostic tools that aim to analyze the students' previous knowledge, so that such knowledge can be valued during free courses; the creation of pedagogical models that combined adaptive learning with the parameters of mediated learning experience; the constitution of mediation principles based on parameters of mediated learning experience for courses with tutoring; the feasibility of the presence of different parameters of the Mediated Learning Experience in free courses; the implementation of course models adapted from the previous knowledge of students, for courses with and without tutoring. Future studies working with similar objectives may take into account the use of Learning Analytics tools so that new variables can be studied and taken into account in the pedagogical models built for free courses.