Resumen
As perceções dos alunos face à aprendizagem remota referem aspetos negativos relacionados com o suporte insuficiente dos professores ou a falta de motivação. Porém, a aplicação do modelo Flipped Classroom (MFC) apresenta efeitos positivos nos resultados de aprendizagem cognitiva, nos níveis de motivação, satisfação e autonomia dos alunos. Este estudo teve como objetivo analisar as perceções dos alunos do ensino secundário português acerca da experiência de aprendizagem no MFC, em contexto online, e relacioná-las com indicadores da experiência de aprendizagem. Utilizou-se uma abordagem de métodos mistos com recurso a um questionário e a entrevistas grupais que possibilitaram uma maior compreensão da influência das características do modelo na experiência de aprendizagem dos alunos. Os resultados mostraram que a característica do MFC mais valorizada foi o envolvimento dos alunos no processo de construção de conhecimentos. Revelaram uma correlação positiva entre as características do modelo e os indicadores da experiência de aprendizagem e destacaram o papel do professor na estratégia motivacional da promoção da autonomia. Concluiu-se que quando existe um design estratégico dos conteúdos suportado pelas interações com os pares e pelo feedback do professor, a implementação online do MFC cumpre as “necessidades” motivacionais dos alunos para se envolverem na aprendizagem.
Citas
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