Uma abordagem para identificação de perfis de alunos em disciplinas apoiadas por AVA

Abstract

Teachers at all levels face difficulties in adequately go along students. In particular, with the use of LMS, and other similar technologies, to manage the disciplines and organize content and delivery of activities, its use, in the case of semi-presential disciplines, can generate a distance between the teacher and the student and between the students themselves due to the reduced number of meetings in the classroom and the large number of students allocated to a single class with only one teacher. At UFAM there is the Instrumental Informatics discipline, taught for about 18 classes per year for non-computing students, whose modality is blended learning, with the objective of making the student autonomous in productivity tools, such as text editors, editors spreadsheets, presentations and more. The discipline has existed for over twenty years and despite the efforts made by teachers to improve it, it has a high rate of dropout, failure and difficulties in monitoring students. This dissertation is in an attempt to change the student body in these indexes, by proposing a methodological and conceptual approach. In this sense, an initial case study was carried out with the objectives of identifying the research problems, making a diagnosis of the discipline and identifying the students' behavior when carrying out the proposed activities. After doing so, it was discovered the need to change the methodology, inserted in the proposal of an approach to identify the profiles of students through their intelligences with the objective of enabling the teacher to identify students who are subject to failure and dropout. The proposed approach anchored in PBL and the Theory of Multiple Intelligences was applied in one case study and reapplied in another case study to confirm the relevance of the proposed approach. The results of this research were the construction of the approach to help the teacher in semi-presential disciplines, in the sense of knowing the student according to their behavioral and cognitive characteristics observed in the VLE and thereby intervening in students who need support to improve the production of new knowledge or even assist those who may be having difficulties within the course.