Aplicação das tecnologias de informação no processo ensino-aprendizagem do curso técnico em enfermagem do Centro Paula Souza/SP
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Data
2008-09-27
Autores
Duarte, Aline Graziele Godoy
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Universidade Estadual Paulista (Unesp)
Resumo
A utilização de Ambientes Virtuais de Aprendizagem (AVA) no processo de ensino aprendizagem está em grande expansão. Este estudo, descritivo observacional, transversal foi realizado para conhecer a aceitação e o uso dos AVAs por alunos e professores do curso técnico em enfermagem do Centro Paula Souza (CPS). Foi baseado na Teoria Unificada de Aceitação e Uso da Tecnologia (UTAUT), que reúne as oito principais teorias anteriores sobre aceitação e uso da tecnologia. A coleta de dados foi feita por aplicação de questionário online (web-survey), com 167 alunos e 83 professores das 58 escolas técnicas estaduais do CPS no Estado de São Paulo que oferecem o curso técnico em enfermagem. A análise dos dados foi realizada através de cálculos de medidas, resumos numéricos e categóricos, em função do caráter descritivo dos mesmos. A população estudada acredita de que o uso do AVA poderá auxilia-la a melhorar o desempenho no trabalho/escola (expectativa de desempenho), sendo mais expressiva entre os professores em relação aos alunos; ambos acreditam na infraestrutura oferecida pelo CPS (condições facilitadoras), mais significantemente entre os professores homens. Acreditar e empregar confiança na tecnologia pode ser fator fundamental para aceitação e uso da mesma, sendo que a garantia de infraestrutura adequada, que ofereça o respaldo no desempenho das atividades, é fator crucial para continuidade do uso. No CPS, professores e alunos acreditam ter um grau de facilidade em usar o sistema baixo (expectativa de esforço). Acreditar que o uso não é fácil ou que não se tem conhecimentos necessários para manusear o sistema, podem ser fatores com influência negativa na intenção de uso. Alunos e professores são pouco influenciados (alunos 6,9 e professores 4,9) pelas pessoas ao usar o sistema (influência social) o que pode ser prejudicial na intenção de uso, haja visto que pessoas que acreditam e usam o sistema são consequentemente influenciadoras do uso, relação esta importante no processo ensino-aprendizagem. Espera-se colaborar com CPS com essas informações que permitem aprimorar a relação do AVA com alunos e professores, para que assim a relação seja mais agradável e amistosa favorecendo o processo de aprendizagem.
The use of Virtual Learning Environments (AVA) in the teaching and learning process is in great expansion. This descriptive, cross-sectional study was conducted to know the acceptance and use of Virtual Learning Environments made to know the acceptance and the use by students and teachers of the nursing technical course of the "Centro Paula Souza". We use as theoretical contribution the Unified Theory of Acceptance and Use of Technology, which brings together the eight main theories about acceptance and use of technology. Data collection was done through a websurvey with 167 students and 83 teachers from the 58 state technical schools of the "Centro Paula Souza", in the state of São Paulo - Brazil, of the nursing technicians training course. Data analysis was carried out through calculations of measurements, numerical and categorical summaries, due to their descriptive character. The study population believes that the use of the Virtual Learning Environment can help it to improve performance in the work/school (expectation of performance), being more expressive among the teachers in relation to the students; both believe in the infrastructure offered by the “C.P.S.” (facilitating conditions), more significantly among male teachers. Believing and trusting in technology can be a key factor for the acceptance and use of technology, and ensuring adequate infrastructure, which provides support in the performance of activities, is a crucial factor for continued use. In "Centro Paula Souza", teachers and students believe they have a degree of ease in using the low system (effort expectancy). Believing that the use is not easy, or that one does not have the necessary knowledge to handle the system, can be factors with negative influence on the intention to use. Students and teachers are little influenced (students 6.9 and teachers 4.9) by the people to use the system (social influence) which can be harmful in the intention to use, since people who believe and use the system are consequently influencing the use, a relation that is important in the teaching-learning process. It is hoped to collaborate with the institute so that this information allows to improve the relation of the virtual environment of learning with the students and teachers, so that the relation is more pleasant and friendly, favoring the process of learning through the virtual environments of learning.
The use of Virtual Learning Environments (AVA) in the teaching and learning process is in great expansion. This descriptive, cross-sectional study was conducted to know the acceptance and use of Virtual Learning Environments made to know the acceptance and the use by students and teachers of the nursing technical course of the "Centro Paula Souza". We use as theoretical contribution the Unified Theory of Acceptance and Use of Technology, which brings together the eight main theories about acceptance and use of technology. Data collection was done through a websurvey with 167 students and 83 teachers from the 58 state technical schools of the "Centro Paula Souza", in the state of São Paulo - Brazil, of the nursing technicians training course. Data analysis was carried out through calculations of measurements, numerical and categorical summaries, due to their descriptive character. The study population believes that the use of the Virtual Learning Environment can help it to improve performance in the work/school (expectation of performance), being more expressive among the teachers in relation to the students; both believe in the infrastructure offered by the “C.P.S.” (facilitating conditions), more significantly among male teachers. Believing and trusting in technology can be a key factor for the acceptance and use of technology, and ensuring adequate infrastructure, which provides support in the performance of activities, is a crucial factor for continued use. In "Centro Paula Souza", teachers and students believe they have a degree of ease in using the low system (effort expectancy). Believing that the use is not easy, or that one does not have the necessary knowledge to handle the system, can be factors with negative influence on the intention to use. Students and teachers are little influenced (students 6.9 and teachers 4.9) by the people to use the system (social influence) which can be harmful in the intention to use, since people who believe and use the system are consequently influencing the use, a relation that is important in the teaching-learning process. It is hoped to collaborate with the institute so that this information allows to improve the relation of the virtual environment of learning with the students and teachers, so that the relation is more pleasant and friendly, favoring the process of learning through the virtual environments of learning.
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Palavras-chave
E-learning, Aceitação da tecnologia, UTAUT, AVA, Acceptance and the use of technologies, Virtual Environments of Learning