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Ensino do sistema Access: Aprendizado a distância e presencial
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Advisor(s)
Abstract(s)
o objetivo deste estudo foi comparar o aprendizado do sistema Microsoft Office
Access®, por meio de educação a distância e presencial. Alunos do 4º ano de graduação em
Odontologia foram divididos em dois grupos, durante três anos. O curso de educação a distância
utilizou sistema Microsoft Office PowerPoint®. O presencial utilizou os mesmos módulos do curso
a distância, porém apresentado por um professor. O instrumento de análise empregado, o critério
e a correção foram os mesmos para os dois métodos de ensino, sendo atribuídas a cada aluno
notas de 0 a 10; a nota final foi por média aritmética. O teste de Mann-Whitney foi utilizado para
comparação do ensino a distância e presencial nos diferentes anos. Para comparação do desempenho
das diferentes turmas (2004, 2005 e 2006) no ensino a distância e no ensino presencial, utilizou-se
teste de Kruskal-Wallis. Em 2004, houve diferença estatisticamente significante entre as notas dos
alunos nos diferentes métodos de ensino, com melhor desempenho para o curso presencial. Em
2005, uma diferença estatística não-significante entre os dois métodos foi observada. Em 2006,
houve diferença estatística significativa, destacando-se o ensino a distância. As vantagens mais
relatadas do ensino a distância foram horário flexível, liberdade de aprendizado e possibilidade de
revisão de conteúdo. A vantagem do curso presencial apontada foi a presença do professor para a
resolução imediata de dúvidas. Assim, entende-se que apesar de a técnica de ensino a distância ter
sido implementada recentemente, os alunos apresentaram familiaridade com a mesma, cabendo ao
professor a liberdade de escolha da melhor forma de ensino para atingir seus objetivos.
ABSTRACT: the purpose of this study was to compare the Microsoft Office Access® system using the distance learning and presential education. Fourth-year Dentistry students were divided into two groups, during three years. The distance learning method used the Microsoft Office PowerPoint® system. The presential teaching method used the same modules of distance learning.The criteria analysis and correction were the same for both methods. Mann-Whitney test was used to compare distance learning and presential education in the different years. Kruskal-Wallis test was used to compare the performance of the different groups in distance learning and presential teaching. In 2004, significant statistical difference was verified between the students score in the different teaching methods, standing out the presential. In 2005, no significant statistical difference was observed between the two methods. In 2006, there was significant statistical difference between teaching modalities with emphasis to the distance learning. The advantages of the distance learning were: flexible schedule, learning in freedom and possibility of revision classes. The advantage of the presential method was the teacher’s presence for immediately resolving doubts. Thus, it is understood that although the technique of distance education have been implemented recently, students had familiarity with it, and the teacher the freedom to choose the best form of education to achieve their goals.
ABSTRACT: the purpose of this study was to compare the Microsoft Office Access® system using the distance learning and presential education. Fourth-year Dentistry students were divided into two groups, during three years. The distance learning method used the Microsoft Office PowerPoint® system. The presential teaching method used the same modules of distance learning.The criteria analysis and correction were the same for both methods. Mann-Whitney test was used to compare distance learning and presential education in the different years. Kruskal-Wallis test was used to compare the performance of the different groups in distance learning and presential teaching. In 2004, significant statistical difference was verified between the students score in the different teaching methods, standing out the presential. In 2005, no significant statistical difference was observed between the two methods. In 2006, there was significant statistical difference between teaching modalities with emphasis to the distance learning. The advantages of the distance learning were: flexible schedule, learning in freedom and possibility of revision classes. The advantage of the presential method was the teacher’s presence for immediately resolving doubts. Thus, it is understood that although the technique of distance education have been implemented recently, students had familiarity with it, and the teacher the freedom to choose the best form of education to achieve their goals.
Description
Keywords
Educação a distância Educação em odontologia Aprendizagem Education distance Education dental Learning
Citation
Revista de Odontologia da UNESP, 38, 273-279
Publisher
Universidade Estadual Paulista Júlio de Mesquita Filho