INTERAÇÃO EM AULAS SÍNCRONAS: ASPECTOS POR TRÁS DAS ESCOLHAS DE ALUNOS DO CURSO DE CIÊNCIAS CONTÁBEIS
DOI :
https://doi.org/10.4270/ruc.2023103Mots-clés :
Interação, Estudantes, Ciências Contábeis, Aula síncrona, Ensino remoto emergencialRésumé
O estudo busca identificar os fatores que promoveram a interação de alunos de Ciências Contábeis de uma Instituição de Ensino Superior (IES) pública do Sul do Brasil nas aulas síncronas. Para que isso fosse possível, realizou-se uma investigação por meio de variáveis quantitativas coletadas com a aplicação de um questionário online a 50 alunos. Os dados coletados foram analisados no software SPSS, a partir de estatística descritiva, coeficiente de Alfa de Cronbach, teste de normalidade Kolmogorov-Smirnov e Correlação de Spearman. O estudo focou nas formas de interação aluno-conteúdo, aluno-professor e aluno-aluno apresentadas por Moore (1989). Os resultados apontaram que as estratégias de ensino adotadas pelo professor é o principal fator que promove as formas de interação. Por outro lado, as responsabilidades pessoais dos alunos, como família, trabalho e tarefas de casa durante a aula síncrona são fatores que prejudicam as interações. O principal achado do estudo reforça a necessidade de os professores adotarem métodos de ensino adequados para a realidade dos alunos e que atendam suas necessidades, buscando utilizar ferramentas tecnológicas distintas e que engajem o aluno no processo de ensino-aprendizagem. O estudo contribui para a identificação de aspectos que influenciam a interação do aluno com o conteúdo, com o professor e com seus colegas, além de demonstrar a relevância do professor na promoção dessas interações durante a aula síncrona e a necessidade de tornar esse tipo de aula mais proveitosa e interessante para os alunos, o engajando no processo de ensino-aprendizagem e melhorando o seu desempenho, bem como a qualidade do ensino de Contabilidade.
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