Impacto dos serviços digitais do ambiente de aprendizagem baseado em nuvem híbrida na eficiência da educação
DOI:
https://doi.org/10.20952/revtee.v14i33.15297Palavras-chave:
Computação em nuvem, Serviços na nuvem, Educação baseada em projetos, Projeto interdisciplinar, Alunos, Competência profissionalResumo
Este artigo tem como objetivo analisar o impacto do ambiente híbrido de aprendizagem baseado em nuvem, fornecendo recursos e serviços para a implementação de projetos interdisciplinares no curso de estudos sobre a eficiência da educação. Métodos Uma combinação de métodos modernos de estudos pedagógicos foi aplicada para resolver os problemas definidos. Os autores usaram métodos teóricos, como análise, generalização, comparação, síntese e sistematização da literatura de pesquisa e auxiliares de ensino, proporcionando visibilidade em termos da perspectiva atual do problema analisado e desenvolvendo e introduzindo um ambiente de aprendizagem baseado em nuvem híbrido para apoiar a interdisciplinaridade projetos. Os autores também usaram métodos empíricos, como experimentos pedagógicos, para determinar o impacto dos serviços digitais no ambiente de aprendizagem baseado em nuvem híbrida sobre o desempenho dos alunos em cada disciplina de projetos interdisciplinares e seus perfis no decorrer do projeto. Para processamento numérico de resultados de pesquisas e testes estatísticos de objetividade, os autores usaram métodos de estatística matemática. Principais resultados O case é feito para o uso da computação em nuvem na formação de futuros profissionais. A análise experimental é conduzida para determinar o impacto do ambiente de aprendizagem baseado em nuvem híbrida, fornecendo recursos e serviços para implementar projetos interdisciplinares no curso de estudos sobre a eficiência da educação. O impacto positivo é mostrado para a aprendizagem baseada em nuvem híbrida em termos de progresso dos alunos. Aplicabilidade. Os resultados podem servir de base para o desenvolvimento e introdução de um ambiente de aprendizado híbrido baseado em nuvem para apoiar projetos interdisciplinares. A novidade científica deste estudo é reforçada pela análise do impacto dos serviços digitais do ambiente de aprendizagem baseado em nuvem híbrida sobre a eficiência da formação de futuros profissionais no curso de um projeto interdisciplinar.
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Referências
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Araujo, A., & Silva, I. P. (2020). Maker culture and educational robotics in physics teaching: developing an automated traffic light in high school. Journal of Research and Knowledge Spreading, 1(1), e11654.
Aznar, M., Zacares, J., Lopez, J., Sanchez, R., Pastor, J., & Llorca, J. (2015). Interdisciplinary robotics project for first-year engineering degree students. Journal of Technology and Science Education, 5(2), 151-165. https://doi.org/10.3926/jotse.152
Barak, M., & Dori, Y. J. (2005). Enhancing undergraduate students’ chemistry understanding through project-based learning in an IT environment. Science Education, 89(1), 117-139. https://doi.org/10.1002/sce.20027
Biasutti, M., & El-Deghaidy, H. (2014). Interdisciplinary project-based learning: an online wiki experience in teacher education. Technology Pedagogy and Education, 24(3), 339-355. https://doi.org/10.1080/1475939x.2014.899510
Boja, C., Pocatilu, P., & Toma, C. (2013). The economics of cloud computing on educational services. Procedia-Social and Behavioral Sciences, 93, 1050-1054. https://doi.org/10.1016/j.sbspro.2013.09.328
Bouyer, A., & Arasteh, B. (2014). The Necessity Of Using Cloud Computing In Educational System. Procedia - Social and Behavioral Sciences, 143, 581-585. https://doi.org/10.1016/j.sbspro.2014.07.440
Bulla, C., Hunshal, B., & Mehta, S. (2016). Adoption of Cloud Computing in Education System: A Survey. International Journal of Engineering Science and Computing, 6(6), 63-75.
Butler, A., & Christofili, M. (2014). Project-based learning communities in developmental education: a case study of lessons learned. Community College Journal of Research and Practice, 38(7), 638-650. https://doi.org/10.1080/10668926.2012.710125
Cornalli, F. (2018). Training and developing soft skills in higher education. In: 4th International Conference on Higher Education Advances (HEAd’18), Universitat Polit`ecnica de Val`encia, Val`encia, pp. 961-967. https://doi.org/10.4995/HEAd18.2018.8127
Donà dalle Rose, L. F., & Haug, G. (2013). Programme Profiles and the Reform of Higher Education in Europe: The Role of Tuning Europe. Tuning Journal for Higher Education, 1, 203-222. https://doi.org/10.18543/tjhe-1(1)-2013pp203-222
Elamir, A. M., Jailani, N., & Bakar, M. A. (2013). Framework and Architecture for Programming Education Environment as a Cloud Computing Service. Procedia Technology, 11, 1299-1308. https://doi.org/10.1016/j.protcy.2013.12.328
Ercan, T. (2010). Effective use of cloud computing in educational institutions. Procedia Social and Behavioral Sciences, 2, 938-942. https://doi.org/10.1016/j.sbspro.2010.03.130
Ganesh, D., Dutta, C., & Malaya, B. (2012). Role of Cloud Computing in Education. In: 2012 International Conference on Computing, Electronics and Electrical Technologies (ICCEET), Nagercoil, India, pp. 832-836. https://doi.org/10.1109/ICCEET.2012.6203884
Gestwicki, P., & McNely, B. (2016). Interdisciplinary Projects in the Academic Studio. Journal ACM Transactions on Computing Education, 16(8), 1-24. https://doi.org/10.1145/2732157
Gogiberidze, G. M., Isakov, V. A., Ershova, T. V., & Shulgina, O. V. (2020). Development of innovations in the educational environment: inclusive education and digital technologies. Revista Inclusiones, 7(Especial), 147-158.
Golubeva, T. I., Kokhanovskaya, I. I., Golovneva, E. V., Fatykhova, A. L., & Terekhova, N. V. (2020). Social networks and education: the increase in student learning efficiency and the search for means of control. Revista Inclusiones, 7(Especial), 48-60.
Guasch, T., Alvarez, I., & Espasa, A. (2010). University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher experience. Teaching and Teacher Education, 26, 199-206. https://doi.org/10.1016/j.tate.2009.02.018
Howell, R. T. (2003). The Importance of the Project Method in Technology Education. Journal of Industrial Teacher Education, 40(3). https://scholar.lib.vt.edu/ejournals/JITE/v40n3/
Johnson, C. S., & Delawsky, S. (2013). Project-based learning and student engagement. Academic Research International, 4(4), 560-570.
Kaur, R. S., & Sawtantar, S. (2015). Exploring the Benefits of Cloud Computing Paradigm in Education Sector. International Journal of Computer Applications, 115(7), 1-3. https://doi.org/10.5120/20160-2217
Klein, D. (2002). Design projects for the classroom. The Technology Teacher, 61(4), 20-22.
Koch, F., Assunção, M. D., Cardonha, C., & Netto, M. A. (2016). Optimizing resource costs of cloud computing for education. Future Generation Computer Systems, 55, 473-479. https://doi.org/10.1016/j.future.2015.03.013
Krivova, A. L., Kurbakova, S. N., Afanasyev, V. V., & Rezakov, R. G. (2020). Capabilities of Cloud Services and Webinars Effectiveness of Teaching Humanities Students. Utopía Y Praxis Latinoamericana, 25(5), 135-146.
Lin, A., & Chen, N. (2012). Cloud computing as an innovation: Perception, attitude, and adoption. The International Journal of Information Management, 32, 533-540. https://doi.org/10.1016/j.ijinfomgt.2012.04.001
Lyakhova, N. B., Avtsinova, G. I., Rustamov, F. H., & Kamarova, N. S. (2020). Technology for conducting online lectures using clouds ervices in distance education for students of humanitarian specialties. EurAsian Journal of BioSciences, 14, 6189-6195.
Maida, C. A. (2011). Project-Based Learning: A Critical Pedagogy for the Twenty-First Century. Policy Futures In Education, 9(6), 759-768. https://doi.org/10.2304/pfie.2011.9.6.759
Majid, S., Liming, Z., Tong, S., & Raihana, S. (2012). Importance of Soft Skills for Education and Career Success. International Journal for Cross-Disciplinary Subjects in Education, 2(2), 1036-1042. https://doi.org/10.20533/ijcdse.2042.6364.2012.0147
Mansuri, A., Verma, M., & Laxkar, P. (2014). Benefit of Cloud Computing for Educational Institutions and Online Marketing. Information Security and Computer Fraud, 2(1), 5-9.
Meirink, J. A., Imants, J., Meijer, P. C., & Verloop, N. (2010). Teacher learning and collaboration in innovative teams. Cambridge Journal of Education, 40, 161–181. https://doi.org/10.1080/0305764x.2010.481256
Melnikova, M., Bychko, M., Komarevceva, I., Melnichuk, M., & Dzhanbidaeva, Z. (2019). Legal education in the digital age: problems and prospects. JURÍDICAS CUC, 15(1), 301-320. http://dx.doi.org/10.17981/juridcuc.15.1.2019.11
Milovanova, M. M., Markova, T. S., Mushrub, V. A., Ordynskaya, M. E., & Plaksa, J. V. (2020). Business education: training in the use of blockchain technology for business development. Revista Inclusiones, 7(Especial), 408-420.
Mircea, M. (2010). SOA, BPM and cloud computing: connected for innovation in higher education. In: 2010 International Conference on Education and Management Technology, Cairo, Egypt, pp. 456-460. https://doi.org/10.1109/ICEMT.2010.5657616
Mohammadi, H. (2015). Investigating users’ perspectives on e-learning: An integration of TAM and IS success model. Computers in Human Behavior, 45, 359-374. https://doi.org/10.1016/j.chb.2014.07.044
Morales, T. M., Bang, E., & Andre, T. (2013). A one-year case study: Understanding the rich potential of project-based learning in a virtual reality class for high school students. Journal of Science Education and Technology, 22(5), 791–806. https://doi.org/10.1007/s10956-012-9431-7
Odeh, M., Garcia-Perez, A., & Warwick, K. (2017). Cloud Computing Adoption at Higher Education Institutions in Developing Countries: A Qualitative Investigation of Main Enablers and Barriers. International Journal of Information and Education Technology, 7(12), 921-927. https://doi.org/10.18178/ijiet.2017.7.12.996
Okai, S., Uddin, M., Arshad, A., Alsaqour, R., & Shah, A. (2014). Cloud Computing Adoption Model for Universities to Increase ICT Proficiency. SAGE Open, July-September, 4(3), 1-10. https://doi.org/10.1177/2158244014546461
Ozdamlia, F., & Bicen, H. (2014). Effects of training on Cloud Computing Services on M-Learning Perceptions and Adequacies. Procedia - Social and Behavioral Sciences, 116, 5115-5119. https://doi.org/10.1016/j.sbspro.2014.01.1083
Oliveira, A. M., Gerevini, A. M., & Strohschoen, A. A. G. (2017). Diário de bordo: uma ferramenta metodológica para o desenvolvimento da alfabetização científica. Revista Tempos e Espaços em Educação, 10(22), 119-132.
Pardeshia, V. H. (2014). Cloud Computing for Higher Education Institutes: Architecture, Strategy and Recommendations for Effective Adaptation. Procedia Economics and Finance, 11, 589-599. https://doi.org/10.1016/S2212-5671(14)00224-X
Polutnik, J., Druzovec, M., & Welzer, T. (2013). Interdisciplinary projects - Cooperation of students of different study programs. In: 2013 24th EAEEIE Annual Conference (EAEEIE 2013), Chania, Greece, pp. 215-218. https://doi.org/10.1109/EAEEIE.2013.6576532
Ravitz, J., & Blazevski, J. (2014). Assessing the role of online technologies in project-based learning. Interdisciplinary Journal of Problem-Based Learning, 8(1), 1-9. https://doi.org/10.7771/1541-5015.1410
Roberts, T., & Harlin, J. (2007). The Project Method in Agricultural Education: Then and Now. Journal of Agricultural Education, 48(3), 46-56. https://doi.org/10.5032/jae.2007.03046
Rodrigues, B. M., Santos, J. E. B., & Vasconcelos, C. A. (2020). Conceptions of undergraduate students in Chemistry on the use of interactive interfaces in and for the activities developed in the distance course. Journal of Research and Knowledge Spreading, 1(1), e11649.
Robertson, C. (2013). Using a cloud-based computing environment to support teacher training on common core implementation. Techtrends: Linking Research & Practice to Improve Learning, 57(6), 57–60. https://doi.org/10.1007/s11528-013-0702-9
Sabi, H. M., Uzoka, F. E., Langmia, K., & Njeh, F. N. (2016). Conceptualizing a model for adoption of cloud computing in education. The International Journal of Information Management, 36, 183-191. https://doi.org/10.1016/j.ijinfomgt.2015.11.010
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2021-02-27
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Kovalevskaia, N., Gilyazeva, E. N., Lobazova, O. F., Duborkina, I. A., & Sokolova, A. P. (2021). Impacto dos serviços digitais do ambiente de aprendizagem baseado em nuvem híbrida na eficiência da educação. Revista Tempos E Espaços Em Educação, 14(33), e15297. https://doi.org/10.20952/revtee.v14i33.15297
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