Aprender Competências nos MOOCs: Uma Revisão Sistemática da Literatura
DOI:
https://doi.org/10.17398/1695-288X.22.1.107Palavras-chave:
Cursos Massivos Abertos Online, Aprendizagem online, Competências digitais, Inovação educativa, Revisão da Literatura SistemáticaResumo
Os Cursos Massivos Abertos Online (MOOCs) são um elemento essencial para compreender a transformação digital, ubíqua e segmentada dos processos de aprendizagem na última década. Este artigo visa analisar esta questão através de uma Revisão Sistemática da Literatura (SLR) que se debruça sobre a investigação científica cujo foco principal são os processos de ensino-aprendizagem e o desenvolvimento de competências educativas nos MOOCs. Para desenvolver este trabalho, partimos dos critérios e recomendações do protocolo PRISMA (2020) e da pesquisa usando palavras-chave nas bases de dados SCOPUS e WOS no período de 2010 a 2021. As combinações de pesquisa foram realizadas utilizando operadores booleanos e triagem utilizando os seguintes critérios de selecção: 1) Etapa Educacional (Ensino Primário, Secundário e Superior), 2) Público-alvo (Professores, Estudantes, Gestores), 3) Tipo de Estudos (Estudos Quantitativos, Qualitativos e Mistos) e 4) Tipos de Competências Desenvolvidas (Digital, Didáctico, Pedagógico e Curricular). Todos estes critérios levam-nos a uma amostra inicial de 1.766 artigos científicos que, finalmente, após o processo de filtragem foi reduzida a 43 publicações científicas. Os resultados da investigação apontam para a importância de personalizar e tornar os ambientes de aprendizagem mais flexíveis nos MOOCs destinados ao desenvolvimento de competências educativas, a fim de mitigar problemas como o abandono escolar ou a falta de motivação.
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