Modelo de Ensino-Aprendizagem para uma Plataforma de Cursos no Agronegócio

Abstract

The present study aims to propose a learning support solution for online courses, which allows the construction of didactic materials specific for agribusiness, in the format of a Learning Management System (LMS). Named AgroCATIVO, identifies through a questionnaire the learning profile, suggesting the style that the student best identifies with, in order to provide multimedia materials adapted to achieve meaningful learning. The research problem of this study is the feasibility of proposing a framework for teaching and learning using the 4C/ID model (Four Component / Instructional Design) model of Merriënboer et al. (1998) and active methodologies Problem Based Learning (PBL) Kaufman et al. (1989) and Peer Instruction Mazur (1997) to verify if they collaborate with the teaching demands of agribusiness users. It focuses on the integration of educational theories and strategies into individual student learning. For the validation of the model, students were invited of the PPGCAP at Unipampa Bagé to which they executed only the Learning Profile Questionnaire to verify if they agree with the learning style suggested by the platform, other PPGCAP students with teaching experience tested the platform as instructors to provide an opinion on the navigability and use. The complete experiment of the platform was done with students of the Technical Course in Agriculture and Livestock at the IFSul Campus Bagé, their choice because they are involved in the agribusiness area. As instructor, the teacher of the the subject, who contributed the material related to the theme worked in the classroom, originating the course was created on the platform. From this experience, it was possible to evaluate them, where information was generated from these activities. The resulting scale of agreement by the instructors who did the experiment was a 75% chance of return of use. The students, on the other hand, did the activities agreeing on 64.3% of the scale, when it comes to obtaining new knowledge. One of the adapted methodologies was not executed, causing the research problem to be answered in a partial way, yet there were no impediments in the tests. It is understood that the compilation of the learning theories originated a structured model of easy interaction, intuitive visual, and made possible the delivery of materials in this modality.