Percepções e competências transversais por tipo de aprendizagem universitária antes e depois da COVID-19
DOI:
https://doi.org/10.18861/cied.2025.16.2.4032Palavras-chave:
percepção, competências transversais, aprendizagem presencial, aprendizagem híbrida, aprendizagem onlineResumo
Este artigo procura analisar as perceções e as competências transversais que os estudantes universitários associam à aprendizagem presencial, mista e em linha, antes e depois da pandemia de COVID-19. A metodologia utilizada consistiu num inquérito presencial realizado no início de 2019 e posteriormente em 2023. As principais conclusões indicam que a aprendizagem presencial é vista como altamente interativa e útil para o desenvolvimento de competências transversais de natureza grupal ou social. Por outro lado, a aprendizagem em linha está associada a benefícios como a flexibilidade nos horários de estudo, uma maior autonomia e o estudo ao ritmo do próprio estudante, embora traga consigo uma sensação de isolamento. Além disso, a aprendizagem em linha é atribuída a competências individuais transversais, como o trabalho autónomo e a aquisição de conhecimentos informáticos. Quanto à aprendizagem mista, tanto em termos de perceção como de utilidade para o desenvolvimento de competências transversais, não se destaca nenhum aspeto em particular. É de salientar que estes resultados se mantiveram constantes, tanto antes como depois da pandemia de COVID-19.
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