Uso de webcams em avaliações somativas no ensino superior: contexto virtuall
DOI:
https://doi.org/10.35362/rie9726360Palavras-chave:
desempenho acadêmico, comportamento digital, Zoom, curva de aprendizado, ambiente virtualResumo
A pandemia da Covid-19 obrigou os processos do ensino superior a se adaptarem imediatamente ao mundo virtual, apesar de não terem as ferramentas digitais corretamente implementadas. Uma das metodologias mais utilizadas para medir o nível de aprendizagem de um aluno é a prova escrita. Diante dessa situação, o objetivo principal do estudo foi mensurar a relação entre o uso de webcams e o desempenho acadêmico em provas escritas de estudantes universitários. Foram coletados 1.518 resultados de testes de conhecimento, nos quais 50,5% dos alunos foram autorizados a manter a webcam desligada e os restantes 49,5% foram solicitados a ligar a webcam para fazer o exame de forma síncrona. Além disso, foi analisada a relação com diferentes variáveis como: sexo, tempo, disciplina cursada, ano de estudo e tipo de prova. O principal resultado foi que o uso síncrono da webcam durante as avaliações esteve relacionado a uma redução de 5,5% nas notas médias alcançadas em comparação ao cenário sem webcam. Além disso, houve maior nota média (2%) das mulheres em ambos os cenários. Uma conclusão preliminar sugere que a observação virtual como supervisão durante provas escritas remotas e síncronas teria influência no desempenho dos alunos.
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