Autorregulação da Aprendizagem no Ensino Remoto Estudo com Discentes de Ciências Contábeis Durante a Pandemia da Covid-19
DOI:
https://doi.org/10.9771/rcufba.v17i1.53697Palavras-chave:
Autorregulação na aprendizagem, Ensino remoto, Pandemia da COVID-19Resumo
Esta pesquisa tem por objetivo investigar as estratégias de aprendizagem autorregulada utilizadas por discentes de Ciências Contábeis no ensino remoto durante a pandemia da Covid-19. Para tanto, foi adoto um survey, aplicando-se um questionário estruturado dividido em três blocos, o primeiro é composto por sete questões acerca do perfil socioeconômico e acadêmico dos participantes, já o segundo bloco, refere-se as dez estratégias de autorregulação do modelo proposto por Zimmerman e Pons (1986), e por fim, quatro perguntas analisando as vantagens e desvantagens do ensino remoto. Como técnica de análise, adotou-se a estatística descritiva para o bloco um e dois do questionário, já o bloco três, foi realizado uma codificação aberta no software ATLAS.ti®. Em síntese, os resultados evidenciam que em relação aos fatores determinantes da aprendizagem durante o ensino remoto, os mais indicados pelos discentes são: a) os esforços próprios para compreender; b) os professores e; c) trabalho em grupo.
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