SciELO - Scientific Electronic Library Online

 
vol.29 número4Rabdomiosarcoma Embrionario Uterino: Aspectos Morfológicos e InmunohistoquímicosLesión Ulcerativa Traumática Sublingual Causada por la Erupción del Primer Molar Temporal: Reporte de un Caso índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Journal

Artigo

Indicadores

Links relacionados

Compartilhar


International Journal of Morphology

versão On-line ISSN 0717-9502

Resumo

TORNESE, Elba B et al. Virtual Teaching and Learning Applied as Supplementary Instructional Resources in Teaching Neuroanatomy: Population, Educational and Psychopedagogic Aspects. Int. J. Morphol. [online]. 2011, vol.29, n.4, pp.1130-1135. ISSN 0717-9502.  http://dx.doi.org/10.4067/S0717-95022011000400010.

New technologies of information and communication are changing society and strongly influence education, creating new scenarios valuable to the teaching and learning. These virtual teaching and learning (VLEs) are software platforms thought to facilitate pedagogical communication among participants in a context of educational process. The aim was to present results of adhesion, performance and educational value of the VLE, specifying underlying population concerns and educational psychology, when applied in neuroanatomy. We designed a VLE using Moodle® with consultation activities, homework, learning forums, wiki, hypertext and questionnaire. Implemented in 3 committees that submitted 2010 for 1 (obligatory) and 2 (not obligatory) and parameters were evaluated to know the effectiveness of the resource implemented as complementary educational curricula for practical work. The results were evaluated using descriptive statistical tools. 75% of students used the VLE, the frequency of increased access was at night (20-24 hours). We detected difficulties in the daily use of this tool despite its easy access. Half entered 2 times per week, without prevalence of that day, mostly one time per day from home and logged into the site, remaining between 30 and 70 minutes (60%). We determined the correlation between unsatisfactory midterm exam performance and lower resource use (R2> 0.78). We objectified benefit in the use of VLEs in the Neuroanatomy rotation. That resource generated the construction of teaching and learning by reworking the content mediated by the student subjective cognitive structure.

Palavras-chave : Neuroanatomy; Pedagogy; VLE.

        · resumo em Espanhol     · texto em Espanhol     · Espanhol ( pdf )

 

Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons