Margarida M. Pinheiro*, Cláudia S. Sarrico** e Rui A. Santiago***
*Universidade de Aveiro, Portugal
**Universidade Técnica de Lisboa, Portugal
***Universidade de Aveiro, Portugal
Resumo
No sentido de melhorar o desempenho dos graduados no mercado de trabalho, foi desenvolvido, segundo uma metodologia tipo PBL, um curso de Simulação Empresarial num curso de contabilidade. O foco deste trabalho centra-se na análise de qual o poder dos ambientes de aprendizagem inspirados em metodologias PBL nas motivações dos estudantes, e no entendimento de até que ponto a motivação influencia o seu desempenho. A investigação sugere que a presença de problemas profissionais reais envolvendo diferentes áreas de trabalho, a natureza inovadora da metodologia e as características pragmáticas da mesma, se constituem como elementos motivadores para os estudantes. Paralelamente, os mecanismos de feedback do trabalho realizado em conjunto com a oportunidade de reformulação dos erros cometidos assumem particular importância no entusiasmo e estímulo do estudante. O efeito que a crescente motivação tem sobre as aprendizagens e, em última análise, sobre os resultados dos alunos, é um paradigma central do modelo.
Palavras-chave: Ensino superior; PBL; Motivação; Desempenho
]]>Motivation and performance in a business simulation course
Abstract
In order to enhance graduates’ performance in the labour market a one semester Business Simulation course was designed and implemented. The course participants are students of the last semester in a PBL-type undergraduate Portuguese Accounting program. This work focuses on the power of learning environments, namely the ones inspired by PBL, to influence students’ motivations; and asks to what extent motivation contributes to differences in performance. Interpreting the results of this case study, it can be seen that the use of real-world problems encompassing different subject areas in conjunction with augmented teaching methods motivates students in both an intrinsic and extrinsic way. Using feedback together with the opportunity to improve submitted work is shown to have a huge importance on the learners’ enthusiasm and stimulation. The effect that increased motivation has on students’ and graduates’ learning and ultimately course grades is a central tenet in the teaching and evaluation model.
Keywords: Higher education; PBL; Performance; Motivation
Motivation et performance dans un cours de simulation d’Entreprise
Résumé
Pour améliorer l’accomplissement des gradués dans le marché de travail, on a développé un cours de Simulation d’Enterprise, basé sur une méthodologie du type PBL. Ce travail se centre dans l’analyse sur le pouvoir des environnements d’apprentissage basés dans les méthodologies PBL sur les motivations des étudiants, et l’influence de la motivation sur l’accomplissement de ceux-là. L’investigation nous montre que la présence de problèmes professionnels réels enveloppant de différents domaines de travail, et la nature innovatrice de la méthodologie et ses caractéristiques pragmatiques, forment des éléments motivateurs pour les étudiants. En même temps, les mécanismes de feedback du travail réalisé et la possibilité de reformulation des erreurs commises assument une particulière importance pour l’enthousiasme et la stimulation de l’étudiant. L’effet que la croissante motivation a sur les apprentissages et sur les résultats dés étudiants c’est un paradigme central du modèle.
Mots-clé: Enseignement supérieur; PBL; Motivation; Performance
]]>Texto completo disponível apenas em PDF.
Full text only available in PDF format.
Referências
Albanese, M., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Journal of the Association of American Medical Colleges, 68 (1), 52-81.
Araz, G., & Semra, S. (2007). The interplay between cognitive and motivational variables in a problem-based learning environment. Learning and Individual Differences, 17(4), 291-297.
Arroteia, J. (2002). O Ensino Superior Politécnico em Portugal. Aveiro: Universidade de Aveiro.
Barrows, H. (1999). A taxonomy of problem-based learning methods. In J. Rankin (Org.), Handbook on problem-based learning (pp. 27-29). New York: Forbes Custom Publishing.
Bayne, S. (2007). Higher Education as a visual practice: seeing through the virtual learning environment. Teaching in Higher Education, 13 (4), 395-410.
]]> Dahlgren, M., & Öberg, G. (2001). Questioning to learn and learning to question: structure and function of problem-based learning scenarios in environmental science education. Higher Education, 41 (3), 263-282.De Vries, M., Schmidt, H., & Graaff, E. (1989). Dutch comparisons: Cognitive and motivational effects of problem-based learning on medical students. In H. Schmidt, M. Lipkin, M. de Vries & J. Greep (Org.), New directions for medical education: Problem-based learning and community oriented medical education (pp. 230-240). New York: Springer-Verlag.
Frank, M., & Barzilai, A. (2004). Integrating alternative assessment in a project-based learning course for pre-service science and technology teachers. Assessment & Evaluation in Higher Education, 29 (1), 41-61.
Kirschner, P., Van Vilsteren, P., Hummel, H., & Wigman, M. (1997). The design of a study environment for acquiring academic and professional competence. Studies in Higher Education, 22 (2), 151-171.
Kolmos, A. (1996). Reflections on project work and problem-based learning. European Journal of Engineering Education, 21 (2), 141-148.
Ljungman, A., & Silén, C. (2008). Examination involving students as peer examiners. Assessment & Evaluation in Higher Education, 33 (3), 289-300.
Maclellan, E. (2008). The significance of motivation in student-centred learning: a reflective case study. Teaching in Higher Education, 13 (4), 411-421.
Major, C., & Palmer, B. (2001). Assessing the effectiveness of problem-based learning in Higher Education: Lessons from the literature. Academic Exchange Quartely, Spring 2001. Disponível em http://www.rapidintellect.com/AEQweb/mop4spr01.htm.
Miles, M., & Huberman, M. (1994). Qualitative data analysis. Thousand Oaks: Sage Publications.
Musal, B., Taskiran, C., & Kelson, A. (2003). Opinions of tutors and students about the effectiveness of PBL in Dokuz Eylul University School of Medicine. Medical Education Online, 8. Disponível em http://www.med-ed-online.org/pdf/f0000073.pdf.
]]> Neave, G., & van Vught, F. (1994). Government and higher education in developing nations: a conceptual framework. In G. Neave & F. van Vught (Org.), Government and Higher Education relationships across three continents (pp. 1-22). Oxford: Press Pergamon.Ordem dos Técnicos Oficiais de Contas (2010). Lista de cursos reconhecidos com protocolo de dispensa de estágio. Disponível em http://www.otoc.pt/gc/?id=294.
Rawson, M. (2000). Learning to learn: more than a skill set. Studies in Higher Education, 25 (2), 225-238. [ Links ]
Silén, C., & Juhlin, L. (2008). Self-directed learning — a learning issue for students and faculty. Teaching in Higher Education, 13 (4), 461-475.
Tillema, H., Kessels, J., & Meijers, J. (2000). Competencies as building blocks for integrating assessement with instructional in vocational education: a case from The Netherlands. Assessement & Evaluation in Higher Education, 25 (3), 265-278.
Yin, R. (1994). Case study research. Design and methods. Thousand Oaks: Sage Publications.
Recebido em Dezembro/2009
Aceite para publicação em Outubro/2010
]]>