Abstract
It is considered in the context of this article the growing scientific development, fast and complex contemporary society, the profile of the students of the 21st century and, consequently, the demands of Higher Education arising from this reality. The objective of this study is to identify and analyze whether the use of ICT and the resources derived from them have resulted in effective changes in the formal scenario of the teaching and learning processes of Higher Education or only offer an appearance of updating. The research carried out is a systematic review of the literature, in which key words were searched in journals indexed with scientific databases relevant to the scientific community, which allowed the identification of practices related to the requirements prioritized in the analysis proposed from published articles in scientific. 62 articles were selected from a primary sample of 450 located from a systematic search process. We present the public that compose the main sample groups of the revised works, the percentage of intentional and occasional learning in them, the types of practices and resources most used and the resources most used for the formal learning processes in Higher Education. It is highlighted if the existence of practices related to the informational construction of knowledge is still present but demonstrating a strong tendency towards more formative practices of knowledge construction. The results showed a complex scenario of apparent transition, in which most of the research is quantitative, focused on the protagonism of the students (learning processes) and highlights the heterogeneity and update of
 technological resources to promote the teaching and learning processes of different contents, methodologies and strategies. Although informative practices and occasional learning outcomes are still present, the emphasis is placed on the predominance, on an ascending scale, of formative, intentional, and propositional practices. Also on a growing scale it is observed that the methodologies and strategies used, which use ICT, are promoting changes in the teaching and learning processes, since the traditional contents appear permeated or accompanied by several skills and competences identified as closer to the student of the 21st century.
Highlights
In view of this paradoxical context and the gaps observed, the objective is to identify and analyze whether the use of ICT and the resources derived from them have resulted in effective changes in the formal scenario of the teaching and learning processes of Higher Education or only offer an appearance of updating
We present the public that makes up the main sample groups of the papers reviewed, the percentage of intentional and occasional learning, the types of practices and resources most used and the resources most used for the formal learning processes in Higher Education
The results observed in the sample evidenced a scenario of apparent transition in the technology of resource use in formal processes of learning of higher education, because the prevalence of the Virtual Learning Environment (Fig. 4) is observed in the sample, spaces that are traditionally used in this context, have been increasingly exploited and adapted to meet the needs of the contemporary learning community, especially as regards the use of electronic methodologies, e-learning evaluation activities
Summary
The use of technology and the possibilities generated from them in the teaching and learning processes has played a crucial and important point for contemporary institutions of any level of education, including Higher Education Institutions (Davidson and Goldberg Rennie 2009; Morrison, 2013). The World Conference on Higher Education, held by UNESCO in Paris (1998) in the late 1990s, pointed to a world university transformation in which the knowledge accumulated and increasingly shared by contemporary societies are part of the scope of expectations desired economic and social context. The application of ICTs to make teaching and learning contexts more suited to students' future demands, among other factors, are understood as recommending the promotion of desired changes. The attributes seem to require the promotion of profound cultural, scientific, social and economic changes in Higher Education
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