five scientific databases that met the following search term “digital tools” and “Collaborative learning” and technology-mediated teaching. Thus, we selected 22 articles that met the inclusion and exclusion criteria where they were analyzed, thus subsiding the considerations of this research. The result demonstrated a variety of digital tools, highlighting the problem-based learning in digital contexts, wiki, blog, social networks, online communities and digitaldevices.
Keywords: Digital tools. Collaborative learning.
Technology-mediated teaching.
Resumo: Este estudo apresenta a aprendizagem
colaborativa e as principais ferramentas digitais utilizadas no ensino mediado pela tecnologia. Esta pesquisa é uma revisão que reuniu artigos publicados em revistas nos últimos cinco anos, em cinco bancos de dados científicos que atenderam ao seguinte termo de pesquisa “ferramentas digitais” e “Aprendizagem colaborativa” e ensino mediado pela tecnologia. Assim, selecionamos 22 artigos que atenderam aos critérios de inclusão e exclusão onde foram analisados, diminuindo assim as considerações desta pesquisa. O resultado demonstrou uma variedade de ferramentas digitais, destacando a aprendizagem baseada em problemas em contextos digitais, wiki, blog, redes sociais, comunidades on-line e dispositivos digitais.
Palavras-chave:Ferramentas digitais. Aprendizagem
Colaborativa.Ensino mediado por tecnologia.
Doutorando em Desenvolvimento Regional. Programa de Pós-graduação em Desenvolvimento Regional da Universidade Federal do Estado do Tocantins. Lattes: http://lattes.cnpq.br/5236550947764476. ORCID: https://
orcid.org/0000-0003-2388-7516 . E-mail: leonardo.andrade@uft.edu.br Doutor em Engenharia Elétrica. Docente Adjunto da Universidade Federal do Tocantins. Lattes:http://lattes.cnpq.br/7905158211286852. ORCID: https://orcid.org/0000-0002-3321-4166. E-mail:hxaraujo@mail.uft.edu.br
Doutor em Ciências da Computação. Docente Adjunto da Universidade Federal do Tocantins. Lattes:http://lattes.cnpq. br/7533983313189933. ORCID: https://orcid.org/0000-0002-1414-4000.
E-mail:ddnprata@gmail.com Doutor em Engenharia de Sistemas e Computação. Docente Adjunto da Universidade Federal do Tocantins. Lattes: http://lattes.cnpq. br/4195102897973575. ORCID:https://orcid.org/0000-0001-5622-516X. E-mail:gentil@uft.edu.br
Leonardo de Andrade Carneiro Humberto X. de Araújo
David Nadler Prata Gentil Veloso Barbosa
FERRAMENTAS DIGITAIS DE
APRENDIZAGEM: UMA REVISÃO DA
LITERATURA
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Introducti on
Informati on technologies have become popular in an exponenti al way, improving experiences in informati on sharing and knowledge building. In additi on, digital learning tools have helped in this improvement through innovati ve practi ces of teaching and learning in the cogniti ve and communicati ve aspects ofl earning.
Therefore, the digital learning tools emerged to improve the interacti ons enabling self-learning, with the mediati on of systemati cally organized didacti c resources, presented in diff erent informati on media used Alone or combined, and conveed in the worldwide computer network (PEREIRA; ARAÚJO,2011).
For Brunett a (2014), the modernizati on needs of the Military Police must be related to constructi on in a democrati c perspecti ve, by means of fl exibility in the new educati onal proposals. The objecti ve of this research is to identi fy digital tools to be used in the qualifi cati on of the Tocanti ns Military Police offi cers through the collaborati ve learning mediated by thetechnologies.
Therefore, analyze, identi fy and classify arti cles related to digital tools that can be implemented in the qualifi cati on of public security agents. The central questi on of this work was: What digital tools can be implemented in the collaborati ve learning of the Tocanti ns MilitaryPolice?
Materials andmethods
Initi ally, aft er the pre-determinati on of the research objecti ves, the questi on was formulated and defi ned as a basic research. As for the objecti ves, exploratory research, this research involves bibliographic survey and data analysis. Be classifi ed as bibliographic. The research and analysis period of arti cles related to the theme was from 2015 to 2019. The search terms aimed to fi nd relevant studies related to the arti cle questi on.
The keywords used the following expressions: “Digital tools” and “Collaborati ve learning” and technology-mediated teaching. “In this sense, the general objecti ve of this arti cle was to identi fy arti cles related to digital tools that can assist in the professional qualifi cati on of the military police of the state of Tocanti ns through collaborati ve learning.
The research questi on was: which or which digital tools can help in the professional qualifi cati on of the Tocanti nsmilitary?
In this sense, the bases chosen were as follows: Emerald Insight, Google Scholar, ScienceDirect-Elsevier, IEEE Xplore, ACM-Digital library. Inclusion criteria were: arti cles published in journals; In the English language; Between 2015 and 2019, of relevance and relati onship with the objecti ve of thisresearch.
The number of repeated studies is not included in the sum of included or excluded. Exclusion criteria: Studies that are not related to the research theme; Which deals with collaborati ve learning in the early years; that have a technical focus; Duplicate studies not related to collaborati ve learning; Digital tools; Collaborati ve learning and technology-mediated learning.
Aft er This step, the relevant arti cles related to the study in questi on were selected, following the steps: Reading the abstracts and excluding those that did not meet the established criteria. Thus, 22 studies were selected for thisarti cle.
Results and Discussions
Problem-Based Learning (PBL) is an innovati ve model that emerges to assist students in solving problems from a real problem. Therefore, a learning methodology in which the student stops being a mere listener to become responsible for his own learning. (DE SOUZA; DOURADO 2015) report that several researchers from diff erent areas have used PBL in several courses and have presented sati sfactory learning outcomes.
The PBL, “promotes a transdisciplinary learning centered on the student, being the teacher a facilitator of the knowledge producti on process (SOUZA; DOURADO, 2015)”. In this way, (BARBER, et al., 2015; BREWER, et al., 2015) present the relati onship between
problem-based learning, authenti c assessment, and the role of the communityin the promoti on of learning in digital contexts. It also describes which virtual teams can collaborate with one another using informati on communicati on technologies(ICTs).
PBL, authenti c assessment and meaningful community are a combinati on of tools that teachers can off er students as an eff ecti ve digital pedagogy. These methods provide opportuniti es for all to produce knowledge through the use of ICTs in various geographic areas (BARBER et al., 2015; BREWER, et al. 2015).
Thus, it is clear the involvement of students and teachers in the sharing of knowledge, using digital tools, through a combinati on of methods and techniques,aimed at knowledge producti on.
In this way, students should be empowered through the PBL to choose real-world tasks to demonstrate their knowledge in an online support community built through the sharing of informati on and knowledge (BARBER et al., 2015). The Wiki has a content-based method, presenti ng important applicati ons in the educati onal fi eld in a way, being ideal for group work, including tasks that can be clearly integrated into teaching at any educati onal level.
Similarly, the blog that works asajournal,withtheexcepti onthatotheruserswhovisiti tcan commentonwhatt hey write, accompanying comments with photos, links and videos (CARNEI-RO; BARBOSA, 2018). Presents the wiki as a space for content and a social space (discussion) for learning in a collaborati ve way. (JIMOYIANNIS; ROUSSINOS, 2017) If properly designed cour-ses can be eff ecti vely introduced into teaching to support students to improve their authoring and collaborati on skills through criti cal thinking, interacti on, and refl ecti on on diverse subjects. They describe that contributi on evidence from wiki-based ventures depends on how the contributi ons of individual and collaborati ve responsibility of the students areintertwined. Wikis have been used in educati onal contexts in various ways and learning objecti ves. Wikis are considered the most appropriate tools for long-term entrepreneurship and group acti viti es, where a community space is needed for discussions, ideas and knowledge sharing (JIMOYIANNIS; ROUSSINOS, 2017).
Therefore, sociocultural bases of knowledge-building ventures in interacti on with the emergence of online collaborati ve resources (SKÖLD, 2017). In this context, students who use the wiki as a collaborati ve learning tool are expected to reach higher cogniti ve levels through communicati on, collaborati on, and criti cal thinking within a learning community.
Therefore, developing a culture of knowledge producti on, learning practi ces and collaborati on of ideas (JIMOYIANNIS; ROUSSINOS, 2017; SKÖLD,2017).
In the studies by (CALDWELL; HEATON, 2016) they describe how blogs and online communiti es have improved disciplinary and interdisciplinary teaching, with the development and sharing of ideas. And that these students incorporate digital tools to enhance learning, modeling practi ce and enabling refl ecti on of learning.
These online communiti es in the form of blogs provide the necessary tools for social learning and are characterized by a common purpose for sharing and applying ideas. In this sense, combining learning and digital tools can provide further evidence of how online spaces promote change from traditi onal teaching to practi ce and that building acti ve knowledge using collaborati ve technologies, moving away from teacher- led didacti cs to a fl exible approach led by student (CALDWELL; HEATON, 2016).
Learning autonomously and collaborati vely, analyzing informati on in the network and transforming it into knowledge, requires fl exibility, and changes in the approaches and characteristi cs of teaching and learning, in this way, analyze and research which technologies are being used and their infl uence on learning, sought an understanding of benefi ts, qualiti es, and limitati ons in teaching-learning processes (TOZZI, et al., 2017; CALDWELL; HEATON, 2016).
Therefore, learning through blogs and online communiti es, they develop an accessible concepti on of how their personal didacti cs evolve through sharing knowledge and how the method of transmitti ng their learning to practi ce occurs through the virtual and classroom environments (CALDWELL; HEATON, 2016).
Therefore, to refl ect on the appropriate use of digital learning tools in a criti cal way, on pedagogical practi ces and, if the appropriati on of concepts and the sharing of knowledge have
contributed sati sfactorily to the disseminati on of knowledge.
Social technologies have gained popularity not only in communicati on, but also in the fi eld of teaching, through various devices, therefore, a mechanism that integrates people with the aim of developing knowledge and providing a more effi cient and eff ecti ve learning.
The use of social networks can improve learning only when users parti cipate in groups and share their knowledge and ideas in view of the interdisciplinary training of parti cipants in study groups or discussions (LEE; LEE, 2018).
Dominic and Hina (2016) describe that digital tools and technologies allow students to assume the autonomy of their learning, establishing the context that inspires them in the search for new ways of learning. Already (CAMPANELLA; IMPEDOVO, 2015, KASINATHAN et al., 2014), argues that society every day uses the social networks in teaching using mobile devices to enhance the learning experience in a collaborati ve way.
People’s connecti vity has led them to share ideas and disseminate informati on, strengthening their possibiliti es for learning in social networks. Therefore, social networks are innovati ve tools, being dynamic environments, where occurs, reproducti on of knowledge, disseminati on of informati on, and exists in society, moti vated by theneed for people to share knowledge, informati on and ideas (LEMOS et al.,2018).
For Awidi et al. (2019) and Chu, et al. (2018) When students use digital collaborati ve learning tools, they feel involved and sati sfi ed with their interacti ons, mainly through Facebook. For students, this tool is the best platf orm for collaborati ve learning today. Facebook is a digital tool that facilitates informal learning, and provides discussion outside the classroom and moti vates student parti cipati on, so it should be used wisely and with care, as this means of communicati on between teachers and students can off er advantages for both (AWIDI et al., 2019; ASTERHAN; ROSENBERG, 2015 and CHU, et al. (2018).
Therefore, a natural tendency of students to integrate social networks into learning practi ces could be due to cultural, pedagogical and insti tuti onal issues.
However, there are concerns (AWIDI et al., 2019; KELES, 2018) regarding the privacy and disclosure of material, in view of the possibility that they seek to do several things at the same ti me, which can lead to a reducti on in academic performance, aff ecti ng quality, making irrelevant and inadequatediscussions.
However, it is worth taking the ti me to use Facebook as a collaborati ve learning tool because this social tool helps the students’ experience by facilitati ng discussion, multi media content development, resource sharing and support for self-managed learning (AWIDI et al., 2019; ASTERHAN; ROSENBERG, 2015; CHU, et al., 2018; KELES, 2018; SCOTT et al., 2016).
The eff ecti veness of the learning process can be sustained by encouraging social media att ributes, that social technologies can increase potenti al beyond typical boundaries, and that interacti ons among members can enhance dialogue among community members learning (CHU, et al., 2018; KELES, 2018; SCOTT et al., 2016).
A new perspecti ve presents itself as an opportunity for the use of socialnetworks in collaborati ve learning. Therefore, a teaching considered informal, based and guided by the content and process that provides discussion and interacti on in a collaborati ve way.
Online collaborati on provides opportuniti es for learners to learn new innovati ve strategies and then employ them successfully in their practi ces and professional assignments (PRESTRIDGE,2019).
Lee and Lee (2018) explains that social networks, when used as a learning tool, may not suffi ciently improve learning performance without the help of other social learning constructs.
That is, learning based on observati on and social interacti on. Social learning environments provide collaborati ve, immediate and relevant methods for gaining knowledge and skills related to work, and mobile devices can improve the way communicati on occurs, thereby enabling mobile and ubiquitous learning through short answers where students, use informati on to improve and share various subjects instantaneously (FALLOON, 2015; LEE; LEE, 2018; SO, 2018;, PRESTRIDGE, 2019; VIEGAS, et al., 2018).
Digital technologies have occupied the educati onal environments in recent years, as the Internet became popular, either as part of a pedagogical approach or teaching and learning
methodology. In this sense, researchers defend the importance of interacti ons in online learning environments.
In this way, contemporary literature affi rms that online and distance educati on depends on the interacti ons of the students. And that these relati onships between diff erent types of interacti ons and learning outcomes. (BORBA, et al. 2018; JOKSIMOVIĆ et al., 2015).
Distance educati on is seen as a modality that democrati zes an opportunity for teaching, even though human beings have taken possession of multi ple means of communicati on, and apprenti ces begin to use them in “ways for which, in principle, they were not planned “. It is important to use method and techniques in teaching in the face of the changes and challenges that society constantly lives. The percepti on of people with the media is cyclical in the sense that there is an intersectoral relati onship that is developing in the world today (BORBA, et al. 2018).
Therefore, aggregati ng methodologies to help teams eff ecti vely regulate group work and improve planning processes can increase student involvement in learning and collaborati ve methods, thus self-effi cacy would be an important tool since itunderstands how well their skills can achieve. [NOGUERA, et al., 2018; LIN etal., 2018).
By incorporati ng digital tools into collaborati ve learning, it is expected that the sharing of knowledge among students occurs in a way, fl ow, thoughts, ideas, atti tudes, decision-making, form, eff ecti ve and planned. It is the students themselves who can acquire knowledge by taking advantage of the interacti ve possibiliti es of the media. The impact of these technologies is widely refl ected in the nature of what is science and what is known as socially valid knowledge (BORBA, et al.,2018).
A refl ecti on of current learning processes and their infl uence on technology mediated educati on can bring signifi cant changes to society, characterizing new challenges for educati onal insti tuti ons, aiming at the autonomy of students in the search for knowledge.
Lin et al., (2018) and Jung and Lee (2018), describe self-effi cacy as a valuable tool for collaborati ve learning because it makes the learner have a self-concept about teaching and the usefulness of learning. Therefore, an important noti on of educati on to help them understand how well their skills can achieve. In this way, the student can benefi t from the constructi on of self-concept in social interacti on. Being that, this social interacti on plays a role in learning and that the example of ideas with other people can acti vely moti vate self-learning in the sense of sharingideas.
The virtual learning environment (VLE) becomes a guiding tool that changes the rules about a student’s acti ve parti cipati on in learning. It was developed to make training possible, qualifying online. Being that, these environments with the use of digital tools can improve teaching, and learning outcomes (BORBA, et al. 2018).
Therefore, the incorporati on of digital informati on sharing tools, can facilitate cogniti ve presence, and learning outcomes. However, there is a need to understand how to use these online tools to enhance and improve learning performance. (BORBA, et al., 2018; YANG et al., 2016; LIN; et al., 2018). In this way, informati on technologies using digital tools are widely applied to improve learning in a collaborati ve learning environment supported by computer.
Not only do students complete tasks, but they learn by sharing experiences. In additi on, these experiences with the use of social networking tools can increase the social presence of the students, as well as improve their results of learning (YANG et al., 2016; LIN et al., 2018).
Thus, online collaborati ve learning suggests various strategies for developing the sharing of ideas and knowledge. Thus, Sharp and Lang (2018) and Noguera, et al., (2018) cite the agile methods, which are learning tools that use approaches that regulate work in teams.
The agile method is characterized by its adaptability to possible changes that may occur in the learning processes. This method aims to increase students’ interacti on by involving several techniques that speed up the learning process (SHARP and LANG, 2018; NOGUERA, et al.,2018).
Therefore, the combinati on of the agile method with problem-based learning can create new ways of learning, since the students used the interacti on to learn and share ideas, seeking to achieve goalstogether.
Thus, there is a conti nuous process of decision-making, based on realchallenges, where students must use strategies to solve problems. Agile learning implies that students create and develop skills and become self-directed, resilient, alongside teacher in a collaborati ve learning environment.
For this reason, teaching methods and techniques need to focus on technological changes, aiming to develop new skills, responsibiliti es, encouraging student interacti on, and contributi ng to collaborati ve learning (SHARP; LANG, 2018).
Considerati ons
Technology-driven digital learning tools enable online collaborati on due to evolving digital tools and applicati ons. Learning tools should combine theory and practi ce, space and ti me, defi ning strategies as essenti al factors for a more autonomous and dynamic learning, favoring multi ple teaching paths. This paper presented an approach in which a variety of tools could contribute to the qualifi cati on of the Tocanti ns policeoffi cer.
The results analyzed present the general objecti ve of this study, which was to identi fy digital tools that can assist in empowerment through collaborati ve learning and that frequent innovati on and improvement of digital tools contribute to the improvement of the quality of educati on. Whether it is problem-based learning, social networking and digital devices, the results show that frequent innovati ons and reinforcement of digital tools can contribute to new methodologies.
Given this theme, collaborati ve learning becomes an instrument capable of adapti ng educati on to the qualifi cati on needs of the military police, as well as reducing travel expenses, transfers and other expenses. In additi on, collaborati ve learning is expected to transform and modify the way quality educati on is delivered.
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Recebidoem 27 denovembro de 2019. Aceitoem 30 de março de 2020.
