Aplicação do Moodle em metodologias ativas para alavancar o desempenho em disciplinas de cálculo

Abstract

Teaching calculus subjects at universities presents significant challenges in our country. High failure rates are common, and with the COVID-19 pandemic in 2020, new obstacles have emerged, such as the transition from traditional to remote learning. This change required the use of applications and software to manage distance learning. In this context, this work proposes a study on the application of active teaching methodologies and the adaptation of teaching due to the pandemic, with an emphasis on the use of Moodle to manage teaching. The present study analyzed the performance of students on the Electrical Engineering course at the Federal University of Ceará in Calculus subjects during three different teaching transitions: the transition from in-person to remote teaching, using Moodle during the pandemic period; the return of universities to the in-person model and the transition from remote to in-person teaching, with Moodle being used for online activities; and the implementation of active learning strategies, such as forming face-to-face study groups, encouraging online discussion forums and dividing online content into short videos to reinforce collaborative learning, all using the Moodle platform. The fundamental objective of this study is to compare the performance of students in the periods in which the active methodology was applied and in the moments in which it was not used. The results of this research reveal that the use of Moodle in conjunction with the adoption of active methodologies resulted in an increase of approximately 10% in the student achievement rate.