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Previous issue date: 2011-05-31 / The study, using a descriptive, exploratory design, was developed in a case study approach and performed in a quanti-qualitative methodology with an interventional analysis in a longitudinal perspective. Its main objective was to analyze the effect of an errorless learning methodology in a program of digital inclusion workshops for aged people trying to find, therefore, arguments to confirm the thesis that the errorless learning technique supports computer-related learning in digital inclusion workshops for elderly people. The sample consisted of 25 elderly people divided in two groups (14/11), named Group 1 and 2, with mean age of 68 years. Concerning to the education level, 11 of them were graduates. It was observed that 13 people participating of group 1 had a computer and 11 from group 2 did. During the development of the intentional intervention tasks, data were collected through participant observation, perceiving the progress and difficulties of each student at every meeting and describing it in evaluation forms. Each operation developed was requested the same number of times so it was possible to observe which computer-related activities were more and less successful. Quantitative data contained in the evaluation forms and socio-demographic data from groups 1 and 2 were subjected to descriptive statistics treatment, the tests with inferential statistics analysis (two-way ANOVA followed by Tukey post hoc test, when necessary, and categorical data with the Chi-Square Test). The effects of methodological approach in the digital inclusion workshops on the learning process showed by the aged people were analyzed according to the Student t test for independent samples. The effect of digital inclusion workshops on cognitive aspects of the aged people who participated in this study was analyzed with the Student t test for independent samples. The measures have been presented by mean ? standard error, p<0,05 and it was considered significative, which means the method was efficient. In order to complement, qualitative data were analyzed according to the Analysis of Content proposed by Bardin demonstrating that the aged people appreciated the method and they felt included because they could learn without the fear of making a mistake. Self esteem increase, joy and sharing between colleagues were also observed among the participants. / O estudo, de car?ter explorat?rio-descritivo, foi desenvolvido na abordagem de um Estudo de Caso, adotando uma metodologia quanti-qualitativa, com a Interven??o de cunho longitudinal. Teve como objetivo geral analisar o efeito de uma metodologia de aprendizagem sem erro em Oficinas de Inclus?o Digital para idosos buscando, assim, argumentos para a confirma??o da tese de que a t?cnica de aprendizado sem erro auxilia no ensino de Inform?tica em Oficinas de Inclus?o Digital de idosos. A amostra foi constitu?da por vinte e cinco idosos, divididos em dois grupos (14/11), nomeados por Grupos 1 e 2, apresentando m?dia de idade de sessenta e oito anos, sendo que onze possuem curso universit?rio completo. Em rela??o ? Inform?tica, foi observado que treze idosos do Grupo 1 possu?am computador e onze do Grupo 2. Durante o desenvolvimento das atividades de Interven??o intencional, os dados foram coletados por meio de observa??o participante, acompanhando os progressos e as dificuldades de cada um dos alunos e pontuando, a cada encontro, em uma Ficha de Avalia??o de Rendimento. Cada opera??o desenvolvida foi solicitada com o mesmo n?mero de vezes e, dessa forma, foi poss?vel observar quais atividades de ensino em Inform?tica foram as que tiveram maior ?xito e/ou d?ficits. Os dados quantitativos da Ficha Informativa com os dados s?cio-demogr?ficos dos Grupos 1 e 2 receberam tratamento de Estat?stica Descritiva, com os Testes com an?lise de Estat?stica Inferencial (ANOVA seguida do teste post hoc de Tukey, quando necess?rio, e os dados categ?ricos com teste Qui-quadrado.). Os efeitos (n?mero de erros nas situa??es de teste) da abordagem metodol?gica das Oficinas de Inclus?o Digital sobre o aprendizado dos idosos foram analisados pelo teste t de Student para amostras independentes. O efeito das Oficinas de Inclus?o Digital nos aspectos cognitivos dos idosos que participaram delas com Teste t de Student para amostras (IN)dependentes. Todos os resultados foram expressos com m?dia + erro padr?o, p<0,05, sendo considerado que houve uma diferen?a significativa, isto ?, o m?todo mostrou-se eficaz. Complementarmente, os qualitativos com An?lise de Conte?do de Bardin, revelando que apreciaram o m?todo, sentiram-se inclu?dos, aprenderam sem temor, foi mais prazeroso trabalhar sem erro, pois ficaram sem receio de errar, melhora na autoestima, sentimentos de alegria e partilha com colegas.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/2678 |
| Date | 31 May 2011 |
| Creators | Goulart, Denise |
| Contributors | Stob?us, Claus Dieter |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Gerontologia Biom?dica, PUCRS, BR, Instituto de Geriatria e Gerontologia |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | Portuguese |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 4438661476953179033, 500, 600, 2296420844541114010 |
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