Abstract:

This article aims to report the experience of students in the evaluation of Pedagogical Strategies based on Socio-affective Scenarios, applied by professors in a Virtual Learning Environment (VLE). The Socio-affective Scenarios are the intersection between social indicators (absence, collaboration, feelings of separation from the class, drop out, informal groups and popularity) and moods (satisfied, animated, discouraged and dissatisfied). The Pedagogical Strategies (PS) are understood in this study as actions planned and used by the professor in their educational practice, with the aim of personalizing teaching. In this way, two professors applied 83 PS created specifically for Socio-affective Scenarios, in two graduate subjects, in the distance modality, during the COVID-19 pandemic. The adopted methodology was qualitative based on an interpretive approach. The data collection instrument was a questionnaire. The target audience of the research were 25 graduate students who answered a questionnaire with suggestions for improvements in the PS applied by the professors. The results point to the importance of a more significant and recurrent interaction with the class and the pedagogical team. Students began to see more work and posts from colleagues through the PS applied by professors. The personalized monitoring by the professors was seen as interesting and motivating and, the possibility for the professor to be more attentive to the Socio-affective needs of his students. In addition, the PS used by the professors were considered efficient, as the students intensified the number of interactions in the VLE, as well as began to express their emotions, mainly in the Logbook resource.

Keywords:

Pedagogical Strategies, Socio-affective Scenarios, Virtual Learning Environment, Evaluation of virtual learning.