Abstract:

Currently distance learning programs are gaining a great attention mostly due to the flexibility of the formative programs that are able to fit most of the requirements that current students are demanding to Universities. However, these distance programs are associated with feeling of isolation, lack of self-direction and management, and eventual decrease in motivation levels. The use of an active-distance-blended teaching methodology in a science class has fostered a depth analysis of specific topics, allowing the students to have a closer relation with real and practical situations. In fact, active methodologies have been proved to increase the motivation of the students and their collaboration, as well as foster them to achieve better learning outcomes. In a traditional distance learning program context, the use of active learning methodologies, however, has not often applied, mostly due to the intrinsic characteristic of this teaching methodology. Thus, the main aim of this research is to assess the influence of following an active learning-teaching methodology on the promotion of positive emotions, self-efficacy beliefs and learning outcomes in the context of a distance learning program in a science course. According to the results, the use of these methodologies not only had a positive impact in the students’ learning outcomes, but also a significant promotion in the positive emotions and self-efficacy beliefs is observed.

Keywords:

Formative assessment, scaffolding, instruction methodology, science education, distance learning.