Design thinking na prática docente na educação superior para construção de trilhas de aprendizagem no ensino híbrido

Abstract

The main objective of this study is to understand the relationship between design thinking (DT) resources and teaching practice in higher education for the development of learning pathways in hybrid courses in the in-person modality at a private higher education institution in Aracaju. This research, entitled "Design Thinking in Teaching Practice in Higher Education for the Development of Learning Paths in Hybrid Learning," is linked to the research group Núcleo de Pesquisa em Comunicação e Tecnologia (NUCA/CNPq/UFS), in the Graduate Program in Education at the Federal University of Sergipe (UFS), focusing on the research line "Teacher Training and Practice." The methodological approach to this research stemmed from the guiding question: How can DT resources contribute to teaching practice for the development of learning pathways in hybrid learning? This is a qualitative study (Richardson, 2017) with a descriptive bias, characterized as a case study based on the methodological assumptions of Yin (2005). To address this concern and collect data, bibliographical studies and field research were used, including an online questionnaire administered via Google Forms and semi-structured interviews. The data collected were organized and analyzed using Bardin's (2016) content analysis technique. The research results demonstrated that the teaching practices investigated in the development of the hybrid course already utilize some principles of learning. Thus, learning resources, applied intentionally and as support for the development of learning paths, can help overcome challenges identified in the construction and applicability of learning in the Virtual Learning Environment (VLE), building dynamic, flexible pathways aligned with the needs of the target audience, in collaboration with and based on student feedback as they progress through the paths.