Configuraciones educomunicativas de metodologías activas en LMS universitarios: Educommunicative configurations of active methodologies in university LMS

Carola Aguilera Meza; Melchor Gómez-García

doi:10.33936/cognosis.v11i4.8828

Autores

Carola Aguilera Meza Departamento de Pedagogía. Facultad de Ciencias de la Educación. Universidad Técnica de Manabí, Ecuador. Escuela de Doctorado. Universidad Autónoma de Madrid, España. https://orcid.org/0000-0003-2628-7540
Melchor Gómez-García Departamento de Pedagogía. Facultad de Educación. Universidad Autónoma de Madrid, España. https://orcid.org/0000-0003-3453-218X

DOI:

https://doi.org/10.33936/cognosis.v11i4.8828

Resumo

A expansão do ensino superior online intensificou o interesse por metodologias ativas capazes de promover a participação, a autonomia e a interação em ambientes mediados por sistemas de gestão da aprendizagem (LMS). Sob uma perspectiva educomunicativa, esses ambientes não funcionam apenas como suportes tecnológicos, mas como espaços de mediação pedagógica e comunicativa nos quais se articulam o feedback, a colaboração e a construção compartilhada do conhecimento. O objetivo deste estudo foi analisar as evidências empíricas recentes sobre a implementação de metodologias ativas no ensino superior online mediado por LMS, identificando as estratégias utilizadas, os resultados educacionais, as lacunas temáticas, metodológicas e contextuais, bem como as configurações educomunicativas presentes na literatura. Foi realizada uma revisão sistemática seguindo as diretrizes PRISMA 2020, nas bases de dados Scopus e Web of Science, abrangendo publicações entre 2020 e janeiro de 2025. Após as etapas de identificação, triagem, elegibilidade e inclusão, o corpus final foi constituído por 25 estudos empíricos. Os resultados evidenciam o predomínio da gamificação, tanto como estratégia autônoma quanto combinada com a sala de aula invertida e a aprendizagem social. O Moodle predominou entre as plataformas utilizadas, acompanhado de ferramentas digitais destinadas a favorecer a interação, a motivação e a avaliação formativa. Os efeitos mais relatados foram a motivação, a aprendizagem alcançada, o envolvimento dos estudantes e o desempenho acadêmico, com variações entre os estudos. Os resultados sugerem que o valor educacional dessas metodologias depende do contexto, da coerência instrucional, da qualidade pedagógica e da intensidade das trocas comunicativas produzidas por sua integração ao ambiente virtual.

PALAVRAS-CHAVE: educomunicação; metodologias ativas; ensino superior online; LMS; gamificação; revisão sistemática.

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Configurações educomunicativas das metodologias ativas em ambientes virtuais de aprendizagem (LMS)