Modelo de Trabalho Colaborativo Online na Perspectiva Socioemocional
DOI:
https://doi.org/10.5944/ried.27.2.39115Palavras-chave:
trabalho em equipe, emoção, auto-controle, influência social, comunicação, conflitoResumo
O facto de um grupo de estudantes online trabalhar em conjunto numa tarefa académica não é sinónimo de o fazerem de forma colaborativa. Para que os alunos consigam atuar dessa forma (e para que os professores consigam evocá-lo), obtendo assim melhores resultados de sua aprendizagem, é fundamental compreender como ocorre essa interação acadêmica. O objetivo desta pesquisa é validar um modelo de fatores que nos permita compreender como os alunos contribuem para a dinâmica do trabalho em equipe a partir de uma perspectiva socioemocional. A amostra é composta por 722 alunos de mestrado em gestão. É aplicado um questionário composto em sua maioria por itens extraídos de instrumentos que são referência para mensuração da inteligência emocional. Os fatores propostos são especificados da seguinte forma: Autocontrole, Influência pessoal, Comunicação abrangente, Trabalho em equipe e Gestão de conflitos. O modelo obtido é testado ajustado por Análise Fatorial Confirmatória. Observam-se diferenças significativas entre o sexo feminino e Trabalho em equipe, Influência pessoal e Comunicação abrangente; bem como entre maiores de 30 anos e Gestão de Conflitos, Trabalho em Equipe e Influência Pessoal. Os resultados esclarecem como: a) elevar e melhorar esta dimensão pedagógica na universidade; b) orientar melhor os alunos para que melhorem a sua contribuição específica para o trabalho em equipe.
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