The Role of Active Methodologies in Promoting Meaningful Learning in the Digital Age
The Role of Active Methodologies in Promoting Meaningful Learning in the Digital Age
DOI:
https://doi.org/10.51473/rcmos.v1i1.2025.840Keywords:
Active Methodologies. Digital Technologies. Engagement. Meaningful Learning. Digital Age.Abstract
This article investigates the role of active methodologies in promoting engagement and meaningful learning in the context of the digital age. The objective is to analyze how these pedagogical approaches, combined with technology, can contribute to the construction of a more dynamic, participatory, and relevant educational process for students. The research employed a qualitative approach based on a bibliographic review to identify the main concepts, theories, and practices related to active methodologies and their potential to foster engagement in educational environments. The study contextualizes the digital age and its impacts on education, highlighting the transformations in society and the teaching-learning process, as well as the challenges of student engagement in this new scenario. Active methodologies are presented as a promising alternative to overcome these challenges, promoting active student participation, collaboration, autonomy, and critical thinking. The article contrasts active methodologies with traditional teaching approaches, highlighting their advantages and challenges, and discusses the importance of integrating digital technologies in a critical and reflective way. Teacher training, access to technology, and learning assessment are pointed out as crucial challenges for the successful implementation of these approaches. The conclusion emphasizes that the intentional and planned integration of active methodologies and digital technologies in education can be an effective strategy to promote engagement and meaningful learning, preparing students for the challenges of the knowledge society.
Downloads
References
Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart and Winston.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report No. 1. George Washington University, School of Education and Human Development.
Dewey, J. (1938). Experience and education. Collier Books.
Freire, P. (1996). Pedagogia da autonomia: Saberes necessários à prática educativa. Paz e Terra.
Goleman, D. (1995). Emotional intelligence. Bantam Books.
Libâneo, J. C. (2013). Didática. Cortez Editora.
Luckesi, C. C. (2011). Avaliação da aprendizagem escolar: Estudos e proposições. Cortez Editora.
Moran, J. M. (2015). Mudando a educação com metodologias ativas. Convergências: Revista de Investigação e Educação, (1), 15-33.
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1-6. DOI: https://doi.org/10.1108/10748120110424816
Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Corwin Press.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67. DOI: https://doi.org/10.1006/ceps.1999.1020
Small, G. W., & Vorgan, G. (2011). iBrain: Surviving the technological alteration of the modern mind. HarperCollins.
Tapscott, D. (2009). Grown up digital: How the net generation is changing your world. McGraw Hill Professional.
Valente, J. A. (2014). Blended learning e as mudanças no ensino superior: a proposta da sala de aula invertida. Educar em Revista, (4), 79-97. DOI: https://doi.org/10.1590/0104-4060.38645
Downloads
Additional Files
Published
Issue
Section
Categories
License
Copyright (c) 2025 Joel Cleiton Maia de Lima, Josué Jorge Gonçalves da Silva (Autor/in)
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). This means you are free to:
- Share — copy and redistribute the material in any medium or format.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
The use of this material is conditioned upon proper attribution to the original author(s), providing a link to the license, and indicating if changes were made. The license does not require permission from the author or the publisher as long as these conditions are met.
The Creative Commons license logo is displayed permanently in the footer of the journal.
The copyright of the manuscript can be retained by the authors without restrictions and can be requested at any time, even after publication in the journal.
How to Cite
