IMPLICATIONS OF THE VIRTUAL LEARNING ENVIRONMENT IN FOSTERING SELF-DIRECTED AND TRANSFORMING LEARNING:

a case study with students of a Business Administration course

Abstract

This article aims to analyze the learning process of students of the Administration course of Campus IV of the Federal University of Paraiba in the Virtual Learning Environment in the pandemic period from the perspectives of self-directed and transformative learning. It is justified by the importance of better understanding the training process of students to lead them to a more self-directed and transformative learning, especially in these times of pandemic. In addition, the feasibility occurs through the ease of access for students so that they reflect on the course of their learning, as well as making it opportune for the field to know more about the nuances of the theme with the modality of remote teaching in the public university environment. Thus, the relationship between self-directed and transformative learning in VLE is discussed, especially in the context of teaching in Administration. This is a research carried out at the descriptive level, of the case study type and with a quantitative approach to the data. The results revealed that the skills related to the domain of self-directed and transformative learning during remote teaching are insufficient to achieve self-direction and an emancipatory transformation of the student. Therefore, it is concluded that although students reach a satisfactory level of learning in remote teaching, it is still necessary to develop behavioral characteristics of self-directed and transformative learning capable of making students more qualified in their professional training.