Um modelo de monitoria proativa para disciplinas introdutórias de programação.

Abstract

In the traditional monitoring model, the monitors announce the hours of attendance and are waiting for a contact from the students. On the part of the student, the emergence of a doubt leads him to the action of looking for a monitor, resulting in an interaction. On the part of the monitors, if the number of interactions is low, that is, if there is a low demand, the monitors have no initiatives to attract students and tend to stay idle. In subjects requiring constant practice exercises, such as programming, monitoring support is important in supporting students with learning difficulties. In this work, we propose a proactive monitoring model to be implemented in introductory programming disciplines. The purpose of the model is to make monitoring a dynamic and accessible service that allows students to receive guidance whenever and wherever they are through an internet connection. The model aims to create more interactions between student and monitor through involvement in activities that promote, sometimes in a relaxed way, the constant practice of programming exercises. At the end of the study, we found evidence that increasing the availability of the monitors to attend via web increased the number of interactions with the students and the activities promoted to stimulate the practice of exercises managed to stimulate not only the students who used monitoring, but many who did not, attended the events created by the monitors.