It is considered in the context of this article the growing scientific development, fast and complex contemporary society, the profile of the students of the 21st century and, consequently, the demands of Higher Education arising from this reality. The objective of this study is to identify and analyze whether the use of ICT and the resources derived from them have resulted in effective changes in the formal scenario of the teaching and learning processes of Higher Education or only offer an appearance of updating. The research carried out is a systematic review of the literature, in which key words were searched in journals indexed with scientific databases relevant to the scientific community, which allowed the identification of practices related to the requirements prioritized in the analysis proposed from published articles in scientific. 62 articles were selected from a primary sample of 450 located from a systematic search process. We present the public that compose the main sample groups of the revised works, the percentage of intentional and occasional learning in them, the types of practices and resources most used and the resources most used for the formal learning processes in Higher Education. It is highlighted if the existence of practices related to the informational construction of knowledge is still present but demonstrating a strong tendency towards more formative practices of knowledge construction. The results showed a complex scenario of apparent transition, in which most of the research is quantitative, focused on the protagonism of the students (learning processes) and highlights the heterogeneity and update of technological resources to promote the teaching and learning processes of different contents, methodologies and strategies. Although informative practices and occasional learning outcomes are still present, the emphasis is placed on the predominance, on an ascending scale, of formative, intentional, and propositional practices. Also on a growing scale it is observed that the methodologies and strategies used, which use ICT, are promoting changes in the teaching and learning processes, since the traditional contents appear permeated or accompanied by several skills and competences identified as closer to the student of the 21st century.

Author Biographies

Simone Aparecida Tiziotto, Universidade de São Paulo, USP

Doutora (2018) e mestre (2014) em Economia, Organizações e Gestão do Conhecimento pela Universidade de São Paulo, pós-graduada em Psicopedagogia no Processo Ensino-Aprendizagem (2005) em graduada em Pedagogia (2002). Atua como consultora para elaboração de processos técnicos, assessora pedagógica e docente em cursos de Educação Superior. Em seu currículo Lattes os termos mais frequentes na contextualização da produção científica, tecnológica e artístico-cultural são: Ciências Humanas; Educação; Ensino-Aprendizagem; Educação a Distância; Material Didático; Educação Superior; Design Universal para a Aprendizagem.

Edson Walmir Cazarini, Universidade de São Paulo

Edson Walmir Cazarini é graduado em Engenharia Mecânica (1971), mestre em Ciências da Computação (1976) e doutor em Engenharia Mecânica (1992), todos, pela Universidade de São Paulo.


Altbach, Philip G.; Arnold, Karen & King, Ilda Carreiro (2014). College student development and academic life: Psychological, intellectual, social and moral issues. Routledge.

Bernard, H. Russell; Bernard, Harvey Russell (2012). Social research methods: Qualitative and quantitative approaches. Palgrave Macmillan. Sage.

Blatter, Joachim; Haverland, Markus (2012). Designing case studies: explanatory approaches in small-N Research.

Branz, Riccardo & Gleizal, Aurore (2014). Entrepreneurship dynamism-The influence of contextual factors on new entries: A comparative study of two business environments: Sweden and Brazil.

Bryman, Alan (2012). Social research methods. Oxford university press.

Canney, N. & Bielefeldt, A. (2015). A framework for the development of social responsibility in engineers. International Journal of Engineering Education, v. 31, n. 1B, p. 414-424.

Clement, S., et al. (2015). What is the impact of mental health-related stigma on help-seeking? A systematic review of quantitative and qualitative studies. Psychological medicine, 45(01), 11-27.

Corbin, Juliet; Strauss, Anselm. Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications, 2014.

Cox, Kevin et al. (2014). Student assessment in higher education: a handbook for assessing performance. Routledge.

Creswell, John W (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications, 2013.

Davidson, Cathy N. & Goldberg, David Theo (2009). The future of learning institutions in a digital age. MIT press.

Denscombe, Martyn. The good research guide: for small-scale social research projects. McGraw-Hill Education (UK), 2014.

Ding, Wei et al. (2014) Knowledge-based approaches in software documentation: A systematic literature review. Information and Software Technology, v. 56, n. 6, p. 545-567, 2014.

Kolb, David A. (2014). Experiential learning: Experience as the source of learning and development. FT press.

Lahti, M., Hätönen, H., & Välimäki, M. (2014). Impact of e-learning on nurses’ and student nurses knowledge, skills, and satisfaction: a systematic review and meta-analysis. International journal of nursing studies, 51(1), 136-149.

Lichtman, Marilyn (2012). Qualitative Research in Education: A User's Guide. Sage.

Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distributed Learning, 14(3), 202-227.

Marginson, Simon. Equity, status and freedom: A note on higher education. Cambridge. Journal of Education, v. 41, n. 1, p. 23-36, 2011.

Mcmillan, James h.; Schumacher, Sally (2014). Research in education: Evidence-based inquiry. Pearson Higher Ed.

Mertens, D. M. (2014). Research and Evaluation in Education and Psychology: Integrating Diversity With Quantitative, Qualitative, and Mixed Methods: Integrating Diversity With Quantitative, Qualitative, and Mixed Methods. Sage Publications.

MILES, Matthew B. & Huberman, A. Michael & SALDAÑA, Johnny. Qualitative data analysis: A methods sourcebook. SAGE Publications, Incorporated, 2013.

MUNIR, Hussan; MOAYYED, Misagh; PETERSEN, Kai (2014). Considering rigor and relevance when evaluating test driven development: A systematic review. Information and Software Technology, v. 56, n. 4, p. 375-394.

Paternoster, Nicolò et al. Software development in startup companies: A systematic mapping study. Information and Software Technology, v. 56, n. 10, p. 1200-1218, 2014.

Phillips, David & Schweisfurth, Michele (2014). Comparative and international education: An introduction to theory, method, and practice. A&C Black.

Punch, Keith F. Introduction to social research: Quantitative and qualitative approaches. Sage, 2013.

Rennie, Frank & Morrison, Tara (2013). E-learning and social networking handbook: Resources for higher education. Routledge.

Richey, Rita C.; Klein, James D. (2014). Design and development research: methods, strategies, and issues. Routledge.

Sampieri, Roberto Hernandez; Collado, Carlos Fernández; Lucio, María del Pilar Baptista. Metodologia de pesquisa. 5. ed. São Paulo: Penso, 2013.

Schmitt, Thomas A (2011). Current methodological considerations in exploratory and confirmatory factor analysis. Journal of Psychoeducational Assessment, v. 29, n. 4, p. 304-321.

Stromquist, Nelly P. & Monkman, Karen (Ed.) (2014). Globalization and education: Integration and contestation across cultures. R&L Education.

Tesch, Renata (2013). Qualitative Types: Analysis Typ. Routledge.

UNESCO (1998). World Conference on Higher Education. in the Twenty-first Century -

Vision and Action. Disponível em: <http://unesdoc.unesco.org/images/0011/001163/116345e.pdf>. Acesso em: 10 jan. 2011.

Van Krieken, Robert et al. (2013). Sociology. Pearson Higher Education AU.

Verd, Joan Miquel (2004). Qualitative research methods. Retrieved from.

Webster, Frank (2014). Theories of the information society. Routledge.

Yang, Zhuoqun et al. (2014) A systematic literature review of requirements modeling and analysis for self-adaptive systems. In: Requirements Engineering: Foundation for Software Quality. Springer International Publishing, p. 55-71.