Online discussion forums are asynchronous communication tools that are widely used in Learning Management Systems. However, instructors and students face various difficulties, and instructors lack a guide on what strategies they can use to achieve a more participatory forum environment. This work aims to identify benefits and difficulties of using online discussion forums from the instructors' point of view, and to provide a list of strategies and improvements that can mitigate the challenges and lead to a more participatory forum. We used coding procedures to analyze data collected through semi-structured interviews. The results of our exploratory analysis are relevant to the distance learning community and can inform instructors, developers, and researchers to help them improve the quality of mediation and use of forums.
Abstract. This paper presents a strategy based on Multi-Agent architecture aiming to analyze the interactions between students which occurred in the forums and messages in a Learning
IntroduçãoA Internet tem se transformado em uma importante ferramenta para fins pedagógicos, devido o avanço das Tecnologias Digitais de Informação e Comunicação (TDICs) e pela procura por plataformas educacionais, que possibilitam uma interação entre alunos e professores, compartilhando o conhecimento. Entretanto, algumas TDICs, entre elas os Ambientes Virtuais de Aprendizagem (AVAs), possuem poucas ferramentas que auxiliem os professores na visualização das relações sociais de seus alunos, dificultando desta forma a detecção dos grupos e subgrupos e a promoção da inserção social.Para um melhor entendimento da proposta apresentada neste artigo, será considerado o seguinte cenário: um professor ministra uma disciplina de um curso de Educação a Distância (EaD), utilizando nas suas aulas um AVA. A disciplina conta com III Congresso Brasileiro de Informática na Educação (CBIE 2014) XXV Simpósio Brasileiro de Informática na Educação (SBIE 2014) _______________________________________________________________________ 1163
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