Educação a distância ou educação distante?O Programa Universidade Aberta do Brasil, o tutor e o professor virtual

Zuin, Antônio Álvaro Soares

doi:10.1590/s0101-73302006000300014

Cited by 59 publications

(54 citation statements)

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“…According to Moore (2007, p. 2) Pattol (2013) and Chauí (1980) criticize distance education, because they believe that face-to-face learning cannot be surpassed by communicating using technology, because technology requires a lowering of standards in terms of acquired knowledge. To Zuin (2006), the distance education courses that have been successful have promoted face-to-face contact between professors and students. We should be looking for distance education that not only produces information, but also, according to Belloni (2006), knowledge as a process, grounded in the construction of active and collaborative learning, which also works with new concepts of teaching and learning.…”

Section: Characteristics Of Distance Education In Brazil and The Worldmentioning

confidence: 99%

“…Oliveira (2009) corroborates this argument when she states that the hybrid model is the most appropriate because it preserves some in-person meetings which make it possible for students to relate and socialize in person, which are important dimensions for humanization. This is what Zuin (2006) wanted to say when he stated that the distance education courses that have been most successful have been those that bring together the professor and the student, making interaction possible through technology.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

“…From this perspective, to Zuin (2006), distance education is distant education. Pattol (2013) criticizes distance education, especially for higher education, because he considers it to be commercialized education.…”

Section: Introductionmentioning

confidence: 99%

“…Belloni (1999) warns that many research studies have found that most distance education is actually passive, and that students do not participate in the use of the knowledge learned, and end up lacking motivation to continue their studies. The professor is merely a service provider who is at the student's beck and call, and is considered as an animator of audiovisual spectacles (BELLONI, 1999;ZUIN, 2006). To Zuin (2006), the distance education courses which have been successful have been those that have encouraged a greater interaction between professors and students through technological means.…”

Section: Introductionmentioning

confidence: 99%

“…The professor is merely a service provider who is at the student's beck and call, and is considered as an animator of audiovisual spectacles (BELLONI, 1999;ZUIN, 2006). To Zuin (2006), the distance education courses which have been successful have been those that have encouraged a greater interaction between professors and students through technological means.…”

Section: Introductionmentioning

confidence: 99%

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The social representation of distance education from a Brazilian perspective

Marchisotti

Oliveira

Lukosevicius

2017

Ensaio: aval.pol.públ.Educ.

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This quali-quantitative, exploratory field study approach is based on analyzing data obtained by applying the word recall test involving 100 respondents in order to build the social representation of distance learning (DL) from a Brazilian viewpoint. The 'four-house board' technique by Pierre Vergès was adopted as the data-treatment technique. Making use of theoretical concepts previously presented to discuss distance learning (DL), the social representation of DL is compared to this theory, in order to validate the knowledge and identify learning gaps. It was found that the main focus of the social representation of DL consists of the following words: Flexibility, Facility, Practicality, Discipline, Time, Low-cost, Cost, Opportunity, Internet and Convenience. The main conclusion is that, despite the positive outlook that Brazilians have of distance learning, some assumptions should be adopted to ensure its effectiveness: 1) the need to mix DL with classroom encounters; 2) the need for DL-based courses to have trained teachers that insist on interaction and 3) the need for material to be suitable for this form of education, as well as for the communication media and technologies used. Keywords: Learning. Education. DL. Social representation. IntroductionWith the advent of the internet and advances in information and communications technology (ICT), distance education, which used to be restricted to a small niche within the educational sector, has grown and taken on greater relevance in academic a Universidade Federal Fluminense -UFF. Niterói, Rio de Janeiro, Brasil. Gustavo Guimarães Marchisotti, Fátima Bayma de Oliveira e Alessandro Prudêncio Lukosevicius discussions. The expansion of this method of teaching has been responsible for a true revolution in the educational field, due to the greater access it provides for those with fewer resources, and thus it has contributed to a reduction in social inequality. Brazilian governments have used distance education as an efficient way to diminish Brazil's problems in terms of access to education (GOMES, 2013).Distance education is based on the student's initiative, using his or her skills to interact and solve problems in groups, and does not permit the simple memorization of content. In other words, learning based on "knowing how to do something" and not just "knowing facts," which only occurs when one breaks from the traditional model of teaching (LITTO; FORMIGA, 2008).Distance education, through the use of computational resources, has appeared as a way to stimulate a new model of learning, facilitating the construction of knowledge and helping students to be active participants and transformers of reality. It is an educational process (TAPERINO, 2006) focused on developing skills, centered on student learning, allowing students to grow as people, professionals and citizens.There is a scarcity of education in the world, with greater growth in the number of students than in the growth of the number of universities (DANIEL, 1996), or in other words, there is a...

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Section: Characteristics Of Distance Education In Brazil and The Worldmentioning

confidence: 99%

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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