O ensino a distância e a falência da educação

Patto, Maria Helena Souza

doi:10.1590/s1517-97022013000200002

Cited by 27 publications

(32 citation statements)

References 3 publications

(1 reference statement)

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“…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: 76%

“…However, there are reservations in terms of the absence of in-person encounters, whether they are for evaluation or to stimulate the interaction between students and between the professor and the students. Belloni (1999) and Oliveira (2009) have also warned that this is one of the disadvantages of distance education that could lead to a greater proportion of students abandoning their courses of study.…”

Section: Results Analysismentioning

confidence: 99%

“…This division is similar to the classification in the United States, where online courses of study can be: 1) totally online -when 80% to 100% of the content is online; 2) web aided -when 1% to 29% of the content is online and 3) a hybrid -with 30% to 79% online content (GRABER; CHODZKO-ZAJKO, 2014). Oliveira (2009) states that the hybrid model is ideal, because: 1) it substitutes lectures with online interactive material; 2) it uses taped video lectures available for viewing through video streaming; 3) it has discussion forums; 4) it offers online monitoring of students; 5) it supports virtual collaborative projects; and 6) it offers resources for technological support. This combines well with the hybrid flexibility advocated by Pimenta and Lopes (2014), which states that because knowledge is social, it has to strengthen real social relations and this can only be done through face-to-face encounters.…”

Section: Characteristics Of Distance Education In Brazil and The Worldmentioning

confidence: 99%

“…Furthermore, according to Oliveira (2009), the main advantages of distance education are that it reaches a greater portion of the population, and its flexibility of methods and materials helps those with little time. The disadvantages are a reduction in the exchange of experiences between students and professors and between students, and the lack of an effective network of contacts.…”

Section: Characteristics Of Distance Education In Brazil and The Worldmentioning

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: Conclusion and Recommendationsmentioning

confidence: 76%

Section: Results Analysismentioning

confidence: 99%

Section: Characteristics Of Distance Education In Brazil and The Worldmentioning

confidence: 99%

Section: Characteristics Of Distance Education In Brazil and The Worldmentioning

confidence: 99%

See 2 more Smart Citations

The social representation of distance education from a Brazilian perspective

Marchisotti

Oliveira

Lukosevicius

2017

Ensaio: aval.pol.públ.Educ.

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“…Não obstante, as TDIC devem ser compreendidas como uma produção histórico-social, e não como um incremento de qualidade aos processos anteriormente observados, como se a sua adoção fosse responsável pelas transformações (Moreira, & Kramer, 2007;Patto, 2013). Quando falamos em TDIC não estamos, necessariamente, abordando a questão da qualidade do ensino, mas as potencialidades que essas tecnologias abrem para que os processos de ensino-aprendizagem sejam revistos, incrementados e transformados.…”

Section: Das "Velhas" àS "Novas" Tecnologias Aplicadas à Educaçãounclassified

Psicologia da educação e as tecnologias digitais de informação e comunicação

Scorsolini‐Comin

2014

Psicol. Esc. Educ.

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ResumoO objetivo deste estudo é discutir repercussões das Tecnologias Digitais de Informação e Comunicação (TDICs) no campo da Psicologia da Educação. O estudo é teórico e está amparado numa revisão narrativa da literatura científica que analisou diferentes fontes de evidência presentes em livros, artigos e simpósios. As publicações destacam a flexibilização de espaços como as salas de aula, a ocorrência dos processos de ensino-aprendizagem em diferentes locais e situações e a assunção de ambientes globais de aprendizagem, em que o desenvolvimento das tecnologias móveis e das redes sem fio amplia as possibilidades da prática pedagógica. Ressalta-se a importância do papel do professor na assimilação das TDICs pela Educação e no seu uso de modo reflexivo. Conclui-se que o escopo da Psicologia da Educação é suficientemente amplo para abarcar essas mudanças, mas ela deve produzir conhecimentos que possam contribuir no diálogo entre os saberes psicológicos, práticas educacionais e tecnologias digitais de informação e comunicação.Palavras-chave: Psicologia educacional; educação à distância; tecnologia educacional. Educational psychology and digital information and communication technologies Abstract In this study we aim at discussing the implications of digital information and communication technologies (DICT) in the context of EducationalPsychology. This is a theoretical study supported in narrative review of the scientific literature that analyzed different sources of evidence present in books, articles and scientific events. The publications highlight that spaces such as classrooms are increasingly flexible, the occurrence of teaching and learning in different environments and the assumption of global learning environments in which the development of mobile technologies and wireless networks expands the possibilities of the educational practice. We emphasize the role of the teacher in the assimilation of DICT and its use in education reflexively. As a conclusion, the scope of Educational Psychology is enough to contemplate these changes, but it should produce knowledge that can contribute to the dialogue between the psychological knowledge, educational practices and digital information and communication technologies.Keywords: Educational psychology; distance education; educational technology. Psicología de la educación y las tecnologías digitales de información y comunicación ResumenEl objetivo de este estudio es discutir repercusiones de las Tecnologías Digitales de Información y Comunicación (TDICs) en el campo de la Psicología de la Educación. El estudio es teórico y está amparado en una revisión narrativa de la literatura científica que analizó diferentes fuentes de evidencia presentes en libros, artículos y simposios. Las publicaciones destacan la flexibilización de espacios como las salas de clase, la ocurrencia de los procesos de enseñanza-aprendizaje en diferentes locales y situaciones y la asunción de ambientes globales de aprendizaje, en que el desarrollo de las tecnologías móviles y de las redes sin cabl...

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A utilização de ferramentas didáticas em um Ambiente Virtual de Aprendizagem de um curso a distância

Deveikis¹

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A utilização de ferramentas didáticas em um Ambiente Virtual de Aprendizagem de um curso a distância Resumo: Este trabalho é fruto de uma investigação em um curso de extensão em astronomia, destinado a professores, e realizado no formato à distância. As ferramentas do curso foram analisadas em sua função para o aprendizado, e em sua coerência com a proposta pedagógica declarada pelos coordenadores do curso como construtivista. Concomitante a isso, foram analisadas as movimentações de três cursistas pelo Ambiente Virtual de Aprendizagem (AVA), quantitativamente ao longo de todo o curso e mais pormenorizadamente ao longo de 4 das 30 semanas-aulas. Para complementar os dados quantitativos, foi feita uma entrevista semi-estruturada com os cursistas ou coletados dados a partir de uma apreciação do curso, que eles redigiram. Como resultados, foram apontadas principalmente duas ferramentas que, da forma como foram utilizadas pelos elaboradores do curso, promoveram problematização, conexão com as ideias iniciais do aprendiz, incentivo à interação e à autonomia no aprendizado: o roteiro de estudos e o quiz. Com respeito à movimentação dos cursistas, foi possível verificar que tanto em seu discurso como em seus dados de movimentação pelo AVA, eles valorizaram bastante as duas ferramentas destacadas e se movimentaram pelo AVA de modo a acessar a grande maioria das ferramentas disponibilizadas na semana-aula, e que a movimentação dos cursistas era consistente e frequente ao longo das semanas. Não houve correlação entre picos de acesso e vésperas de provas ou semanas mais difíceis, tampouco houve relação entre maior intensidade de acessos e melhor desempenho (em se tratando de cursistas aprovados no curso). Comparando a quantidade de cliques com a quantidade de acessos de cada cursista e toda a movimentação realizada dentro do AVA, podemos afirmar que o cursista acessa as ferramentas de uma forma compatível com as orientações do curso, ou seja, de um modo como os elaboradores do curso planejaram tais ferramentas.

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O ensino a distância e a falência da educação

Cited by 27 publications

References 3 publications

The social representation of distance education from a Brazilian perspective

The social representation of distance education from a Brazilian perspective

Psicologia da educação e as tecnologias digitais de informação e comunicação

A utilização de ferramentas didáticas em um Ambiente Virtual de Aprendizagem de um curso a distância

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