Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-05-24T21:33:25Z No. of bitstreams: 1 EdileideSantosLima.pdf: 1928796 bytes, checksum: 7cd66567aa5ea1fea56f0f328c6adfcb (MD5) / Made available in DSpace on 2017-05-24T21:33:25Z (GMT). No. of bitstreams: 1 EdileideSantosLima.pdf: 1928796 bytes, checksum: 7cd66567aa5ea1fea56f0f328c6adfcb (MD5) Previous issue date: 2015-07-31 / The growth of distance learning in Brazil is a reality - mainly the undergraduate courses since its regularization by the LDB 9394/96 (decree 5.622 from 2005) and the appearance of Brazil Open University (UAB). Despite the growth of this kind of education, there is a problem that worries everyone: its significant evasion. Thus, this dissertation is the result of a survey about evasion concerning the Education undergraduate Course, held at the State University in Maranhão (UEMA) - specifically in the Technology Center for Education (UemaNet). This study aimed at investigating the causes of evasion in the Education undergraduate Course (distance learning) from 2009 to 2013. In order to have this research carried out, a quantitative and qualitative study, a case study, as well as an on-line questionnaire applied to the course general coordination, local coordination, tutors and dropout students from the period mentioned were held to understand the administrative and pedagogical structure of the course and the causes of evasion. In addition, bibliographic and documentary analysis was performed with the aim at better understanding the investigated object. After collection, quantitative data were analyzed using descriptive statistics and qualitative data were studied through content analysis. It was concluded that the escape was the result of a number of factors, from personal, pedagogical, technological and interaction, including the most significant were the personal aspects. / O crescimento de cursos a distância no Brasil é uma realidade, principalmente, os de graduação, desde a sua regularização na LDB 9394/96, no decreto 5.622 de 2005 e do surgimento da Universidade Aberta do Brasil (UAB). Apesar do crescimento dessa modalidade de ensino, há uma problemática que preocupa a todos, trata-se da evasão que é significativa. Dessa forma, essa dissertação é resultado de uma pesquisa realizada acerca da evasão no curso de Licenciatura em Pedagogia na modalidade a distância, realizada na Universidade Estadual do Maranhão (UEMA) mediada pelo Núcleo de Tecnologias para a Educação (UemaNet). Objetivou-se, investigar as causas da evasão no curso de Licenciatura em Pedagogia na modalidade a distância no período de 2009 a 2013. Empreendeu-se um estudo misto, quantitativo e qualitativo, um estudo de caso, utilizando-se para a coleta de dados, o questionário online para a coordenação de curso, a coordenação de polo presencial, os tutores a distância e os alunos evadidos do no período citado com a finalidade de entender a estrutura administrativa e pedagógica do referido curso, bem como as causas da evasão. Além disso, foi realizada pesquisa bibliográfica e análise documental com o intuito de melhor entender o objeto investigado. Após a coleta de dados, os quantitativos foram analisados por meio de estatística descritiva e os qualitativos pela análise de conteúdo. Concluiu-se que a evasão é resultado de um conjunto de fatores desde aspectos pessoais, pedagógicos, tecnológicos e de interação, dentre eles o mais significativo foram os aspectos pessoais.

The purpose of this study was to develop an instrument for assessing distance learning readiness of institutions in Latin America for international projects of food and agriculture with higher education institutions in the U.S. The data collection followed two approaches: a quantitative, which was processed statistically, including mean (percentage), mode and cross-tabulation, and a qualitative, through semi-structured interviews. The population of this research was animal biotechnology institutions in Latin American countries, Spanish speaking, partners with the major funding organizations in the U.S., with Web pages on the Internet. Population included 17 countries with N=150, a random sample of n=83 for the quantitative analysis and n=20 for the qualitative approach. The instrument was developed by the researcher. Items were based on readiness surveys used widely in the U.S., and founded in two culture theories: Bank’s (2001) cultural elements and Hosfstede’s (1984) cultural dimensions. Using Bank’s theory it was concluded that English proficiency was considered an essential tool for research. Interviews exposed that researchers were aware of nonverbal communication differences between Latinos and Americans. Cultural cognitiveness showed to be exposed when researchers were confronted with another culture. The perspective of distance education showed to be considered different from face to face education. There was an appropriate perception of the need, ownership, and use of computer technologies and Internet accessibility with fast connections. Researchers perceived computer technology equipment as a measurement of the quality of their institution. Using Hofstede’s (1984) dimensions it was concluded that Latin American countries were considered to have high power distance on four of the six items assessed; had strong uncertainty avoidance with four of the six items assessed, where a collectivist society, with five items out of six. Interviews determined that a masculine dimension was predominant in the study. Assessment of technology involved: Internet, technological resources, computer proficiency, distance education and instructional design experience. Results of this assessment showed that technology must be measured through a cultural perspective to achieve accurate responses because people express and understand through their mental constructs which are tainted with their cultural experiences and their perception of life, work, academics, and society.

The critical outcome of education is learning or competency development and the application of new knowledge, skills, and abilities in a variety of settings. This study identified and analyzed Texas A&M University students regarding interaction between learner and other learners, the instructor, the content, and the technology. In addition, satisfaction, quality, and learning are also examined. The population for this study is students at Texas A&M University. Inferences to other similar populations should be handled with caution as other organizations may differ greatly from this one. Data was collected using a web-formatted survey (see Appendix A) delivered to the learners using the Internet. An analysis of the data was then conducted as described below using SPSS 18. Potential participants were given the web address and entered their assigned number to confirm consent. Non-response was handled by sending reminders electronically at random intervals. It may be concluded from the data that the most import interactions are between the learner and the content and between the learners themselves. Despite significant single order correlation between enhancing interaction and learner to learner, learner to instructor, learner to content, and learner to technology our regression modeling shows the most effective way to predict learning and satisfaction is through student to content interaction. We see the most effective way to predict quality is through student to student interactions. We found no interaction effect between student to instructor interaction and increased learning, quality, or satisfaction. We found no interaction effect between student to technology interaction and increased learning, quality, and satisfaction. It is our recommendation that in order to achieve increased perceptions of satisfaction, quality, and learning, opportunities for interactions between the learner and the content should be provided. Utilizing and evaluating the technologies of online exercises, online instructional materials, online support materials, and interactive video is a great place to start. Instructors should consider evaluating these and other technologies to insure purposeful use of technologies and appropriateness.

The purpose of this study was to develop an instrument for assessing distance learning readiness of institutions in Latin America for international projects of food and agriculture with higher education institutions in the U.S. The data collection followed two approaches: a quantitative, which was processed statistically, including mean (percentage), mode and cross-tabulation, and a qualitative, through semi-structured interviews. The population of this research was animal biotechnology institutions in Latin American countries, Spanish speaking, partners with the major funding organizations in the U.S., with Web pages on the Internet. Population included 17 countries with N=150, a random sample of n=83 for the quantitative analysis and n=20 for the qualitative approach. The instrument was developed by the researcher. Items were based on readiness surveys used widely in the U.S., and founded in two culture theories: Bank’s (2001) cultural elements and Hosfstede’s (1984) cultural dimensions. Using Bank’s theory it was concluded that English proficiency was considered an essential tool for research. Interviews exposed that researchers were aware of nonverbal communication differences between Latinos and Americans. Cultural cognitiveness showed to be exposed when researchers were confronted with another culture. The perspective of distance education showed to be considered different from face to face education. There was an appropriate perception of the need, ownership, and use of computer technologies and Internet accessibility with fast connections. Researchers perceived computer technology equipment as a measurement of the quality of their institution. Using Hofstede’s (1984) dimensions it was concluded that Latin American countries were considered to have high power distance on four of the six items assessed; had strong uncertainty avoidance with four of the six items assessed, where a collectivist society, with five items out of six. Interviews determined that a masculine dimension was predominant in the study. Assessment of technology involved: Internet, technological resources, computer proficiency, distance education and instructional design experience. Results of this assessment showed that technology must be measured through a cultural perspective to achieve accurate responses because people express and understand through their mental constructs which are tainted with their cultural experiences and their perception of life, work, academics, and society.

In recent years, due to flourishing growth of internet, every protocol is approaching standardization and scientific applications are becoming full-grown everyday. Moreover, with the aid of internet educational resource and multimedia instruments, web-based instruction system has been enabled to build an internet learning environment which is different from traditional one. Teaching on the internet can not only overcome the limit of time and space, but also let students become more autonomous in their time and location of learning. Furthermore, all learning activities can be recorded in Web Logs automatically under the circumstances of not interfering with students when browsing learning material, interactive discussion, or team work learning. Because the Web Logs may also contain huge amount of non-educational meaning informations, teachers cannot directly use the Web Logs to observe student learning behaviors and to check learning situations. Many analytical instruments of Web Logs cannot either enable teachers to see educational meaning from Web Logs or carry out learning portfolio analysis. This research is to provide analysis of student Web Logs easily. Therefore, OLAP, and graphic data analytical techniques are used to design a visual learning portfolio analysis system. This system provides teachers to analyze the procedures of learning activities from different perspectives and graphic methods in order to understand the participatory extent of students toward learning activities. Besides, the evidence of students participate in learning activities will be surfaced, which can help teachers to evaluate the learning results effectively.

Enrollments in distance education courses continue to rise and faculty members continue to teach them. In some cases, student demand for distance education courses exceeds the number of courses offered by the institution. Additional faculty members are needed to teach distance education courses to meet the increasing student demand. As institutions begin relying on adjunct faculty to teach distance education courses and move toward more progressive distance education programs, the involvement of the stakeholders in decision making becomes increasingly important to student success. The Purpose of this study is to identify factors that online faculty members from a small and large community college perceive as important to the success of online programs. The study also identifies characteristics of successful online course design, faculty responsibilities, student responsibilities and the responsibilities of the administration. The dissertation contains five chapters. Chapter I provides an introduction, statement of the problem, collegiate study: Palo Alto College and San Antonio College, the purpose of the study, research questions, selection of methodology, significance of the problem, definitions of distance education and terms and limitations of the study. Chapter II provides a review of the literature on distance education. Chapter III provides an overview of the methodology (Interactive Qualitative Analysis) utilized in the study. Chapter IV provides an overview of the results of the study to include data collection and analysis process, college selection process, faculty selection for the study, the focus group, individual interviews, and Interactive Qualitative Analysis (IQA). Chapter V includes an overview of the Interpretations and Recommendations for the study. The study identifies several considerations for implementing a distance education program to include 1) Planning and organizing 2) Determining the organizational structure of the distance education program (sole-responsibility, dual-mode or consortium) and 3) Determining the institution’s ability to provide financial support for a distance education program. An institution should also implement policies that will help students succeed in online learning. A few of the recommended policies include 1) Limiting class size to 24 students in online courses 2) Providing proper technical support and training and 3) Providing a reliable student survey for online courses. / text

SANTRAUKA Darbo autorius Irma Kačinienė Darbo tema: E-mokymo/si sampratos ir plėtotės galimybių tyrimas LŽŪU pedagogų bendruomenėje Darbo rengimo vieta: Lietuvos žemės ūkio universitetas, Profesinės pedagogikos ir psichologijos katedra, Akademija, 2008. Darbo apimtis: 56 lapai Darbe yra: 5 lentelės, 25 paveikslai, 2 priedai Literatūros šaltiniai: 35 Tyrimo objektas: LŽŪU pedagogų bendruomenės narių samprata apie e-mokymą/si ir jo plėtotę universitete Tyrimo metodai: 1) Mokslinės literatūros ir dokumentų analizė; 2) LŽŪU pedagogų anketinė apklausa; 3) kiekybinė (procentinis duomenų vertinimas, koreliacinių ryšių nustatymas) ir kokybinė (sisteminimas, klasifikavimas) duomenų analizė Tyrimo tikslas: Ištirti LŽŪU pedagogų bendruomenės narių sampratą apie e mokymą/si ir įvertinti e-mokymo/si plėtros strategijos pagrįstumą universitete. Tyrimo rezultatai: Tyrimo rezultatai patvirtino hipotezę, jog LŽŪU pedagogų bendruomenės nariai nėra tinkamai pasirengę taikyti e-mokymo pedagogines technologijas. Dauguma respondentų žino pagrindinius e- mokymo ir nuotolinio mokymo metodų principus, bet tik nedidelė dalis iš jų yra praktiškai ruošę e-mokymo medžiagą. Tyrimas taip pat parodė, jog pedagogai nėra abejingi moderniems mokymo metodams: turėdami didesnį institucijos paskatinimą bei geresnį metodinį pasiruošimą, jie aktyvintų šias veiklas. Ypač tai linkę daryti jaunesni ir žemesnes pareigas užimantys dėstytojai. Šiuo metu esančią nuotolinio mokymo situaciją universitete pedagogai... [toliau žr. visą tekstą] / Author: Irma Kačinienė Subject: Research of E-learning/ e-teaching Notion and Development Possibilities in LŽUU Pedagogic Community Location: Lithuanian University of Agriculture, Department of Vocational Pedagogy and Psychology, Akademija, 2008. Coverage: 56 pages Volume: 5 tables, 26 pictures, 2 annexes References: 35 literature sources Research object: LŽŪU pedagogue community members’ understanding of e-learning/ teaching and its development Research methods: 1) Analysis of scientific literature and documents; 2) Questionnaire survey of LŽŪU pedagogues; 3) Quantitative (percentage data evaluation, establishment of correlative connections) and qualitative (systemizing, classification) analysis of the data. Research purpose: To research the LŽŪU pedagogue community members’ understanding of e-learning/ teaching and to evaluate the reasoning of e-learning/ teaching development strategy at the university. Research results: Research results confirmed the hypothesis that members of LŽŪU pedagogues’ community are not properly prepared to apply e-teaching pedagogical technologies. Most of the respondents know the main principles of e-teaching and remote teaching methods, but only small part of them were practically engaged in preparation of e-teaching material. The research also revealed that pedagogues are not uninterested in the modern teaching methods: in case of motivation from the institution and better methodical preparation they would be engaged more actively in these... [to full text]

Made available in DSpace on 2014-06-11T19:25:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-12-05Bitstream added on 2014-06-13T18:53:52Z : No. of bitstreams: 1 garcia_dj_me_prud.pdf: 942528 bytes, checksum: 79881d8919e0c4343f418b36e12a09f8 (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / O objetivo geral da pesquisa é investigar princípios que norteiam o papel do Mediador Técnico Pedagógico (MTP) em cursos de formação continuada a distância de professores em serviço, numa abordagem contextualizada e reflexivo-afetiva. Trata-se de um estudo de abordagem qualitativa, do tipo estudo de caso, por ter como objetivo aprofundar o nível de compreensão de uma situação do contexto real e examinar o fenômeno de interesse em seu ambiente virtual. Nestes cursos de formação continuada a distância de professores, em sua maioria, encontra-se a participação do Mediador Técnico-Pedagógico (MTP), cujo papel é auxiliar pedagógica e tecnicamente o formador. No presente trabalho avaliou-se a participação do MTP do curso de aperfeiçoamento a distância Aprendizagem: Formas Alternativas de Atendimento, da Secretaria de Estado da Educação de Goiás, que interagiu semanalmente por meio do ambiente de aprendizagem a distância (e-Proinfo), procurando atuar como uma ponte segura entre o aluno e o formador de acordo com princípios teóricos que privilegiem a formação docente. Para a análise dos dados, os conteúdos foram recortados em elementos, denominados indicadores e, para elucidar a importância de cada indicador na atuação do MTP, buscou-se situações representativas para cada um deles dentro do conteúdo analisado. Os sujeitos participantes da pesquisa são os MTPs, formadores, cursistas e coordenadores. O plano teórico da pesquisa busca aportes na contextualização histórica da Formação de Professores a distância no Brasil até os dias atuais; nas teorias contemporâneas sobre a formação de professores e nos discursos veiculados nas produções teóricas das áreas da mediação pedagógica, contexto, reflexão e afetividade.... / The general objective of the research is to investigate the principles that rule the role of Pedagogical Technician Mediator (PTM) in courses of continuous teachers in work formation at distance, in a contextualized and reflexive-affective approach. It concerns a project of qualitative perspective, in a pattern of a case study, having the aim of examining carefully the understanding level of a real context situation, and analysing the interest phenomenum in its virtual environment. In these courses of continuous teachers' formation at distance, in its majority, it is detected the PTM participation, whose function is to help pedagogical and technically the former. In such a way, it was evaluated the PTMs participation in the improvement courses at distance Learning: Alternative Attendance Ways, help by the Education State Bureau of Goiás, that interacted weekly by means of a learning environment at distance (e-Proinfo) trying to act as a safe bridge between the student and the former, according to theorical principles that favour the scholar upbringing. For the data analysis, it was tried to cut out the contents into elements, called indicators. In order to make clear the importance of each indicator in the PTMs performance, representative situations for each of them are searched inside the analysed content. The research participative subjects are the PTMs, the formers, the course attendants and the co-ordinators...(Complete abstract, click electronic address below).

Orientador: Maria Jose Rodrigues Faria Coracini / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-10T13:17:32Z (GMT). No. of bitstreams: 1 Trifanovas_TerezinhaRivera_M.pdf: 852875 bytes, checksum: 1f64ccb89008f3c1d99f7d1d108dbc50 (MD5) Previous issue date: 2007 / Resumo: Esta pesquisa é caracterizada pelo estudo de caso de um curso de idiomas, oferecido por uma empresa multinacional aos seus funcionários. A partir de uma perspectiva discursiva, empreende-se à análise dos e-mails trocados entre coordenadores, professores e alunos. Em termos gerais, objetiva-se a problematizar as relações de poder-saber em contexto virtual de gestão de ensino-aprendizagem de inglês como língua estrangeira. Mais especificamente, visa-se a discutir o discurso de autonomia do sujeito em EaD; questionar o uso dos e-mails em contexto de gestão de ensino; e refletir sobre práticas discursivas naturalizadas de tecnologias do eu. Para isso, parte-se da hipótese de que o discurso pedagógico está totalmente permeado pelo discurso empresarial, de bases neoliberais, que considera a fórmula ¿gestão de qualidade¿ a resposta para o ensino de qualidade. Indaga-se, ainda, sobre o funcionamento do contexto de gestão de ensino de qualidade; a legitimação de mecanismos de relações de poder-saber e as conseqüências na constituição das subjetividades. O dispositivo analítico mostra que a constituição das subjetividades é resultante do agenciamento produzido a partir do exame, da vigilância e da confissão, no caso dos professores, e do perfil de autonomia, da conscientização e da delegação de responsabilidades, no caso do aluno. Sub-repticiamente, estes dispositivos discursivos, controlados sinopticamente, vão sendo internalizados e naturalizados pela repetição de práticas discursivas, a ponto de se tornarem invisíveis, ocultando, por isso, o exercício do poder que permite o agenciamento das subjetividades que engloba a todos como uma rede, em que uns controlam outros e vice-versa / Abstract: This research is a case study of a language course offered by a multinational company to its employees. From a discursive perspective we undertake an analysis of the emails exchanged amongst coordinators, teachers and students. In general terms, we intent to bestow a discussion of the power-knowledge relationship found in a virtual managerial context of teaching and learning English as a foreign language. More specifically, our purpose is to discuss the autonomy discourse of the subject in distance learning; to question the use of e-mails in managerial context of teaching; and to ponder about naturalized discursive practices of technology of the self. In order to achieve this, we begin with the hypothesis that the pedagogical discourse is totally entangled by the neoliberal corporate discourse which considers the ¿quality management formula¿ the answer to the quality teaching. In addition, we inquire about managerial context functionality of the quality teaching; about the legitimization mechanisms of power-knowledge relationship and about the consequences on the subjectivities constitution. The analytical device shows that the subjectivities constitution is the result of the agency produced from the exam, the surveillance and the confession, in the teachers¿ case, and from the autonomy profile, the awareness and responsibilities delegation, in the students¿ case. Underhandedly , these discursive devices, synoptically controlled, are going to be internalized and naturalized by the repetition of the discursive practices to the point to became invisible, hiding, due to this, the exercise of power which permits the subjectivities agency that involves everybody as an enmeshed effect where one controls the others and vice-versa / Mestrado / Lingua Estrangeira / Mestre em Linguística Aplicada

Orientador: Ana Lúcia Guedes-Pinto / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-17T19:56:16Z (GMT). No. of bitstreams: 1 Moreno_ElianaRodriguez_M.pdf: 1583181 bytes, checksum: d50fb7cf27d7a0414b30af7ed58dcbf8 (MD5) Previous issue date: 2010 / Resumo: Com a aprovação da Lei de Diretrizes e Bases da Educação Nacional em 1996 foi legitimada a modalidade de educação a distância, sendo a ela atribuído equivalência aos cursos presenciais. Desde então temos assistido a uma ampliação significativa da oferta de cursos superiores a distância, especialmente para a formação de professores. Com isso, cada vez mais, Secretarias de Educação de todo país estão absorvendo nas redes públicas professores formados a partir dessa modalidade de ensino. Tal panorama despertou meu interesse na investigação sobre os diversos aspectos constitutivos da formação de professores tendo em vista essa nova modalidade: que desafios se apresentam aos docentes universitários para realizar a formação de professores a distância? Qual o papel do docente que não mais compartilha do mesmo espaço físico dos estudantes? Quais as mudanças nos modos de interação entre docentes e alunos e entre os próprios alunos decorrentes do uso das tecnologias de informação e comunicação? Tendo em conta essas questões, procuro, por meio de pesquisa de cunho qualitativo, envolvendo a utilização de entrevistas orientadas pelos pressupostos da história oral, investigar como essas práticas de formação têm se constituído. Por meio das narrativas dos docentes universitários de cursos de pedagogia a distância, focalizo em seus dizeres, os modos de apropriação e de reinvenção dessa outra forma de ensino, que abrange artefatos específicos da prática formadora. A perspectiva teórica assumida para a análise se refere à história cultural pautando-se pelo conceito de tática apresentado por Certeau (2008) e no conceito de apropriação proposto por Chartier (2001). / Abstract: With the approval of Guidelines and Bases of National Education Law in 1996, distance learning was approved attributing to it equivalence of presential courses. Since then we have seen a significant increase in the number of distance college courses offered, especially for the teachers? formation. With this more and more teachers graduated this way are taken in by the Education Secretariats of the country for the public education system. Such scenario awoke interest of investigation in me about various constitutive aspects of teachers? formation having in view this new model: what are the challenges for the university teachers to carry out teachers? formation at distance? What is the role of the teacher who doesn?t share anymore the same space with the students? What are the changes in the ways of interaction among the teachers and students and among the students themselves as a result of the use of information technology and communication? Taking into account these questions, through qualitative research and interviews guided by prerequisites of oral history, I intend to look into how these practices of formation have been constituted. Through the narratives of university teachers of distance pedagogy courses, I focus on their narratives, the models of appropriation and re-invention of this type of education, which involves certain mechanisms of formation practice. The theoretical perspective taken for the analysis refers to the cultural history lined by the concept of tactic presented by Certeau (2008) and in the concept of appropriation suggested by Chartier (2001). / Mestrado / Ensino e Práticas Culturais / Mestre em Educação