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[pt] Este projeto de pesquisa tem como tema a evasão de alunos em cursos de Educação a distância online - EaD online, na modalidade de educação continuada. O objetivo é identificar como o design, uma área tida como interdisciplinar e capaz de transitar por diversos campos do conhecimento, pode contribuir com a criação de estratégias e cursos online que atendam às necessidades dos alunos a fim de buscar formas para reduzir a evasão nesse modelo de curso a distância, em que todo o material é disponibilizado de forma digital e que as atividades podem acontecer de forma assíncrona, com aulas gravadas para que o aluno assista na hora que quiser, e síncrona, com aulas ao vivo com data e hora marcadas. A pesquisa tem cunho descritivo, com abordagem qualitativa, e inclui estudo de casos de cursos online de uma instituição de ensino voltada para a educação continuada de médicos que buscam se aperfeiçoar em Nutrologia. A metodologia proposta para a pesquisa inclui técnicas de entrevistas semiestruturadas para coleta de dados a fim de identificar os motivos da evasão, descrição da experiência de alunos e professores no Ambiente Virtual de Aprendizagem (AVA) e, por meio de propostas de design envolvendo ações que possam ser implementadas, reduzir a taxa de evasão nessa modalidade de ensino. / [en] This research project is a study about how design strategies can contribute to reduce student dropout rates in online continuous education courses. Due to its interdisciplinary nature and ability to navigate among many fields of knowledge, we elaborate on the importance of including a designer in the online strategies and course creation process from its conceptualization. We argue that the designer s role is linked to understanding the pedagogical objectives of the course, the students profiles, and extends to mediating interactions and promoting collaboration among team members to translate concepts and needs from different areas into visual and functional solutions in online courses. The research adopts a descriptive approach with a qualitative focus, incorporating case studies of online courses from an educational institution focused on the continuous education of physicians seeking to specialize in Nutrology. The proposed research methodology includes semi-structured interview techniques for data collection to identify reasons for dropout, describe the experiences of students and teachers in the Virtual Learning Environment (VLE), and, through design, propose actions that can be implemented to reduce the dropout rate in this mode of education.

Made available in DSpace on 2016-04-28T18:23:20Z (GMT). No. of bitstreams: 1 Denise Lage Maggioli.pdf: 29496152 bytes, checksum: d58aba37e35ff1739460c8a9b535fa32 (MD5) Previous issue date: 2007-02-13 / This research is a result of the concerns I had as a professional in education related to the evaluation of didactic material, which nowadays include not only printed material but also material connected to technology, such as softwares and online courses. This research aims at evaluating an educational software recommended to be used at the public schools of Ensino Fundamental e Médio, considering the paradigms presented in the Parâmetros Curriculares Nacionais Língua Estrangeira. The theoretical basis for this research were the Parâmetros Curriculares Nacionais -Lingua Estrangeira (Brasil, 1998) and Parâmetros Curriculares Nacionais Ensino Médio (Brasil, 1999), used as a reference by the teacher in his or her classroom, the lines of thinking in psychology that were used as basis for the teaching and learning theories that have had most influence in the teaching and learning process of foreign language in our culture (Williams & Burden, 1997; Rego, 2004; Vygotsky, 1993,2003), the language description theories (Graddol, 1994; Hutchinson & Waters 1987; Bloor & Bloor, 1995), considerations on didactic material (Cunningsworth, 1984, 1995; Tomlinson, 1998; Graves, 2000), the definition of task according to Ellis (2003), software evaluation criteria (Squires & McDougall, 1997; Stirling, 1998; Alagumali & Anderson, 1997) and the evaluation criteria for didactic material by Ramos (1998) and Freire et al. (2004). This research has shown that, although the language description theories and the teaching and learning theories that constitute the software do not match the educational paradigms in force nowadays, according to the Parâmetros Curriculares Nacionais Língua Estrangeira (Brasil, 1998) and the Parâmetros Curriculares Nacionais Ensino Médio (Brasil, 1999), from a technological point of view the software presents resources that can help both teachers and students in the teaching and learning process of a foreign language / Esta pesquisa originou-se de uma inquietação minha como profissional da área de educação com respeito à avaliação de material didático, que hoje além de material impresso inclui também materiais ligados à área tecnológica, tais como softwares e cursos on-line. O objetivo deste trabalho é avaliar um software educacional (Tell Me More), recomendado para ser usado na rede pública de Ensino Fundamental e Médio à luz dos paradigmas educacionais apregoados nos Parâmetros Curriculares Nacionais Língua Estrangeira. As bases teóricas desta pesquisa foram os Parâmetros Curriculares Nacionais -Língua Estrangeira (Brasil, 1998) e Parâmetros Curriculares Nacionais Ensino Médio (Brasil, 1999), utilizados como referência para o trabalho do professor em sala de aula, as correntes de pensamento da psicologia que serviram de base para as teorias de ensino-aprendizagem que mais influenciaram o ensino-aprendizagem de língua estrangeira em nossa cultura (Williams & Burden, 1997; Rego, 2004; Vygotsky, 1993,2003), as teorias de linguagem (Graddol, 1994; Hutchinson & Waters 1987; Bloor & Bloor, 1995), considerações sobre material didático (Cunningsworth, 1984, 1995; Tomlinson, 1998; Graves, 2000), o conceito de tarefa segundo Ellis (2003), os critérios de avaliação de software (Squires & McDougall, 1997; Stirling, 1998; Alagumali & Anderson, 1997) e os critérios de avaliação de Ramos (1998) e Freire et al. (2004). A pesquisa revelou que, embora as teorias de linguagem e de ensino-aprendizagem que embasam o software contrariam os paradigmas educacionais vigentes segundo os Parâmetros Curriculares Nacionais Língua Estrangeira (Brasil, 1998) e os Parâmetros Curriculares Nacionais Ensino Médio (Brasil, 1999), do ponto de vista tecnológico apresenta recursos que podem auxiliar a professores e alunos no processo de ensino-aprendizagem

Massive Open Online Courses, kurz MOOCs, zählen laut Horizon-Report 2013 zu den aktuellen Schlüsseltrends im Bereich des onlinebasierten Lernens und gelten als eines der wichtigsten neuen Bildungskonzepte. (...)

Made available in DSpace on 2015-10-19T11:50:20Z (GMT). No. of bitstreams: 1 mestradoduque.pdf: 914410 bytes, checksum: 13fd8f9d21333a62ce7388ae00092527 (MD5) Previous issue date: 2001-12-20 / This study develops a structured model of distance education taking into consideration the Information Science. It has a conceptual basis on the five principles of Library Science applied to virtual reality. The design of distance education using Internet was based on well known authors of Information Science, Library Science, and Education. It also applies techniques used in cyberspace. The suggested plan - theoretical and applied - contributes to expand the educational potential of distance education using Internet. Using this model, a checklist was designed to help controlling quality of distance education using the Internet. / Estudo para elaboração de modelo roteirizado para cursos à distância via Internet à luz da Ciência da Informação, tendo como arcabouço conceitual as cinco leis da Biblioteconomia aplicadas para a realidade virtual. A modelagem de cursos à distância via Internet foi fundamentada em autores clássicos da Ciência da Informação, Biblioteconomia, Educação, recebendo ainda o aporte de informações geradas por especialistas do ciberespaço. O roteiro sugerido - conceitual e aplicativo - contribui para aumentar a potencialidade educacional e informacional de cursos à distância via Internet. A partir deste modelo foi derivado um checklist, ferramental que auxiliará o controle de qualidade de cursos à distância via Internet.

<p>Innovations in technology are changing not only everyday life for many individuals around the world but are also influencing the expansion of online learning opportunities at an accelerated rate (Collins & Halverson, 2<a></a>018; Mah, 2016). Online learning platforms allow for scalability, flexibility, greater global access, and innovative and new ways to deliver education (Goodman, Melkers, & Pallais, 2019; Kizilcec et al., 2019). Enrollments in online learning programs and opportunities have seen significant growth in recent years (Seaman, Allen, & Seaman, 2018; U.S. Department of Education, 2018) with continued and steady growth expected into the future. The ubiquity and newness of new online learning formats present a challenge in linking research and practice. Through three separate academic papers, the following dissertation discusses and considers key questions and topics with regards to the use of digital badges and Massive Open Online Courses (MOOCs), two types of emerging online innovations and platforms, and aspects of their efficacy. The three papers respectively 1) identify and discuss the theoretical and empirical foundations digital badges use in specific learners groups by reviewing current literature; 2) highlight the application of a use case in which digital badges have been implemented as a means to offer training; and 3) explore the perceptions of MOOC instructors toward quality learning in their courses in a case study. Conclusions are drawn and solutions as well as potential future directions for research and practice of discussed. </p>

Actualmente, el aprendizaje online representa un reto a la hora de encontrar nuevas dinámicas y formas de transmitir los conocimientos. La educación virtual se ha ido desarrollando como nuevo método de enseñanza, la cual hace uso de la tecnología para educar de forma remota a los alumnos, eliminando así las barreras de la distancia y tiempo. De esta manera, da la opción a los jóvenes y adultos a potenciar sus conocimientos, permitiéndoles crecer profesionalmente en el rubro en el que se desarrollen trabajando. De esta manera, la investigación tiene como objetivo estudiar los factores de los cursos online que generan en el usuario satisfacción y engagement respecto al curso. Esto se llevará a cabo mediante investigaciones relevantes, empleando métodos cuantitativos y se utilizará una muestra de 400 estudiantes que hayan llevado cursos online durante los últimos dos años. / Currently, online learning represents a challenge when it comes to finding new dynamics and ways of transmitting knowledge. Virtual education has been developing as a new teaching method, Which uses technology to educate students remotely, thus eliminating the barriers of distance and time. In this way, it gives young people and adults the chance to enhance their knowledge, allowing them to grow professionally in the field in which they are developing their work. In this way, the research aims to study the factors of online courses that generate satisfaction and commitment in the user regarding the course. This will be done through relevant research, employing quantitative methods and a sample of 400 students who have taken online courses in the past two years will be used. / Trabajo de investigación

Purpose – Since April 2014, the alliance of leading German Institutes of Technology (TU9) has been jointly producing and running massive open online courses (MOOCs) on the subject of engineering. On the one hand, the collaborative MOOC@TU9 project aims to combine the unique characteristics and strengths of the engineering courses offered by the TU9 universities, making inter-institute, cooperative, open learning both visible and accessible. This will enhance both local teaching and the national and international marketing of the universities. On the other hand, the project also aims to help build communal experience and develop quality and production standards for the use of different MOOC formats in digital higher education teaching. In this sense, the MOOC@TU9 project contributes to the vital development of sustainable digitalisation strategies at German universities in the form of a feasibility study, which can then be used in other contexts as a valuable example of best practice. Design/methodology/approach – The MOOC@TU9 project has a primarily practical approach. The focus of the collaboration between the TU9 universities is therefore the discussion, exchange and coordination of concrete actions in addition to the evaluation and assessment of the solutions reached and implemented. The collaboration within the TU9 network results in inter-organisation working and learning processes for the parties and institutions involved. These have a particular value, as this is how, through collaboration, we can build an effective, sustainable, multi-dimensional experience. Originality/value – MOOC@TU9 is a joint inter-university project with the aim of strategically testing the possibilities, parameters and benefits of using massive open online courses in higher education teaching, the like of which has never been seen before in Germany. There is, therefore, currently no systematic development of quality and production standards for MOOCs: a gap, which MOOC@TU9 is actively attempting to fill. Practical implications – Results and findings of the project are not only taken from specific practical work, they are also fed directly back into it. In this respect, it can and should provide valuable insights not only for course participants, but also for other universities and/or initiatives.

Cette thèse porte sur les tests adaptatifs dans les environnements d’apprentissage. Elle s’inscrit dans les contextes de fouille de données éducatives et d’analytique de l’apprentissage, où l’on s’intéresse à utiliser les données laissées par les apprenants dans des environnements éducatifs pour optimiser l’apprentissage au sens large.L’évaluation par ordinateur permet de stocker les réponses des apprenants facilement, afin de les analyser et d’améliorer les évaluations futures. Dans cette thèse, nous nous intéressons à un certain type de test par ordinateur, les tests adaptatifs. Ceux-ci permettent de poser une question à un apprenant, de traiter sa réponse à la volée, et de choisir la question suivante à lui poser en fonction de ses réponses précédentes. Ce processus réduit le nombre de questions à poser à un apprenant tout en conservant une mesure précise de son niveau. Les tests adaptatifs sont aujourd’hui implémentés pour des tests standardisés tels que le GMAT ou le GRE, administrés à des centaines de milliers d’étudiants. Toutefois, les modèles de tests adaptatifs traditionnels se contentent de noter les apprenants, ce qui est utile pour l’institution qui évalue, mais pas pour leur apprentissage. C’est pourquoi des modèles plus formatifs ont été proposés, permettant de faire un retour plus riche à l’apprenant à l’issue du test pour qu’il puisse comprendre ses lacunes et y remédier. On parle alors de diagnostic adaptatif.Dans cette thèse, nous avons répertorié des modèles de tests adaptatifs issus de différents pans de la littérature. Nous les avons comparés de façon qualitative et quantitative. Nous avons ainsi proposé un protocole expérimental, que nous avons implémenté pour comparer les principaux modèles de tests adaptatifs sur plusieurs jeux de données réelles. Cela nous a amenés à proposer un modèle hybride de diagnostic de connaissances adaptatif, meilleur que les modèles de tests formatifs existants sur tous les jeux de données testés. Enfin, nous avons élaboré une stratégie pour poser plusieursquestions au tout début du test afin de réaliser une meilleure première estimation des connaissances de l’apprenant. Ce système peut être appliqué à la génération automatique de feuilles d’exercices, par exemple sur un cours en ligne ouvert et massif (MOOC). / This thesis studies adaptive tests within learning environments. It falls within educational data mining and learning analytics, where student educational data is processed so as to optimize their learning.Computerized assessments allow us to store and analyze student data easily, in order to provide better tests for future learners. In this thesis, we focus on computerized adaptive testing. Such adaptive tests which can ask a question to the learner, analyze their answer on the fly, and choose the next question to ask accordingly. This process reduces the number of questions to ask to a learner while keeping an accurate measurement of their level. Adaptive tests are today massively used in practice, for example in the GMAT and GRE standardized tests, that are administered to hundreds of thousands of students. Traditionally, models used for adaptive assessment have been mostly summative : they measure or rank effectively examinees, but do not provide any other feedback. Recent advances have focused on formative assessments, that provide more useful feedback for both the learner and the teacher ; hence, they are more useful for improving student learning.In this thesis, we have reviewed adaptive testing models from various research communities. We have compared them qualitatively and quantitatively. Thus, we have proposed an experimental protocol that we have implemented in order to compare the most popular adaptive testing models, on real data. This led us to provide a hybrid model for adaptive cognitive diagnosis, better than existing models for formative assessment on all tried datasets. Finally, we have developed a strategy for asking several questions at the beginning of a test in order to measure the learner more accurately. This system can be applied to the automatic generation of worksheets, for example on a massive online open course (MOOC).