Acompanha: Epidemias na escola? Só em filmes: possibilidades de contaminação na aprendizagem significativa / Essa pesquisa surgiu da busca por uma metodologia de ensino que valorizasse o conhecimento científico com o uso de um recurso pedagógico atrativo - filmes comerciais -, que motivasse a aprendizagem significativa. Para tanto, apresenta uma análise de como os estudantes estabelecem relações do conhecimento científico com as imagens fílmicas e as possibilidades de contextualização acerca do tema “epidemia”. A metodologia de pesquisa envolve uma abordagem qualitativa, com alguns dados quantitativos das impressões dos estudantes em relação aos filmes de modo geral e sobre eles e a aprendizagem. Na pesquisa qualitativa, utilizou-se a categorização segundo Bardin (2011), para organizar as unidades contextuais produzidas pelos estudantes nas atividades educativas, e fazer a análise com base nos pressupostos da Teoria de Ausubel (2003) e Ausubel, Novak e Hanesian (1980). A partir da exibição do filme intitulado “Contágio”, utilizado como organizador prévio, buscou-se, nas dúvidas apresentadas pelos estudantes, identificar os conhecimentos prévios sobre o assunto. Por meio dessas dúvidas emergiram os subtemas, que foram categorizados em: epidemia, agente causador, incubação, transmissão, sintomas, prevenção e imunidade. Essas categorias serviram de elementos para a análise de indícios de aprendizagem levando a concluir que as narrativas fílmicas ajudam na formação de pontes cognitivas colaborando com a aprendizagem subordinada derivativa e correlativa, diferenciação progressiva e reconciliação integrativa, promovendo a assimilação e a retenção dos conhecimentos científicos. No referencial teórico utilizado para investigar os filmes como recurso pedagógicos é apresentado as considerações dos autores Rosália Duarte , Milton Almeida, Maria da Graça Setton, Marcos Napolitano, José Manuel Moran, entre outros. Como produto dessa pesquisa, elaborou-se um guia com outras propostas pedagógicas possíveis de trabalhar o tema “epidemia” utilizando filmes comerciais como organizadores prévios e para contextualização. O guia também apresenta uma linha do tempo sobre cinema e educação e um catálogo com filmes e seriados abordam o tema “epidemia”. / This research arose when searching for a teaching methodology that would value scientific knowledge with the use of an alluring pedagogical resource – commercial movies – to encourage meaningful learning. To this end, it provides an analysis of how students establish relations of scientific knowledge with movie images, and the possibilities of contextualization on the topic of “epidemics”. The research methodology comprehends a qualitative approach, including some quantitative data of the students’ impressions regarding movies in general, and about the movies and learning. The categorization according to Bardin (2011) was used in the qualitative research to organize the contextual units produced by the students in the educational activities, and to conduct an analysis based on the assumptions of Ausubel’s Theory (2003) and Ausubel, Novak and Hanesian’s Theory (1980). From the showing of the movie entitled “Contagion”, used as an advance organizer, we tried to identify prior knowledge on the subject through questions raised by the students. Those same questions brought up the subtopics, categorized as epidemics, causative agent, incubation, transmission, symptoms, prevention and immunity. These categories served as elements for the analysis of learning evidence, leading to the conclusion that movie narratives help in the creation of cognitive bridges while contributing to derivative and correlative subordinate learning, progressive differentiation and integrative reconciliation, as well as promoting assimilation and retention of scientific knowledge. The theoretical background used to investigate the movies as a pedagogical resource presents the considerations of authors such as Rosália Duarte, Milton Almeida, Maria da Graça Setton, Marcos Napolitano, José Manuel Moran, among others. As a product of this research, a guide with other pedagogical proposals that make it possible to work with the topic of “epidemics” was developed by using commercial movies as advance organizers and for contextualization. The guide also shows a timeline of cinema and education, as well as a catalog with movies and series that deal with the topic of “epidemics”.

MCom (Business Information Systems) / Department of Business Information Systems / The aim of this research study is to propose an e-learning framework to deliver a guideline for the adoption of e-learning considering all major determinants such as technical, operational, organisational, cultural and socio-economical domains, in the setting of rural-based higher educational institutions. E-learning is a process which has arisen from ICT advancement, and it is coordinated together with the education programs at many universities. In South African tertiary institutions, the adoption rate for e-learning is higher in urban-based higher education institutions and colleges and lower in rural-based higher education institutions. Even though with the supposed capacity that e-learning provides, the bigger part of the e-learning approach in rural-based higher education institutions does not achieve their potential. This study focuses on identifying factors which impact the adoption of e-learning at rural-based, higher education institutions and its challenges. A case study approach is undertaken, using mixed methods for collection of data from the respondents based on e-learning adoption at student, educator and institutional level. The study identified the factors which influence the adoption of e-learning in rural-based HEIs. Eventually, the researcher proposed an e-learning framework which contributes to the e-learning adoption in rural-based HEIs, by establishing a guide for these institutions for enhanced planning, development and implementation tool for e-learning adoption using the Unified Theory of Acceptance and Use of Technology Model. The study identified that the e-learning usage and perception was lower in rural-based HEIs as compared to urban-based HEIs, and performance expectancy, effort expectancy, social influence and facilitating conditions are all major factors which influence the adoption of e-learning. / NRF