Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-06-28T17:45:27Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE FINAL_SILVIA CAUÁS ASFORA.pdf: 3365095 bytes, checksum: a39799eb8e64e2deca2accc20dd9525d (MD5) / Made available in DSpace on 2016-06-28T17:45:27Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE FINAL_SILVIA CAUÁS ASFORA.pdf: 3365095 bytes, checksum: a39799eb8e64e2deca2accc20dd9525d (MD5) Previous issue date: 2015-09-09 / A Educação a Distancia mediada pela internet (iEaD) é uma modalidade de ensino na qual a mediação didático-pedagógica dos processos de ensino e aprendizagem ocorre com a utilização das Tecnologias de Informação e Comunicação (TIC’s), estando os estudantes e professores desenvolvendo atividades educativas em lugares ou tempos diversos. O objetivo deste estudo é investigar como a hipercultura está relacionada ao sucesso dos indivíduos em atividades de iEaD no contexto de cursos voltados para conteúdos ligados à administração de empresas, considerando as influências intervenientes de variáveis psicossociais e educacionais. O trabalho em questão apoia-se em três estudos hipotético-dedutivos, observacionais e transversais, possuindo como marco teórico a Teoria da Mediação Cognitiva (TMC) e o conceito de hipercultura. A estratégia utilizada na pesquisa foi quantitativa, seguida de análises estatísticas dos dados; quanto ao meio de investigação, foram utilizadas pesquisas de campo tipo survey com coleta de dados primários; para instrumento de coleta de dados, foram utilizados questionários e também bases de dados institucionais de uso e desempenho em sistemas de iEaD. Na análise e interpretação dos dados, foram utilizados métodos estatísticos diversos bem como conceitos da teoria das probabilidades. A sociodemografia das amostras foi caracterizada por meio de estatística descritiva, o mesmo ocorrendo com as principais variáveis dependentes. Testes de hipótese e coeficientes de correlação foram utilizados para avaliar o grau de associação entre pares de variáveis. A análise de aglomerados, análise fatorial, smallest space analysis e a teoria das facetas foram usadas para avaliações multivariadas. Em função dos resultados obtidos, foram empregadas ainda técnicas de regressão múltipla para o levantamento de modelos e análises de confiabilidade para determinar a consistência de indicadores. Os resultados da pesquisa revelaram que o sucesso de alunos no iEaD depende da combinação do grau de internalização da hipercultura dos alunos com o grau de hiperculturalidade do curso. A hiperculturalidade dos alunos está positivamente correlacionada a um melhor desempenho e a uma menor evasão quando os cursos apresentam características mais hiperculturais. Alunos de baixa hiperculturalidade tendem a um melhor desempenho, menor insatisfação e menor evasão em curso menos hiperculturais. Cursos de baixa hiperculturalidade exercem influência negativa nos alunos de alta hiperculturalidade levando-os a um pior desempenho e à evasão. Foi evidenciado também que as atitudes de demandantes do ensino superior em relação ao iEaD são positivamente influenciadas pelo seu grau de internalização da hipercultura e que existe correlação positiva e estatisticamente significativa entre os valores atribuídos a todos os aspectos do iEaD e a disposição em cursar o ensino superior nesta modalidade. Foi também observado que a hipercultura está associada a um determinado tipo de cognição (pensamento visual, busca por atualização e obtenção de notícias) e também associada a determinados tipos de atitudes (abertura, extroversão, sociabilidade) / Internet based distance education (iEaD) comprises teaching methods in which the didactic-pedagogic mediation of the teaching processes occurs with the use of Information and Communication Technology (ICT), with teachers and students developing educational activities in different sites at different times. The main goal of this research work is to investigate the hyperculture related with individuals accomplishments on iEaD, associated to Business Administration courses, considering the influence of psycho-social and educational variables. This research is based on three hypothetic-deductive, observational, and cross-sectional studies, using Cognitive Mediation Theory and Hyperculture as theoretical framework. This research utilizes a quantitative strategy, followed by data statistical analysis. Data collection was driven by students' surveys, as well as online institutions' information regarding iEaD use and performance. Data analysis was based on various statistical methods, and probability theory. The sampling frame socio-demographic aspect, as well as the dependent variables, were defined by descriptive statistics. Hypothesis tests and correlation coefficients were used to measure the degree of association between variables. Multivariate evaluation utilized cluster sample analysis, factorial analysis, smallest space analysis, and facet theory. On the basis of the results, consistency indicators were determined by using multiple regression techniques and reliability analysis. The results obtained showed that students' performance is based on students specific levels of Hyperculture and iEaD courses hyperculture. When students and courses are hypercultural, better performance and lower drop rate were found. Less hypercultural students have better performance with less hypercultural courses. Courses with less hypercultural aspects have a negative influence on hypercultural students showing a lower performance and higher drop rate. Students' attitude towards internet based distance education (iEaD) is influenced by their hypercultural aspects. There is a correlation between iEaD course value and the desire to take online classes for post-secondary education. This research also found that hyperculture is associated with some kinds of cognition (visual thinking, search for up-to-date information, news search), and attitudes (openness, extroversion, socialization).

The purpose of this exploratory study was to investigate student perceptions of the design and consistency of the online learning environment in relation to motivation, satisfaction, and self-efficacy. Through surveys, think-aloud observation sessions, and reflection interviews, data were collected concerning student perspectives of design and consistency in the online learning environment. SPSS was used to process the survey data and a multi-step process was used to code the observations and interviews. Nine categories emerged from the analysis: (1) frustration; (2) excitement; (3) feeling of being lost; (4) confusion; (5) disgust; (6) positivity; (7); anxiety; (8) understanding; (9) action. The findings are discussed and recommendations for future research are provided to inform future development of online courses.

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. (...)

Разработан онлайн курс по дисциплине «Эксплуатация зданий и сооружений», в который входит лекционный курс и тестовые вопросы для контроля усвоения лекционного материала. Проведен анализ теоретических основ информационной образовательной среды университета, рассмотрена смешанная форма профессиональной подготовки студентов, позволяющая оптимально сочетать аудиторную и дистанционную формы обучения студентов. / An online course has been developed for the discipline “Operation of Buildings and Structures,” which includes a lecture course and test questions to monitor the assimilation of lecture material. An analysis of the theoretical foundations of the information educational environment of the university was carried out, a mixed form of professional training of students was considered, which allows optimally combining classroom and distance learning forms for students.

Продвижение российских онлайн-курсов на зарубежные образовательные рынки становится все более актуальной задачей в условиях глобализации и растущего спроса на дистанционное образование. В данной работе проведен анализ перспективности зарубежных рынков для внедрения российских онлайн-курсов с целью выявления наиболее подходящих стран для продвижения программ Уральского федерального университета (УрФУ). Работа включает теоретические аспекты маркетинга образовательных услуг и особенности международного продвижения. Рассмотрены подходы к выбору зарубежных рынков, включая экономические, культурные и технологические факторы. Основываясь на методике отбора, в исследование включены Беларусь и Казахстан как наиболее перспективные рынки для продвижения онлайн-курсов УрФУ. В рамках исследования были изучены теории и методы маркетинга ведущих авторов, таких как Филип Котлер, Дэвид Аакер, Кевин Келлер и других. Проведен анализ существующих онлайн-курсов УрФУ, разработаны стратегии продвижения, включающие использование социальных сетей и других цифровых каналов для привлечения студентов. На основе предложенной методики был проведен всесторонний анализ, выявлены ключевые сегменты целевой аудитории, предложены эффективные маркетинговые стратегии и создан медиа-контент для привлечения и удержания студентов. Практическая значимость работы заключается в возможности применения разработанных стратегий для укрепления позиций УрФУ на международном образовательном рынке. / The promotion of Russian online courses in foreign educational markets is becoming increasingly important in the context of globalization and the growing demand for distance education. This study analyzes the prospects of foreign markets for the implementation of Russian online courses to identify the most suitable countries for promoting programs of Ural Federal University (UrFU). The work includes theoretical aspects of educational services marketing and the specifics of international promotion. Approaches to selecting foreign markets were examined, considering economic, cultural, and technological factors. Based on the selection methodology, Belarus and Kazakhstan were included in the study as the most promising markets for promoting UrFU online courses. The study explored marketing theories and methods by leading authors such as Philip Kotler, David Aaker, Kevin Keller, and others. An analysis of existing UrFU online courses was conducted, and promotion strategies were developed, including the use of social media and other digital channels to attract students. Using the proposed methodology, a comprehensive analysis was performed, key segments of the target audience were identified, effective marketing strategies were suggested, and media content was created to attract and retain students. The practical significance of the work lies in the potential application of the developed strategies to strengthen UrFU's position in the international educational market.

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