Este estudo tem por objetivo analisar as relações de construção e contribuição entre a Metodologia da Autoavaliação Institucional -- MAAI e a Gestão Pedagógica de Projetos em Educação a Distância -- EAD. A MAAI pode ser definida como um conjunto de procedimentos sistematizados, voltados à análise e desenvolvimento dos componentes, agentes e processos que constituem a gestão pedagógica de projetos na EAD. Para entendimento teórico, a presente pesquisa investiga conceitos, origem e história da Avaliação Institucional, com foco nas IES brasileiras e na regulação da modalidade EAD. Também revisa fundamentos que identifiquem a complexidade da gestão pedagógica da educação on-line e a importância de concebermos um instrumento com foco no aperfeiçoamento contínuo de elementos da didática da aprendizagem. A sequência da pesquisa descreve a MAAI como é proposta, relata sua origem e evolução, apresenta as suas etapas, os processos e enumera os resultados obtidos com o uso sistemático da MAAI nos cursos de graduação na UnisulVirtual, campus virtual da Universidade do Sul de Santa Catarina. A análise toma como objeto de estudo, mais especificamente, a aplicação da MAAI no Curso de Graduação a Distância em Administração. A finalidade é criar oportunidade para observar o uso da MAAI, avaliar o seu potencial como instrumento de aperfeiçoamento contínuo e inovação da gestão pedagógica de projetos em EAD, reconhecer dificuldades e sucessos. A análise tem como proposta ampliar a compreensão sobre o uso dessa metodologia na gestão pedagógica de projetos em EAD e indicar caminhos para a evolução de instrumentos de avaliação e de gestão de cursos on-line. O referencial teórico-metodológico adotado é o da pesquisa qualitativa baseada nos pressupostos da análise de conteúdos e do método crítico-dialético. / This study aims to analyze the building and contribution relationships between the Institutional Self Evaluation Methodology (MAAI) and the Educational Management of Projects in Distance Education (DE). MAAI can be defined as a set of systematic procedures used to analyze and develop components, agents and processes that constitute the education management of projects in DE. The theoretical background comprises concepts, the origin and the history of Institutional Evaluation with an emphasis on Brazilian Higher Education Institutions (IES) and on the regulation of the DE modality. It also reviews fundaments, which identify the complexity of educational management of online education, as well as the importance in conceiving an instrument focused on the continuous enhancement of elements of didactics and learning. The sequence used in this research describes the MAAI as it has been proposed, reports its origin and evolution, presents its stages and processes and lists the results obtained through its systematic use in undergraduate courses of UnisulVirtual, virtual campus of the University of the South of Santa Catarina (UNISUL). The analysis takes into consideration, as its object of study, more specifically, the application of MAAI in the Distance Learning Undergraduate Management Course. The purpose of this research is the creation of an opportunity to observe the use of MAAI, as well as to evaluate its potential as a tool for continuous improvement and innovation in the education management of projects in DE, recognizing the difficulties and successes that can be found with the use of this methodology. The purpose of the analysis is to increase the comprehension related to the use of this methodology in education management in DE and indicate paths for the development of evaluation tools and management of online courses. The theoretical and methodological framework adopted in the study is the qualitative research based upon assumptions of content analysis and the criticaldialectic method.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-11-30T11:46:58Z No. of bitstreams: 1 Nelson Luis Eufrasio Junior_.pdf: 4277163 bytes, checksum: 04f2920b5d9e5a25db99a5307425ff4e (MD5) / Made available in DSpace on 2015-11-30T11:46:58Z (GMT). No. of bitstreams: 1 Nelson Luis Eufrasio Junior_.pdf: 4277163 bytes, checksum: 04f2920b5d9e5a25db99a5307425ff4e (MD5) Previous issue date: 2015-04-30 / Nenhuma / Esta dissertação apresenta um estudo teórico-prático sobre situações que envolvem o processo de criação de materiais educacionais digitais no SENACRS, mais especificamente, desenvolvidos no contexto da equipe de Tecnologias Educacionais. A pesquisa parte da seguinte problemática: como o design thinking pode contribuir para ressignificar os processos de trabalho no contexto da construção de materiais educacionais para a educação online do SENACRS? O objetivo consiste em compreender o DT, bem como investigar sua contribuição, enquanto proposta de inspiração e inovação para ressignificar os processos de trabalho no contexto da construção de materiais educacionais para educação online do SENACRS. Com base neste conceito, bem como o apoio teórico encontrado em diferentes autores, tais como Brown (2011), Pinheiro & Alt (2011), Eboli (2010), Perrenoud (2000), entre outros, explicita-se o processo de criação utilizados pelos profissionais sob a ótica do design. No âmbito metodológico, trata-se de uma pesquisa qualitativa, de natureza aplicada, alicerçada em um estudo de caso coletivo. Como instrumentos e materiais para a produção dos dados, utilizou-se: entrevista semi-estruturada, registros em áudio, fotográfico, observação participante, dinâmicas de grupo. Esses dados foram analisados utilizando-se a Análise Textual Discursiva (GALIAZZI; MORAES, 2011), tendo como subsídio para a interpretação o referencial teórico construído. Os principais resultados da pesquisa apontam que o fato da dissertação ter sido desenvolvida em contexto natural do trabalho realizado pela equipe de Tecnologias Educacionais do SENACRS possibilitou o desenvolvimento de uma cultura de inovação, em que os colaboradores sentem-se inspirados em desenvolver-se profissionalmente em busca de um constante aperfeiçoamento de suas atividades na Instituição. Ao utilizar o Design Thinking como alternativa aos processos outrora existentes na equipe, constatou-se uma melhoria nas relações humanas dos profissionais envolvidos, melhoria na criação dos materiais educacionais digitais, no emprego de metodologias alternativas nos processos de criação, na utilização de pesquisas para subsídio de novos materiais didáticos contemplando elementos de inovação, dando origem ainda a produções científicas oriundas desta pesquisa. / This dissertation presents a theoretical and practical study of situations involving the process of creating digital learning materials in SENACRS, more specifically developed in the context of the team of Educational Technology. The research part of the following problem: how design thinking can help to reframe the work processes in the context of construction of educational materials for e-learning SENACRS? The objective is understand the DT and investigate its contribution, as a proposal for inspiration and innovation to reframe the work processes in the context of the construction of educational materials for e-learning SENACRS. Based on this concept and the theoretical support found in different authors, such as Brown (2011), Pinheiro & Alt (2011), Eboli (2010), Perrenoud (2000), among others, is the explicit creation process used by professionals from the perspective of design. At the methodological level, it’s a qualitative research of an applied nature, based on a collective case study. As instruments and materials for the production of data, we used: semi-structured interviews, audio recordings, photographic, participant observation, group dynamics. These data were analyzed using the Discursive Textual Analysis (GALIAZZI; MORAES, 2011), and as an aid in interpreting the theoretical framework built. The main results of this research indicated that the fact of the dissertation have been developed in the natural context of the work done by the team of Educational Technologies SENACRS enabled the development of a culture of innovation, where employees feel inspired to develop professionally in search for continuous improvement of its activities in the institution. Using Design Thinking as an alternative to existing processes once the team, there was an improvement in human relations professionals involved, improvement in the creation of digital educational materials, employment of alternative methodologies in creation processes, the use of research for grant new teaching materials covering elements of innovation, giving rise still scientific production resulting from this research.

Massive Open Online Courses (MOOCs) hold the potential to open up educational opportunities and learning experiences to a global audience by combining recent technological advances with technology-enhanced learning. In general, MOOCs are considered online courses that require no prior qualifications for entry, can be accessed by anyone, and attract a diverse audience from a variety of learning and professional backgrounds. However, MOOC teams (including instructors and learning designers, among others) face several challenges when designing for learning in this context. In this work, two main challenges are investigated and approached, namely the lack of well-defined and validated learning design strategies to support practitioners in the MOOC development, and the poor pedagogical design models adopted in MOOCs, which are generally based on traditional classroom formats, such as teacher-centered approaches and content-based learning. Thus, the purpose of this work is to propose a learning design strategy, named Learning Design Framework for MOOCs (LDF4MOOCs), which is grounded on Software Engineering mechanisms and systematic procedures to ensure the standardization and the productivity of all the aspects involved in the MOOC development process. LDF4MOOCs consists of: (i) a MOOC Life Cycle process, which describes fundamental steps to plan, offer, and evaluate a MOOC; (ii) an Educational Design Pattern Language for MOOCs, which is based on problems and recurring solutions to solve the main activities described in the life cycle; and (iii) the related supporting resources. LDF4MOOCs is also pedagogically informed by Flipped Learning ideas, including active learning strategies, self-regulated learning, competency-based design, learner-centered learning, among others. LDF4MOOCs and its elements were evaluated through an experimental study, three case studies, and two expert reviews as internal evaluation methods. Additionally, a field evaluation with educators using the framework as a guide to design their MOOCs was considered as an external evaluation method. The obtained results indicated that LDF4MOOCs has a positive impact on the design for learning in MOOCs, suggesting that our strategy can be effectively applied to support and enhance MOOC development. / Cursos Online Abertos e Massivos (MOOCs) possuem o potencial de abrir oportunidades educacionais e experiências de aprendizado para um público global, combinando os avanços tecnológicos recentes e a aprendizagem mediada pela tecnologia. Em geral, eles são considerados cursos virtuais que não exigem qualificações prévias para a entrada, podem ser acessados por qualquer pessoa e atraem um público diversificado, com uma variedade de experiências e qualificações profissionais. No entanto, equipes responsáveis por desenvolverem MOOCs (incluindo instrutores e projetistas de aprendizagem, entre outros) deparam-se com vários desafios ao projetar para a aprendizagem nesse contexto. Neste trabalho, duas lacunas principais são investigadas e abordadas: a falta de estratégias de projeto de aprendizagem bem definidas e validadas para apoiar os profissionais no desenvolvimento de MOOCs; e as limitações nos modelos de projeto pedagógico adotados, geralmente baseados em formatos tradicionais de sala de aula, tais como abordagens centradas no professor e a aprendizagem baseada em conteúdo. O objetivo deste trabalho é propor e validar uma estratégia de projeto de aprendizagem denominada Learning Design Framework for MOOCs (LDF4MOOCs), baseada em mecanismos de Engenharia de Software e procedimentos sistemáticos para garantir a padronização e a produtividade de todos os aspectos envolvidos no processo de desenvolvimento de MOOCs. LDF4MOOCs consiste em: (i) um processo do ciclo de vida para MOOCs, que descreve etapas fundamentais para planejar, oferecer e avaliar um MOOC; (ii) uma Linguagem de Padrões de Projeto Educacional para MOOCs, baseada em problemas e soluções recorrentes para resolver as principais atividades descritas no ciclo de vida; e (iii) recursos de apoio relacionados. LDF4MOOCs também é pedagogicamente informado pelas ideias de Flipped Learning, incluindo estratégias de aprendizagem ativa, aprendizado autorregulado, projeto baseado em competências, aprendizado centrado no aluno, entre outros. O framework e seus elementos foram validados internamente por meio de um estudo experimental, três estudos de caso e duas revisões por especialistas. Adicionalmente, um estudo de campo envolvendo educadores que usaram o LDF4MOOCs como uma guia para desenvolver seus MOOCs foi utilizado como método de validação externa. Os resultados obtidos indicam que LDF4MOOCs apresenta um impacto positivo no projeto de aprendizagem para MOOCs, sugerindo que tal estratégia pode ser efetivamente aplicada para apoiar e melhorar o desenvolvimento de MOOCs.

Made available in DSpace on 2016-04-27T14:30:34Z (GMT). No. of bitstreams: 1 Marilda Massucatto Braga.pdf: 11642171 bytes, checksum: 33925c86beae9a2730f76493fab80c9b (MD5) Previous issue date: 2011-02-23 / This research is linked to the program of Pós Graduação em Educação: Currículo da Pontifícia Universidade Católica de São Paulo (PUC/SP), specifically the research line new Technologies in Education. In this study, we investigate the gains and difficulties in using the environment to support learning for in-service training of teachers of basic education in public schools. Greater knowledge about the implementation and enforcement of this domain, it will help other experiences may arise associated with the use of technology in virtual environment, renewing the universe of forms of learning and teaching in basic education. The theoretical assumptions that have underpinned the analysis and other acts of this study was based on issues facing teacher education, online education and curriculum. The methodology adopted for the development of this research is based on qualitative research in a mode of action research, called action research, training, since the researcher also assumes the role of trainer at work. A public school in Sao Sebastião, SP, and a municipal school in São Paulo, Brazil, are the main referents of the study that presents itself. The results allowed for an effective contribution to the in-service training of teachers of these schools to the educational work in an environment of learning support. The difficulty converging to the insufficient presence of the school in this digital culture today / A presente investigação está vinculada ao programa de Pós-Graduação em Educação e Currículo da Pontifícia Universidade Católica de São Paulo (PUC/SP), mais especificamente à linha de pesquisa novas Tecnologias em Educação. Nesse estudo, investigou-se os ganhos e dificuldades na utilização do ambiente de apoio à aprendizagem para a formação em serviço dos professores da Educação Básica em escolas públicas. Um maior conhecimento sobre a implantação e aplicação deste domínio contribuirá para que outras experiências possam surgir associadas ao uso de tecnologia em ambiente virtual, renovando o universo das formas de aprender e ensinar na Educação Básica. Os pressupostos teóricos que embasaram as análises e demais ações deste estudo pautaram-se em temáticas voltadas para a formação de professores, educação online e currículo. A metodologia adotada para o desenvolvimento desta investigação baseia-se na pesquisa qualitativa, em uma modalidade da pesquisa-ação, denominada pesquisa-ação-formação, uma vez que o pesquisador também assume o papel de formador no trabalho. Uma escola municipal, em São Sebastião/SP, e uma escola municipal em São Paulo, Capital, são os principais referentes do estudo que se apresenta. Os resultados obtidos propiciaram uma efetiva contribuição na formação em serviço de docentes das referidas escolas, para o trabalho pedagógico em ambiente de apoio à aprendizagem. As dificuldade convergiram para a insuficiente adequação da escola na cultura digital presente na atualidade

Apprehension negatively impacts student learning. As online and hybrid communication courses continue to be offered it is important to expand and update research regarding the following constructs: communication apprehension, receiver apprehension, writing apprehension, and computer apprehension. This study examines correlations between and among these constructs, differences by gender and course format, and changes between pre- and posttest results. Students enrolled in traditional and online sections of a basic communication course completed pre- and posttests consisting of a demographic survey, the Personal Report of Communication Apprehension, the Receiver Apprehension Test, the Writing Apprehension Test, and the Computer and Web Attitude Scale. Results suggest positive and negative correlations between and among various constructs, differences in apprehension levels based on gender and format, and various changes between pre- and posttests. Research on expression-based apprehension is important to improve pedagogical practices and encourage the development of communication skills regardless of course format.

The purpose of this study was to assess radiography faculty perceptions of the effectiveness of asynchronous online courses. Learning effectiveness in a web-based virtual learning environment (VLE) was the conceptual framework for this project (Piccoli, Ahmad, & Ives, 2001). For the purposes of this study, learning effectiveness was defined as the quality of learning being comparable between online and traditional courses (Moore, 2011). Ten research questions were used to guide this study, and statistical tests were conducted to evaluate 17 null hypotheses. The statistical tests included use of one-way analysis of variance (ANOVA), Pearson correlations, and single-sample t-tests. Ten of the 17 null hypotheses were rejected. Research findings indicate that the effectiveness of online courses is not significantly affected by faculty position, type of institution, faculty age, or years of teaching experience. Faculty perceptions of the effectiveness of online courses increase with years teaching online courses, number of online courses taught in the past 5 years, and perceived competence with use of technology.

Online coursework is common in Special Education Programs that train teachers for rural areas. Does every student have the potential to learn well online? This session will discuss a study where half of the students were face-to-face and the other half were online. The two sections will be compared.

Research has indicated accredited, U.S. higher education-governed intensive English programs (IEPs) often struggle financially due to a scarcity of resources (namely students) because of political and global economic factors and increased competition (ICEF Monitor, 2017; IIE, 2017; Ladika, 2018; Soppelsa, 2015). However, few IEPs advertise online language acquisition (OLA) courses despite the increase in online study methods at the higher education institutes governing the programs and its use by competitors. The purpose of this study was to determine the status and extent of OLA diffusion in U.S. IEPs, how IEP directors and faculty perceived OLA, and whether they perceived themselves to be the leaders in its diffusion. Drawing on Rogers’ (1962) diffusion of innovation framework to inform the instrument methodology, this study employed a quantitative, cross-sectional survey. The study used the Rasch measurement model (1960) as the framework informing the instrument’s design and analysis. All 249 executive directors and 2,492 faculty in the 249 accredited, higher education-governed IEPs were invited to participate in the study, and 328 directors and faculty from 121 IEPs opted to do so. Major findings revealed 40.5% had experimented with online courses within the last five years, and 24.8% offered it currently. The Winsteps dimensionality analysis showed each of the six innovation characteristics performed as a separate strand supporting the dimension of OLA adoption potential. The Wright map and item measures revealed respondents perceived OLA visibility (1.52 logits) as the most difficult-to-endorse characteristic followed by complexity (0.48 logits). The least challenging characteristic was articulated benefits (-0.39 logits), and the easiest item was technology confidence (-1.21 logits) followed by technology clusters (-0.65 logits). Regarding leadership in promoting OLA adoption, 53.2% of the sample claimed they were involved in its leadership at some level, and 31.1% reported leadership involvement at institutes currently lacking online English courses. This study suggests respondents found OLA to be beneficial for their IEP with articulable results. Cost and technology confidence were not viewed as prohibitive, but respondents lacked confidence that OLA would lead to increased enrollment. Because of the high level of OLA leadership in their IEP, the adoption of online language courses appears to be moving in an upward trajectory.

As online education grows, institutions must develop and evaluate student services to meet the needs of adult online students. The university at which the study was conducted had growing online enrollment, but no systematic examination of services from the students' perspective to drive service development and improvement. This represented a gap in self-evaluation, and the research confirmed gaps in student service offerings at the university compared to field standards. The purpose of this project study was to drive improvement of online student services based on analysis of student-driven data. The research questions asked how important academic and support services were to the university's online students and how satisfied the students were with the services. This quantitative study used the Priorities Survey for Online Students based on the expectation disconfirmation theory to collect data. The survey was sent to all of the university's 477 online undergraduate and graduate students. Descriptive statistics were used to compare the university's student responses to national data, report areas of service challenge, and assess variation in satisfaction according to previous online education experience. Key findings included lower than national mean satisfaction with career and tutoring services, challenge areas related to Blackboard preparedness, clarity of program requirements and communication channels, and lower levels of satisfaction with the most experienced online students. A presentation and white paper project were created for the university leadership with recommendations for using study results to improve and develop online student services. Social change is expected through improved and expanded online student services as a result of the project study.

The St. Louis School District (SLSD) provided its students with a virtual education program (VEP) but abandoned it following a cut in federal funding, omitting an alternative pathway for students to complete their education. The problem addressed in this study was the effect of technology and management's decision to discontinue the VEP. The purpose of this qualitative study was to determine management's role and the effect of the technology in discontinuing the VEP. Dewey's theory of education and Koskela and Howell's theory of management established the theoretical foundation for the study. A purposeful sampling selection approach was used to recruit 8 administrator and teacher participants who were knowledgeable about the VEP and who worked in their respective districts. An interview questionnaire was created and used to collect data. The data were processed and analyzed using the thematic analysis approach. The results revealed that technology was not a problem for the 3 school districts, but the SLSD did not prioritize the VEP in its budget. The results of this study might help other institutions keep their online program intact in the event a similar situation occurs. The implications for social change could be that securing a VEP could contribute in producing more well-educated citizens to work in higher-level jobs, drive business development, and contribute to community development in society.