Esta tese tem como tema a educação musical a distância. Tomando como ponto de partida o atual contexto de música e tecnologia, com as facilidades e problemáticas trazidas pelas amplas possibilidades comunicacionais do mundo moderno, o assunto é abordado tendo em vista a formação de professores de música. O objetivo desse estudo é investigar a viabilidade do ensino a distância em uma disciplina de percussão, dentro de um programa de formação de educadores musicais. Para a consecução desse objetivo, a disciplina Percussão foi desenvolvida e ministrada no âmbito do curso de Licenciatura em Educação Musical da UAB UFSCar, oferecido na modalidade a distância. Tal curso é resultado de uma parceria da Universidade Federal de São Carlos com a Universidade Aberta do Brasil, um projeto do Ministério da Educação do Governo Federal, visando uma ampliação das oportunidades de educação superior no país. Na exposição da pesquisa, são detalhados os processos de planejamento, produção e oferecimento da disciplina, destacando a escolha de conteúdos, a elaboração de materiais pedagógicos, os sistemas de avaliação e controle de freqüência, e algumas das situações vivenciadas durante sua primeira oferta, no primeiro semestre de 2009. O foco do trabalho é inicialmente dirigido para o desenvolvimento da educação a distância e das ferramentas que tornam possíveis os processos educacionais de música nessa área. São levantadas questões sobre a formatação de cursos formais de música e sobre aprendizagens informais, observando exemplos dos dois casos no universo da Internet. Considerando tópicos que lidam com recursos educacionais abertos, comunidades virtuais, compartilhamento de arquivos online, administração de conteúdos e atividades em ambientes virtuais de aprendizagem, e comunicações online com tutores e alunos, foi realizada a exploração de um vasto campo, encontrado em crescimento vertiginoso e constante modificação. Dentro desse cenário, o surgimento do curso de Licenciatura em Educação Musical da UAB UFSCar representa um marco histórico, como uma das primeiras experiências acadêmicas a distância, em ampla escala, a contribuir para a formação de professores de música em instituições brasileiras. Ao aproximar o olhar desse projeto, a percussão serviu como laboratório para uma investigação de questões relacionadas ao ensino de instrumentos musicais, com seus desafios particulares que, tradicionalmente, foram enfrentados em situações face a face, em que professor e alunos dividem um mesmo espaço, presencialmente. A pesquisa busca avanços no sentido de que a educação musical possa utilizar plenamente as possibilidades que a educação a distância oferece, consolidando a interseção dessas duas áreas como prática social significativa no Brasil. / The goal of this thesis is to produce a study on music distance education. Taking the current scenario of music and technology as a starting point, with all the facilities and problems arose by the vast array of communicational possibilities of the modern world, this theme is developed having in sight the formation of music teachers. For such task, as part of the work the discipline Percussion was chosen as an object of analysis, after being created and developed within the course of Music Education at the UAB UFSCar system, offered through distance education. This system results from a partnership between the Federal University of Sao Carlos and the Brazilian Open University, a project of the Ministry of Education of Brazil, aiming to increase opportunities for higher education in this country. At the exposition of the research, processes for the planning, preparing and offering of the discipline are detailed, showing contents chosen, elaboration of pedagogical materials, evaluation and frequency reports, and some of the situations experienced during its first offering, on the first semester of 2009. The focus of the work is initially set on distance education and on the tools that enable educational processes of music to occur within this area. Questions raised include formal programs of music and informal learning, observing examples for both cases on the Internet. Considering topics that deal with open educational resources, virtual communities, online file sharing, virtual learning environments, and online communications with tutors and students, a huge field was explored, one that is growing fast and constantly changing. As part of this context, the appearance of the course of Music Education at the Federal University of Sao Carlos sets a historic benchmark, being among the first academic experiences with distance education, in large scale, to contribute to the formation of music teachers in Brazilian institutions. Taking a closer look at this project, the discipline percussion served as a laboratory to investigate issues related to the teaching of musical instruments, with its own particular challenges, traditionally taken in face to face situations, when teacher and student share the same physical space. The research seeks to advance towards a music education that utilizes fully the possibilities that distance education offers, consolidating the intersection of these two areas as a significant social practice in Brazil.

Orientador: Sirio Possenti / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-22T16:28:26Z (GMT). No. of bitstreams: 1 Oliveira_Heliode_M.pdf: 5085462 bytes, checksum: 82cdc956cffc2b5bab40a8bffe5e9f51 (MD5) Previous issue date: 2013 / Resumo: Esta dissertação analisa as ocorrências do sintagma "educação a distância" e suas variantes no universo discursivo brasileiro contemporâneo, num recorte temporal de 2001 até 2011. Para tanto, embasa-se na noção de fórmula conforme proposta por Alice Krieg-Planque (2003, 2008, 2010, 2011), cujos trabalhos se inserem na Análise do Discurso de orientação francesa. O corpus, organizado a partir das ocorrências do sintagma citado, é constituído por textos de diferentes gêneros: artigos na área de educação, gêneros da mídia impressa, mídia online, mídia televisiva e também documentos oficiais do MEC - Ministério da Educação. A primeira questão diz respeito ao estatuto de "educação a distância" tendo em vista as quatro propriedades constitutivas da fórmula, a saber, funcionar como um referente social, inscrever-se numa dimensão discursiva, ter um caráter cristalizado e ser objeto de polêmica. O objetivo é analisar em que medida "educação a distância" funciona como um "lugar" privilegiado para "compreender a forma como os diversos atores sociais organizam, por meio dos discursos, as relações de poder e de opinião" (Krieg-Planque, 2010, p. 09), ao mesmo tempo em que participa de (e constitui) um processo de aceitabilidade social das modalidades de ensino não-presenciais. A principal conclusão é que está em curso uma mudança nos sentidos de "educação a distância", observável nas reformulações do sintagma. Indícios dessa mudança foram localizados por meio de uma análise diacrônica que parte de conotações negativas relacionadas à ocorrência de "teleducação", passando pela forma "educação a distância" e chegando à atualidade como "educação online/virtual". Além disso, as reformulações acontecem em meio a uma intensa polêmica, indicativa da relação interdiscursiva e da gênese de um discurso próprio de uma suposta nova forma de ensinar e aprender / Abstract: This dissertation analyzes the occurrences of the syntagma "distance education" and its variants in Brazilian contemporary discursive universe, in a time frame from 2001 to 2011. To do so, it's based on the notion of "formula" as proposed by Alice Krieg-Planque (2003, 2008, 2010, 2011, 2012), whose works are included in French Discourse Analysis. The corpus, organized from the circulation of the mentioned syntagma, consists of texts from different genres: articles on education, print media (newspapers and magazines), online media (websites, blogs and others), TV media and also official documents of MEC - Ministry of Education. The first question concerns to the status of "distance education" as a discursive formula, considering the four constitutive features of the formula: to be a social referent, to have a crystallized character, to have a discursive dimension, and to be object of polemics. The main goal is to analyze how "distance education" can become a "special place to understand how the various social actors organize, through the discourses, relations of power and opinion" (Krieg-Planque, 2010, p. 09) and, at the same time, how it can take part in a process of social acceptability of distance teaching/learning. The main conclusion indicates it is in course a change in the meaning of "distance education", observable in the reformulations of syntagma. Evidence of this change can be seen in a diachronic analysis from the negative connotations related to the occurrence of "teleducation", going by the form "distance education" and coming to nowadays as "online education" and "virtual education". Besides, the reformulations take place among an intense controversy, indicative of the interdiscursive relation and the genesis of the new teaching and learning practices' discourse / Mestrado / Linguistica / Mestre em Linguística

M.A. / The new democratic South Africa has opened up a number of unique opportunities and challenges for distance education at tertiary level. Tertiary institutions, however, also face several serious problems that must be addressed in order to rectify the educational imbalances in the country. Due to the policy of equal opportunities for all regardless of race, creed, colour and culture, tertiary education institutions are experiencing an unprecedented influx in student numbers. Residential universities and technikons can accommodate this influx only up to a certain point due to limited physical facilities such as residences and lecture rooms. For this and other reasons, distance education is rapidly becoming the primary means of education, not only in South Africa but also in many countries around the world. It offers an immediate and practical solution to the problem of high student numbers. Some of the advantages of distance education are: • greater numbers of students can be reached throughout the country • students in rural areas have the same opportunities for education as their urban counterparts • imbalances can be addressed more effectively on a wider scale, including the rural areas • courses are generally more affordable • because of their technical nature, courses are often more directly related to the requirements of industry than traditional courses • accommodation for students and physical lecturing facilities are not an issue. The disadvantages, however, are: 1 Chapter 1: Instructional Courseware Design: Introduction lack of direct contact with lecturers lack of student support systems, such as contact with other students and the availability o lecturers to help solve learning and other problems the fact that the primary means of communication and instruction is the written word with limited opportunities for direct verbal contact limited or inadequate administrative support To overcome these problems, the "distance" in distance education mu

Technological advancements reshape societies at large and with that changes in behavior and the way in which people live and work follow. Education is no exception; technology enables students to attend courses independent of time and place. This thesis attempted to explore and develop an understanding of how students who study at a distance in higher education use technology to collaborate and how they experience collaboration. The philosophical base is postphenomenology and both interviews and observations have been conducted in order to collect data. Findings showed that a range of technologies were used to collaborate; both technologies for communication, storing of documents, brainstorming and screen sharing. Only the initial contact between fellow students were made through the technology that the university itself provided whereas the continued communication often took place elsewhere, chosen by the students. Although emerging technologies offer a vast range of opportunities for communication and collaboration, these were not always experienced as seamless. Diverging from previous literature where distance education has received critiques on not being able to fully replicate traditional studies; findings showed that the differences from traditional studies made students choose distance studies over traditional studies. Thus the value of distance studies relies on what actually differs them from traditional studies.

This mixed method study examined how integration of synchronous Web-based desktop conferencing affects undergraduate distance learning students' educational experience. Specifically, it compared students in one distance learning section of an introductory technology course delivered through a synchronous-enhanced mode (employing both synchronous and asynchronous tools) with students in a second section of the same distance learning course provided in the asynchronous only mode to examine variations in cognitive presence, social presence, and teaching presence through the lens of the Community of Inquiry model (Garrison, Anderson, and Archer, 2000). Additionally, this study measured perceived learning, learner-instructor interaction, and learner-learner interaction to determine whether observable differences between the two groups occurred. Benefits of the synchronous-enhanced distance learning environment predicted in this study included a statistically significantly stronger sense of cognitive presence, social presence, and teaching presence. It was also hypothesized that the synchronous-enhanced distance learning environment would yield statistically significantly higher reported perceived learning and interaction in contrast to the asynchronous condition. This study qualitatively explored how students perceived their experiences in synchronous-enhanced and asynchronous distance learning environments through focus group interviews and deductive analysis. Results of the analysis revealed no statistically significant differences between the synchronous-enhanced and asynchronous groups in measuring cognitive presence, social presence, teaching presence, perceived learning, learner-instructor interaction, and learner-learner interaction. Qualitative results evidenced higher frequencies in the synchronous-enhanced group with regard to clarification, collaboration, direct instruction, and interaction.

M.A. (Applied Linguistics) / The aim of this study is to point out how visual literacy can enhance the learning process, especially relating to study by means of distance education. The concepts of literacy and visual literacy are defined and discussed. Special attention is paid to the concept of academic literacy and what it entails. The conclusion is reached that visual literacy's an integral part of literacy as traditionally defined, and that no-one can be truly literate in the media-oriented society in which we live, without being visually literate. The concept of distance education is explored and recent developments at Technikon SA are outlined,as well as difficulties experienced by students who study through distance education. The discussion is focused on reasons why students enter the tertiary education system under prepared and why levels of visual literacy are generally very low. The pictorial approach to the design and production of study material for distance education is explained and discussed. Various visual elements of study material are discussed with regard to the promotion of leaning and the development of visual literacy. Recommendations are made pertaining mainly to the design and production of study material at Technikon SA. Low levels of visual literacy tend to be overlooked in current development of study material. The process of visual literacy development should be integral to the objectives of study material design.

M.A. / This study concerns the evaluation of the Further Diploma in Environmental Education at the Rand Afrikaans University’s Center for Distance Education, by exploring former students’ experiences and critical viewpoints pertaining the course. The investigation took place in Gauteng Province and Northern Province, and involved students who had graduated from the course. My intention in carrying out this inquiry was to evaluate the effectiveness of the Further Diploma in Environmental Education in training teachers and people in the Environmental Education field, so that they could continue with the environmental instruction. The course was introduced at the center in 1995, and is offered as distance learning. Ever since the course was introduced, no research had been done to evaluate its effectiveness. Therefore, there was a need to conduct an inquiry, hopefully identifying the strengths and weaknesses of the course, while suggesting various forms of improvement. The two traditional methods of research, quantitative and qualitative methods, including questionnaires, interviews and observations, were used to collect data, followed by data analysis representing the results from all the instruments utilised. The research findings showed that the Further Diploma in Environmental Education can be rated as effective in training teachers and people in the Environmental Education field to carry on environmental instruction. The course content was found to be relevant, and it incorporated important Environmental Education teaching methods, including teaching ‘about’, ‘in’ and ‘for’ the environment. It was also found that other parts of the course are not clearly presented and need restructuring to include more recent environmental issues. / Prof. H.G. Van Rooyen

D.Ed.

Philosophiae Doctor - PhD / The study attempts to understand how distance education practices influence the learning of calculus. Understanding student learning in a distance education environment is an important factor to consider in improving the learning experiences of students who for one reason or the other opt not to study in conventional institutional of higher education. On one hand, understanding student learning may illuminate the influences that the learning environment has on student learning and on the other hand, it may inform on how learning experiences can be improved. The aim of this study is to acquire a deeper understanding of the diverse manner in which distance students learn calculus, Specific focus is also placed on the distance education contect of the Zimbabwe Open University (ZOU) influences student learning. The study describes a group of student's experiences of learning calculus in the ZOU distance education environment. / South Africa

The ubiquity of Web 2.0 technologies has led to a seismic shift in the way educational services are delivered. It comes as no surprise then that e-tutoring—otherwise known as electronic or online tutoring—is quickly supplanting face-to-face tuition for reasons of both cost and convenience. While e-tutoring is an effective form of academic support for many students, its efficacy remains tenuous for those confronted with a digital divide that figures predominantly around geographic barriers, socio-economic status, and educational levels. Premised on diffusion research, this master's dissertation explores the implementation of an e-tutoring service known as Homework Help that has effected relatively low adoption rates. It uses a concurrent mixed-methods approach—including surveys, interviews, and focus groups—to examine the factors that have led to this low adoption rate. The results are presented via two journal articles situated within a larger meta-talk: The first article contrasts the adoption patterns apparent between rural and urban students, while the second article looks at the utility of diffusion research in examining educational technologies, as it explores the use of e-tutoring for applied stream students. The findings of this study suggest that rural and urban, as well as applied and academic student subgroups, differ in terms of their perception and adoption of e-tutoring. Implications for educational policy, especially in regards to rural education, are discussed.