Spelling suggestions: "subject:"4he distance education"" "subject:"ehe distance education""
401 |
ICT-based Distance Education : A Study of University Students’ Views and Experiences in Early Post-Apartheid South AfricaOdero, Jared O. January 2017 (has links)
The overall aim of this study was to investigate how the introduction of ICT into distance education at public institutions of higher learning in South Africa during the early post-apartheid period from 1994 to 2002, provided learning opportunities for students and facilitated the delivery of learning content. More explicitly, it examined and analyzed the views and experiences of students and course facilitators at selected higher education institutions, which provided ICT-based distance education. The study also examined and analyzed the views and experiences of students regarding the services of a private on-campus Internet café located in a South African technikon (a technological institution). The empirical part of the current study was conducted in 2002, when some public higher education institutions in the country were involved in the provision of distance education as a means of increasing student participation and generating income. However, the proliferation of private actors who collaborated with some of these institutions to provide ICT-based distance education caused concern to the government that questioned their quality of content delivery. A case study research design was applied to collect, analyze and interpret quantitative and qualitative data at four universities and one technikon. Two electronic surveys were administered by email and on the Web, to self-selected students at the five case institutions. The first survey examined the views and experiences of respondents (n = 605) who participated in ICT-based distance education, while the second one investigated the views and experiences of respondents (n = 274) who used a private campus-based Internet café. Non-participant observations were made at some learning centers to understand how classes were carried out, and at the Internet café, to understand the type of services offered. Unstructured interviews were held with selected students and course facilitators at one institution, whereas informal interviews were conducted with some students and the Internet café manager. Further, a literature review was undertaken to understand certain issues and trends in ICT-based distance education, within and beyond South Africa. The findings indicate that the majority of respondents chose ICT-based distance education because it was flexible. They were also comfortable with using the English language for instruction. However, some complained that the learning materials were irrelevant and were not delivered on time. The course facilitators were generally satisfied with their work, although they were disappointed for not having the opportunity to influence changes in the study guides. Many respondents used the Internet café because they did not have any other means of accessing the Internet. Moreover, it was affordable and they used it for socializing. The study concludes that the system of instructional design and content delivery to distance education students in South Africa should be improved to become efficient. Further studies are recommended to examine the ongoing development of ICT-based distance higher education in South Africa.
|
402 |
Tecnologias digitais na educação: avaliação de uma plataforma de ensino online, a partir da abordagem de modelos pedagógicos e aprendizagem significativa / Digital technologies in education: evaluation of a plataform of on-line education, from the approach of pedagogical models and significant learningMagro, Alini Dal 06 October 2017 (has links)
A evolução das tecnologias impulsionou novas descobertas e alterações no setor educacional. Formar crianças e jovens para superar os desafios do século vigente requer o desenvolvimento de um conjunto de competências necessárias para aprender, viver, conviver e trabalhar em um mundo cada vez mais complexo. Neste sentido, este trabalho teve como objetivo avaliar os impactos da implementação de uma nova arquitetura pedagógica no projeto Melhor Aprendiz II, a partir da abordagem dos modelos pedagógicos e aprendizagem significativa. Para o alcance do objetivo proposto, foi realizada revisão bibliográfica sobre a educação no século XXI, educação a distância, modelos pedagógicos na educação a distância e aprendizagem significativa. O método adotado contou com o estudo de caso único do projeto Melhor Aprendiz II, cujos dados foram coletados e catalogados por meio de entrevistas e focusgroupcom os principais envolvidos, além da legislação e de documentos fornecidos pela SOMOS Educação. A análise foi realizada com base em dados de Miles, Huberman e Saldaña (2014), que foram coletados, condensados, exibidos e, por fim, elaboradas as conclusões. Entre os principais resultados encontrados, percebeu-se que a implementação de uma nova arquitetura pedagógica no projeto Melhor Aprendiz II gerou impactos a partir da abordagem dos modelos pedagógicos e aprendizagem significativa. Do ponto de vista de conteúdo, a implementação de novos conteúdos e a preocupação com qualidade estimulou a aprendizagem de maneira significativa. Adicionalmente, notou-se que a escolha do aluno em aprender está diretamente relacionada ao seu conhecimento prévio. Constatou-se, ainda, que a autorregulação do aluno aumenta sua vontade de aprender, o que também é impulsionado pela utilização de material significativo e aulas estruturadas. Por fim, do ponto de vista dos aspectos tecnológicos, auferiu-se que a plataforma apresenta inúmeras funcionalidades que são valorizadas por alunos e tutores, contudo, é necessário que sejam realizados treinamentos e capacitações sobre a utilização da plataforma. / The evolution of technologies has fueled new discoveries and changes in the education sector. Preparing children and young people to overcome the challenges of the current century requires the development of a set of skills for learning, living, working and getting along with others in an increasingly complex world. In this sense, the goal of this study is to evaluate the impacts of the implementation of a new pedagogic architecture for \"MelhorAprendiz\" Project. In order to reach the proposed objective, a bibliographical review on education in the 21st century was carried out, focusing as distance education, pedagogical models in distance education, and meaningful learning. The single case study focused on the \"MelhorAprendiz\" project, whose data were collected and catalogued through interviews and focus groups with the main stakeholders, in addition to the legislation and documents provided by SOMOS Education. Data analysis used the method of Miles, Huberman, &Saldaña (2014), which provided a framework for collecting, condensing, displaying and elaborating conclusions. Among the main results, we noticed that the implementation of a new pedagogical architecture for \"MelhorAprendiz\" project generated impacts based on pedagogical models and significant learning. In terms of content, both the implementation of new content and the concern with quality have generated learning in a meaningful way. Additionally, we observed that the students\' choices in learning are directly related to their previous knowledge. We found that self-regulation increases students\' will to learn, which is also driven by the use of significant material and structured classes. Finally, from a technological point of view, data has shown that the platform displays many functionalities that are valued by students and tutors. However, platform use training is required.
|
403 |
Pathways into Teaching: Daytime and Correspondence Education in RussiaWeeks-Earp, Erin January 2015 (has links)
This dissertation is about teacher education and employment in Russia, with a particular focus on correspondence teacher education programs. Correspondence education is the focus of the study because it is typically excluded from research on teachers in Russia, and thus little empirical knowledge exists for the evaluation and comparison of correspondence program outcomes among teacher education graduates. The two major types of higher education programs in Russia are daytime (students acquire content by attending lectures) and correspondence (students acquire content through independent reading).
The research questions in the dissertation are: (a) how does recruitment into teaching differ for daytime and correspondence educated teachers (including who applies to the two different types of study programs)?, and (b) how does the type of study program (daytime or correspondence) impact employment at school level? Primary data were gathered in Russia from school records (quantitative) and interviews (qualitative) with schoolteachers, directors, teacher education program students and faculty, and education policy makers.
The qualitative analysis include the development of two typologies of students, the daytime and correspondence groups, with special attention to their decisions in choosing institutions of higher education, enrolling in programs of study, and career networking after graduation. The cycle of recruitment into teaching describes the real work and life circumstances for prospective and current teachers in Russia.
The quantitative analysis includes ordinary least squares regression to test relationships between teacher variables, such as rate of pay and years of experience, across the daytime and correspondence program groups. The quantitative findings indicate some differences between daytime and correspondence educated teachers in employment at the school level, although the type of education program was not a very influential factor.
The study contributes to research on teachers in Russia by substantiating and deepening knowledge about university enrollment, in particular into correspondence education, and about professional programs for current and future teachers in Russia.
|
404 |
Expectations and Experiences of Online Doctoral StudentsLampley, James, Good, Donald W., Abraham, S. 01 November 2012 (has links)
No description available.
|
405 |
The influence of DERIVE on adults' learning of mathematics in a distance education programmeIp, Chi-fun, Louisa., 葉志芬. January 1998 (has links)
published_or_final_version / Education / Master / Master of Education
|
406 |
An?lise dos motivos que levaram ? evas?o discente dos cursos Profuncion?rio do polo sede de Te?filo Otoni/MG, da rede E-Tec Brasil, do IFNMG.Jardim, Ana Cl?udia Gon?alves de S? 23 September 2015 (has links)
Submitted by Alexandre Soares (alexandredesoares@yahoo.com.br) on 2016-07-19T18:55:19Z
No. of bitstreams: 1
ana_claudia_gon?alves_de_sa_jardim.pdf: 2780597 bytes, checksum: d9eec1a8b0363d83a670e343e46db8d0 (MD5) / Rejected by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br), reason: Rever:
Refer?ncia ABNT
Tipo
Nota de disserta??o/Tese
Resumos
Palavra Chave
Ag?ncia Financiadora
http://acervo.ufvjm.edu.br/jspui/handle/1/559 on 2016-07-21T16:41:55Z (GMT) / Submitted by Alexandre Soares (alexandredesoares@yahoo.com.br) on 2016-08-25T11:56:49Z
No. of bitstreams: 1
ana_claudia_gon?alves_de_sa_jardim.pdf: 2780597 bytes, checksum: d9eec1a8b0363d83a670e343e46db8d0 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2016-08-25T14:34:29Z (GMT) No. of bitstreams: 1
ana_claudia_gon?alves_de_sa_jardim.pdf: 2780597 bytes, checksum: d9eec1a8b0363d83a670e343e46db8d0 (MD5) / Made available in DSpace on 2016-08-25T14:34:29Z (GMT). No. of bitstreams: 1
ana_claudia_gon?alves_de_sa_jardim.pdf: 2780597 bytes, checksum: d9eec1a8b0363d83a670e343e46db8d0 (MD5)
Previous issue date: 2015 / O trabalho apresentado teve como objetivo analisar a evas?o dos cursos a dist?ncia do
Profuncion?rio, ministrados no Polo Sede de Te?filo Otoni do Instituto Federal do Norte de
Minas Gerais, no ?mbito da Rede e-Tec Brasil. A investiga??o e a avalia??o dos fatores que
levam ? decis?o do aluno em desistir de um curso a distancia ? quest?o relevante para as
institui??es de ensino, para que, mediante o seu conhecimento, se possam tra?ar medidas
eficazes na redu??o dos ?ndices. Foi utilizado para tais finalidades, o m?todo de estudo de
caso, com uma abordagem quali-quantitativa, por meio de entrevistas com os tutores e
coordenadores dos cursos EaD do Polo sede da Institui??o, bem como com os alunos
evadidos, al?m de pesquisa documental e levantamento bibliogr?fico para compor o
referencial te?rico. Os dados coletados atrav?s do levantamento (survey) foram analisados
com o suporte da estat?stica descritiva, e servir?o de base para a??es futuras da institui??o. A
partir da an?lise dos percentuais e motivos, a pesquisa revelou que foram os aspectos
ex?genos os maiores causadores da evas?o nos cursos, com predomin?ncia da falta de tempo
dos alunos para estudar, fazer as atividades e participar do curso, a sobrecarga e ac?mulo de
atividades no trabalho, carga hor?ria de trabalho intensa, dificuldade em conciliar encontros
presenciais com os s?bados letivos do calend?rio escolar e dificuldades em acompanhar o
desenvolvimento do curso. / Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2015. / The work presented aims to analyze the avoidance of distance learning courses of
Profuncion?rio, taught at the Te?filo Otoni headquarters of the Federal Institute of North of
Minas Gerais, within the Network e-Tec Brazil. The investigation and evaluation of the
factors that lead to the student's decision to give up a distance learning course is the issue
relevant to the educational institutions so that, through your knowledge, it can draw effective
measures in reducing rates. It was used for such purposes, the case study method, with a
qualitative and quantitative approach, through interviews with tutors and coordinators of EaD
courses of the Polo Institution headquarters, as well as the dropout students, and documentary
research and literature to compose the theoretical framework. The data collected through the
survey were analyzed with the support of descriptive statistics, and form the basis for future
actions of the institution. From the analysis of the percentage and reasons, the survey revealed
that were exogenous aspects of the main causes of evasion in the courses, especially the lack
of student?s time to study, do the activities and participate in the course, the overhead and
activities accumulation at work, hours of intense work, difficulties in reconciling face
meetings with academic Saturdays of the school year and difficulties in following the
development of the course.
|
407 |
A Mediação em sistemas de informação na educação a distância (EAD)Teixeira, Francis Rose Miranda 09 December 2015 (has links)
Submitted by Valdinei Souza (neisouza@hotmail.com) on 2016-10-03T20:03:02Z
No. of bitstreams: 1
DISSERTAÇÃO FRANCIS ROSE MIRANDA TEIXEIRA 2015.pdf: 1764698 bytes, checksum: fce5916e16297525ddd207e3fad35093 (MD5) / Approved for entry into archive by Urania Araujo (urania@ufba.br) on 2016-10-04T19:30:12Z (GMT) No. of bitstreams: 1
DISSERTAÇÃO FRANCIS ROSE MIRANDA TEIXEIRA 2015.pdf: 1764698 bytes, checksum: fce5916e16297525ddd207e3fad35093 (MD5) / Made available in DSpace on 2016-10-04T19:30:12Z (GMT). No. of bitstreams: 1
DISSERTAÇÃO FRANCIS ROSE MIRANDA TEIXEIRA 2015.pdf: 1764698 bytes, checksum: fce5916e16297525ddd207e3fad35093 (MD5) / A mediação em sistemas de informação na educação a distância (EaD) constituem a
temática dessa dissertação que teve como escopo verificar como se dá a mediação
e apropriação da informação e do conhecimento na EaD. Assim os objetivos
específicos buscou-se na literatura conceitos e indicadores de avaliação do
processo de mediação da informação em projetos de EaD; analisar os projetos de
EaD selecionados para a pesquisa - aulas, fluxo, monitoramento entre outros
componentes – para caracterizar o processo de mediação utilizado nos mesmos;
analisar a percepção de mediadores e de usuários de EaD sobre o processo de
mediação utilizado durante o acionamento dos cursos; comparar os modelos de
mediação da informação utilizados nos cursos de EaD, selecionados para a
pesquisa, com os modelos teóricos de comportamento do usuário apresentados no
referencial teórico. Quanto ao nível de investigação a pesquisa caracterizou-se como
exploratória, adotan
do o estudo de caso duplo como método, associado ao documental, numa
abordagem qualitativa e quantitativa para a análise dos dados. Os sujeitos da
pesquisa são estudantes, tutores e professores da graduação em pedagogia na EaD
nas faculdades UNO e UNI (nome fictício). Como instrumento de coleta de dados
foram utilizadas fichas de coleta de dados e questionários. Para execução da
pesquisa, foram investigados o perfil dos estudantes; o curso na modalidade EaD;
os materiais informacionais para estudo; o comportamento dos usuários; as fontes
de informação utilizadas, o acesso e uso do AVA; a conduta pedagógica adotada; a
mediação realizada durante a tutoria: a comunicação utilizada entre professores e
alunos; e a opinião em relação ao curso ofertado; e a sua formação para o
mercado.Os resultados apontam, que alunos e professores veem o curso de
pedagogia de forma positiva, embora haja por parte de alguns, questões a serem
melhoradas como: material didático, o conteúdo a ser estudado, a interação e a
mediação em sala d aula. O material disponibilizado tem conteúdo significativo, o
que entendemos que o que é ofertado para estudo é satisfatório contudo pode ser
melhorado. Tais observações apresentadas por alunos e tutores podem propiciar
uma possível ressignificação dos materiais e conteúdos ofertados bem como as
teorias, e a mediação concebida pelo tutor no sentido de aprimorá-la. / ABSTRACT
Mediation in information systems in distance education (EaD) are the subject of this
dissertation that had as scope verify how is mediation and appropriation of
information and knowledge in distance education (EaD) . So the specific objectives
sought in the evaluation of literature concepts and indicators of information mediation
process in distance education projects(EaD); analyze the distance education projects
(EaD) selected for the research - classes, flow monitoring and other components - to
characterize the mediation process used therein; analyze the perception of mediators
and distance education (EaD) of users on the mediation process used for operating
the courses; comparing the information models of mediation used in distance
education courses (EaD), selected for the research, with theoretical models of user
behavior presented in the theoretical framework. For the search level of investigation
was characterized as exploratory, adopting the double case study as a method
associated with the document, a qualitative and quantitative approach to data
analysis. The research subjects are students, tutors and graduate teachers in
pedagogy in distance education (EaD) in colleges and UNO UNI (imaginary
name). As data collection instrument data collection forms were used and
questionnaires. To conduct the research, the profile of the students were
investigated; the course in distance education mode (EaD); informational materials
for study; user behavior; the sources of information, access and use of AVA; the
pedagogical approach adopted; mediation held during the tutoring: the
communication used between teachers and students;and opinion regarding the
offered course; and their training for marketplace. The results show that students and
teachers see the pedagogy course positively, although there is by some, issues to be
improved as courseware, content to be studied, interaction and mediation in the
classroom. The available material has significant content, we understand that what is
offered for study is satisfactory but can be improved. Such comments from students
and tutors can provide a possible redefinition of the offered materials and content as
well as the theories and mediation designed by the tutor in order to improve it.
|
408 |
Tecnologias digitais na educação: avaliação de uma plataforma de ensino online, a partir da abordagem de modelos pedagógicos e aprendizagem significativa / Digital technologies in education: evaluation of a plataform of on-line education, from the approach of pedagogical models and significant learningAlini Dal Magro 06 October 2017 (has links)
A evolução das tecnologias impulsionou novas descobertas e alterações no setor educacional. Formar crianças e jovens para superar os desafios do século vigente requer o desenvolvimento de um conjunto de competências necessárias para aprender, viver, conviver e trabalhar em um mundo cada vez mais complexo. Neste sentido, este trabalho teve como objetivo avaliar os impactos da implementação de uma nova arquitetura pedagógica no projeto Melhor Aprendiz II, a partir da abordagem dos modelos pedagógicos e aprendizagem significativa. Para o alcance do objetivo proposto, foi realizada revisão bibliográfica sobre a educação no século XXI, educação a distância, modelos pedagógicos na educação a distância e aprendizagem significativa. O método adotado contou com o estudo de caso único do projeto Melhor Aprendiz II, cujos dados foram coletados e catalogados por meio de entrevistas e focusgroupcom os principais envolvidos, além da legislação e de documentos fornecidos pela SOMOS Educação. A análise foi realizada com base em dados de Miles, Huberman e Saldaña (2014), que foram coletados, condensados, exibidos e, por fim, elaboradas as conclusões. Entre os principais resultados encontrados, percebeu-se que a implementação de uma nova arquitetura pedagógica no projeto Melhor Aprendiz II gerou impactos a partir da abordagem dos modelos pedagógicos e aprendizagem significativa. Do ponto de vista de conteúdo, a implementação de novos conteúdos e a preocupação com qualidade estimulou a aprendizagem de maneira significativa. Adicionalmente, notou-se que a escolha do aluno em aprender está diretamente relacionada ao seu conhecimento prévio. Constatou-se, ainda, que a autorregulação do aluno aumenta sua vontade de aprender, o que também é impulsionado pela utilização de material significativo e aulas estruturadas. Por fim, do ponto de vista dos aspectos tecnológicos, auferiu-se que a plataforma apresenta inúmeras funcionalidades que são valorizadas por alunos e tutores, contudo, é necessário que sejam realizados treinamentos e capacitações sobre a utilização da plataforma. / The evolution of technologies has fueled new discoveries and changes in the education sector. Preparing children and young people to overcome the challenges of the current century requires the development of a set of skills for learning, living, working and getting along with others in an increasingly complex world. In this sense, the goal of this study is to evaluate the impacts of the implementation of a new pedagogic architecture for \"MelhorAprendiz\" Project. In order to reach the proposed objective, a bibliographical review on education in the 21st century was carried out, focusing as distance education, pedagogical models in distance education, and meaningful learning. The single case study focused on the \"MelhorAprendiz\" project, whose data were collected and catalogued through interviews and focus groups with the main stakeholders, in addition to the legislation and documents provided by SOMOS Education. Data analysis used the method of Miles, Huberman, &Saldaña (2014), which provided a framework for collecting, condensing, displaying and elaborating conclusions. Among the main results, we noticed that the implementation of a new pedagogical architecture for \"MelhorAprendiz\" project generated impacts based on pedagogical models and significant learning. In terms of content, both the implementation of new content and the concern with quality have generated learning in a meaningful way. Additionally, we observed that the students\' choices in learning are directly related to their previous knowledge. We found that self-regulation increases students\' will to learn, which is also driven by the use of significant material and structured classes. Finally, from a technological point of view, data has shown that the platform displays many functionalities that are valued by students and tutors. However, platform use training is required.
|
409 |
A formação continuada dos tutores a distância nos cursos de graduação a distância da UFJFVolpato, Gillian Mariana Luciano 28 July 2017 (has links)
Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2017-12-20T14:20:33Z
No. of bitstreams: 1
gillianmarianalucianovolpato.pdf: 1468814 bytes, checksum: 8f63de31bba37ac8141160c75b3dda92 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-12-21T11:05:22Z (GMT) No. of bitstreams: 1
gillianmarianalucianovolpato.pdf: 1468814 bytes, checksum: 8f63de31bba37ac8141160c75b3dda92 (MD5) / Made available in DSpace on 2017-12-21T11:05:22Z (GMT). No. of bitstreams: 1
gillianmarianalucianovolpato.pdf: 1468814 bytes, checksum: 8f63de31bba37ac8141160c75b3dda92 (MD5)
Previous issue date: 2017-07-28 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso estudado discute a formação continuada dos tutores a distância dos cursos da UFJF assessorados pelo CEAD e a atuação do Coordenador de Tutoria nesse processo. Os objetivos definidos para este estudo foram descrever os modelos pedagógicos dos cursos a distância da UFJF e o papel do Coordenador de Tutoria relativamente à formação de tutores no interior de cada curso; conhecer e analisar as demandas formativas dos tutores dos cursos a distância da UFJF, de acordo com os diferentes modelos pedagógicos dos cursos; e, por fim, propor um Plano de Ação Educacional (PAE) que estivesse de acordo com essas demandas. Assumimos como hipótese de pesquisa a existência de uma lacuna na formação dos tutores a distância nos cursos da UFJF, a qual foi ratificada no primeiro capítulo, por meio de uma sondagem inicial realizada com os Coordenadores de curso e Coordenadores de Tutoria. Utilizamos como metodologia o estudo de caso de caráter qualitativo, em que adotamos os instrumentos da entrevista semiestruturada com os Coordenadores de Curso e de Tutoria e do questionário aplicado aos tutores a distância atuantes nos cursos. Assim, no segundo capítulo foram analisados os dados obtidos na pesquisa de campo com base nos eixos temáticos da formação dos educadores e a tutoria a distância. Pudemos observar com maior profundidade as fragilidades na condução das formações no interior dos cursos, uma indefinição de quem seria o responsável pelas ações de formação continuada, bem como um envolvimento dos Coordenadores de Curso e de Tutoria mais nas questões administrativas e burocráticas dos cursos do que nas questões pedagógicas ligadas à formação dos tutores. Tendo em vista os dados encontrados na pesquisa de campo, configuramos o terceiro capítulo da dissertação composto pelo PAE, o qual concatenamos as demandas de formação específicas encontradas em cada curso com as ações propositivas na criação de um Ambiente Virtual de Formação Continuada, considerando o perfil dos tutores, a flexibilidade de tempo e espaço do ambiente virtual, o lócus de atuação dos atores da EaD e a potencialidade da Plataforma Moodle para as questões de formação e comunicação. Assim, as ações propostas no terceiro capítulo têm o intuito de viabilizar o estabelecimento de uma política de formação continuada dos atores que fazem a EaD na UFJF. / The present dissertation was developed within the scope of the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The case studied will discuss the continued formation of the tutors from the distance courses of the UFJF advised by CEAD, and the role of the Tutoring Coordinator in this process. The objectives defined for this study were: firstly, to describe the pedagogical models of the distance education courses offered by UFJF and the role of the Tutoring Coordinator in relation to the training of tutors within each course; secondly, to get to know and to analyze the formative demands of the tutors of the distance courses of the UFJF, according to the different pedagogical models of the courses; and finally, to propose an Educational Action Plan (EAP) that was in accordance with these demands. We assume as a research hypothesis the existence of a gap in the training of distance tutors in the courses of the UFJF, which was ratified in the first chapter, through an initial survey conducted with the Course Coordinators and Tutoring Coordinators. The methodology used was the qualitative case study, in which we adopted the instruments of the semi-structured interview with the Course and Tutorial Coordinators and the questionnaire applied to the distance tutors in the courses. Thus, the second chapter analyzed the data obtained in field research based on the thematic axes of educator training and distance mentoring. We were able to observe in greater depth the weaknesses in the conduct of the courses from within, a lack of definition of who would be responsible for the ongoing training actions, as well as an involvement of the Course and Tutorial Coordinators more in the administrative and bureaucratic matters of the courses than Pedagogical issues related to the training of tutors. Considering the data found in the field research, we configured the third chapter of the dissertation composed by the EAP, in which we concatenate the specific training demands found in each course with the propositive actions in the creation of a Virtual Environment of Continuing Education, considering the profile of the tutors, the flexibility of time and space of the virtual environment, the locus of acting of the actors of the distance education and the potentiality of the Moodle Platform for the questions of formation and communication. Thus, the actions proposed in the third chapter intend to make possible the establishment of a policy of continuous training of the actors that make distance education in UFJF.
|
410 |
Formação de professores tutores para a docência online: a UFJF em perspectivaFrança, Geysa de 10 August 2015 (has links)
Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-20T15:45:45Z
No. of bitstreams: 1
geysadefranca.pdf: 1551002 bytes, checksum: 4c41def9fd32bb83f694a10fd8d715bd (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T03:03:12Z (GMT) No. of bitstreams: 1
geysadefranca.pdf: 1551002 bytes, checksum: 4c41def9fd32bb83f694a10fd8d715bd (MD5) / Made available in DSpace on 2016-04-24T03:03:12Z (GMT). No. of bitstreams: 1
geysadefranca.pdf: 1551002 bytes, checksum: 4c41def9fd32bb83f694a10fd8d715bd (MD5)
Previous issue date: 2015-08-10 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). Tem-se como objetivo analisar a formação processos formativos dos/para tutores atuantes nos cursos de graduação da UAB/UFJF. A formação de tutores tem despertado interesse dos estudiosos sobre o tema, preocupados com a qualidade da educação básica brasileira, tendo em vista a expansão da EaD no Brasil e no mundo nas últimas décadas. A relevância do presente estudo se situa, especialmente, na reflexão sobre a formação de formadores – os tutores – cujo processo formativo para a docência é fundamental para atuação deste profissional frente às demandas pedagógicas, metodológicas, históricas e legais nos cursos de graduação ofertados na modalidade EaD. A suposição desta investigação, confirmada ao longo da pesquisa, é relativa à necessidade de implementação de uma política de formação de tutores nesta universidade. A metodologia utilizada foi o estudo de caso de caráter qualitativo, em que os dados foram coletados por meio de análise documental junto à UFJF, pesquisa bibliográfica, entrevista com coordenadores e TAE, e questionário online desenvolvidos junto aos tutores a distância na busca de compreender a dinâmica dos processos constitutivos, envolvendo um diálogo do pesquisador com a realidade estudada. Para o desenvolvimento do referencial teórico da pesquisa, recorreu-se a autores e pesquisadores com reconhecida contribuição no campo da Educação a Distância, enfatizando-se a formação do tutor, dentre eles, Paula (2008), Bernal (2008), Bortolozzo (2009), Mill (2007), Gatti e Barreto (2009) Costa e Rausch (2012), Tavares (2011). Os resultados da pesquisa apontaram que não há uma política de formação inicial e continuada de tutores na UFJF, mas ações isoladas e não complementares e interligadas que não conseguem suprimir todas as demandas básicas de formação dos tutores por não observarem as especificidades da modalidade EaD. Os resultados revelaram ainda, que é preciso incluir academicamente e socialmente o tutor na UFJF. / This work was developed under the Professional Master in Management and Education Assessment (PPGP) of the Center for Public Policy and Federal University of Education Evaluation of Juiz de Fora (CAEd / UFJF). One has to analyze the formative process of training / tutors for working in undergraduate courses of the UAB / UFJF. The tutor training has aroused the interest of scholars on the subject, concerned about the quality of the Brazilian basic education, with a view to expansion of distance education in Brazil and the world in recent decades. The relevance of this study lies especially in reflection on the training of trainers - tutors - whose training process for teachers is critical to performance of this professional front to pedagogical, methodological, historical and legal claims in undergraduate courses offered in the form DE. The assumption of this investigation, confirmed during the research, is on the need to implement a tutor training policy at this university. The methodology used was the qualitative study of case in which data were collected through documentary analysis by the UFJF, bibliographical research, interviews with coordinators and TAE, and online questionnaire developed with tutors the distance in search of understanding dynamics of the constituent processes, involving a researcher dialogue with the reality studied. For the development of theoretical research framework, we appealed to authors and researchers with recognized contribution in the field of education to distance learning, emphasizing the formation of the tutor, among them Paula (2008), Bernal (2008), Bortolozzo (2009 ), Mill (2007), Gatti and Barreto (2009) and Costa Rausch (2012), Tavares (2011). The survey results showed that there is an initial and continuing education policy tutors in UFJF but isolated actions and not complementary and interconnected that they can not suppress all basic demands of training of tutors for not observing the specifics of distance education mode. The results revealed also that you must include academically and socially tutor in UFJF.
|
Page generated in 0.1195 seconds