Esta pesquisa tem como objetivo avaliar como se configura a interação entre docentes, tutores e estudantes do curso de Biologia EaD da Universidade Federal do Tocantins (UFT), conforme os indicadores de avaliação integrantes dos Referencias de Qualidade e do Instrumento de Avaliação de cursos, do Ministério da Educação. A fundamentação se baseia em Lévy (1999); Silva (2000, 2001, 2010); Primo (2000, 2001, 2003, 2005, 2011); periódicos científicos, teses e dissertações, bem como o projeto pedagógico do curso. A abordagem qualitativa foi adotada nesta pesquisa a partir de um estudo de caso no referido curso, no período de 2005 (implantação da EaD na UFT) a 2015 (ano do 6º módulo do curso) utilizando-se da análise documental e de conteúdo. Constata-se que a interação repercute diretamente nas práticas do curso de Biologia EaD como indicador de qualidade de avaliação, não podendo a tecnologia ser reduzida meramente à ferramenta para transmissão de informações e nem o processo educativo ser similar ao ensino presencial. No curso pesquisado, com base nos indicadores propostos, a interação ocorre de maneira mediana, apresentando características reativas. Por outro lado, o Instrumento de Avaliação do MEC (2015) não apresenta indicadores que explicitem se há excelência na interação promovida como garantia de padrão de qualidade do curso, mas sim, se existem níveis de qualidade na avaliação do curso. Constata-se também a necessidade de se desenvolver mais pesquisas na área, para que a EaD, tendo a interação como característica fundamental, se constitua, efetivamente, numa modalidade de acesso à educação superior de qualidade. / This research aims to evaluate the configuration of the interaction mutual and reactive among professors, tutors and students in the course of Biology EaD, at the Federal University of Tocantins (UFT) as the evaluation indicators of the Quality of References and courses Assessment Instrument, the Ministry of Education. The theoretical framework is based on Levy (1999); Silva (2000, 2001, 2010); Primo (2000, 2001, 2003, 2005, 2011); Valente (2002, 2003, 2014), scientific journals, theses and dissertations, as well as the pedagogical project of the course. The qualitative approach was adopted in this research from a case study in that course, from 2005 (implementation of distance education in UFT) to 2015 (year of the 6th course module), using document analysis and content. It appears that the interaction affects directly in the practices in the course of Biology EaD as an indicator of quality, where the technology may not be reduced merely to a tool for transmitting information nor the educational process similar to face-to-face teaching. In the course researched, based on the proposed indicators, the interaction occurs in a median way, presenting reactive characteristics. On the other hand, it is observed that the assessment tool of MEC does not provide indicators to report if there is excellence in promoted interaction as a guarantee of quality standard of the course, but if there are quality levels in the evaluation of the course. However, it provides if there is quality levels in the assessment of the course. It appears also the need to develop further research in the area since, so that the distance education, with interaction as a key feature, constitutes itself effectively in a high quality access mode.

A presente dissertação teve por objetivo construir uma proposta de formação continuada, na modalidade a distância, para docentes da educação superior no Metaverso Second Life. Desta forma, buscou investigar como o Metaverso Second Life poderia contribuir para a construção desta proposta. Primeiramente, realizou-se uma revisão de literatura sobre as temáticas a fim de identificar publicações na área e a situação atual em que se encontra a pesquisa. A partir disso, construiu-se o referencial teórico, abrangendo as temáticas da docência na educação superior e, sobre o Metaverso Second Life. Logo, para o desenvolvimento dessa pesquisa, optou-se pela metodologia de estudo de caso, por compreender que o mesmo é flexível, pois enfatiza a exploração e a descrição considerando o contexto em que os fatos ocorrem. Para isso, a investigação caracterizou-se pela implementação de três etapas, a saber: a realização de observações de atividades no Metaverso Second Life, entrevistas com os sujeitos da pesquisa e os resultados obtidos a partir do desenvolvimento de um curso piloto. Além disso, foi construído um Objeto de Aprendizagem, denominado EduVirtua, com o intuito de reunir subsídios sobre os temas e favorecer apoio pedagógico ao contexto do curso piloto e da proposta de formação docente. Com o apoio do Objeto de Aprendizagem EduVirtua, realizou-se um curso piloto, intitulado Capacitação Docente: o Uso dos Mundos Digitais Virtuais no contexto da Educação Superior. Este teve como público docentes em exercício na educação superior, Pós-Graduação ou vinculados a programas de Pós- Graduação Lato Sensu e/ou Stricto Sensu. Neste curso piloto teve-se o propósito de discutir sobre a preparação didático-pedagógica para atuar na educação superior e identificar possibilidades educacionais a partir da utilização do Metaverso Second Life, configurando-se assim, como um estudo de caso. Os dados foram analisados tendo como base a metodologia de Análise de Conteúdo, o que possibilitou a definição de três categorias de análise, a saber: (I) Preparação didático-pedagógica para o exercício na educação superior; (II) Metaverso Second Life; e (III) Estratégias didático-pedagógicas. Por fim, o resultado das análises das categorias apontaram para a importância da preparação didático-pedagógica do docente, independente da área de atuação. Além disso, foram elucidadas as dificuldades iniciais de uso do Metaverso Second Life, principalmente pela questão técnica. Contudo, ressaltou-se que as possibilidades educacionais são inúmeras e significativas para o processo de formação continuada. Por sua vez, as estratégias didático-pedagógicas apresentamse como potencializadoras para a prática pedagógica. Logo, foi possibilitada a construção da proposta de formação docente, pois acredita-se que para a efetivação da mesma tornou-se necessário explorar a tecnologia de maneira a conhecê-la com profundidade para compreender como utilizá-la educacionalmente. / This present dissertation had as the main goal to build a proposal of continuing education in a distance mode for higher education teachers in the Second Life Metaverse. So, it was sought to investigate how the Second Life Metaverse can contribute for the construction of this proposal. First, it was held a literature review of the themes to identify publications in this field and the research current situation. From this it was built the theoretical that covers the teachers’ themes in the higher education and about the Second Life Metaverse. For this research development it was opted for the methodology of study case because it is flexible and emphasizes the exploration and the description taking into account the context where the events occur. In this matter the research was characterized for the implementation of three steps: the realization of activities’ observation in the Second Life Metaverse, interviews with the research subjects, and the results obtained by the development of a pilot course. In addition, it was built a learning object called EduVirtua, in order to gather input on issues and facilitate educational support to the context of the proposed pilot course and teacher training. With the support of the learning object EduVirtua a pilot course entitled “Teacher Training: The Use of Digital Virtual Worlds in the context of higher education” was held. This targeted practicing teachers in higher education, graduate or linked to graduated programs Lato Sensu Graduate and / or proper. In this pilot course the objective was to discuss about the didacticpedagogic preparation to function in the higher education and identify educational opportunities from the use of Second Life Metaverse, becoming so a case study. The data was analyzed based on the methodology of content analysis, which enabled the definition of three analysis categories: (I) Preparation didactic and pedagogic for the exercise in Higher Education; (II) Second Life Metaverse; and (III) Didactic- Pedagogic strategies. Finally, the test results of the categories pointed to the importance of the didactic-pedagogic preparation of teachers, regardless of the area. Moreover, it was elucidated the initial difficulties of using Second Life Metaverse, manly by the technical matter. However, it was stressed that the educational possibilities are numerous and significant to the process of continuing education. In turn, the didactic-pedagogic strategies present themselves as empowering pedagogical practice. It was therefore made possible the construction of the proposed teacher training because it is believed that for its execution it became necessary to exploit the technology in order to know it in depth and understand how to use it educationally.

A presente dissertação teve por objetivo construir uma proposta de formação continuada, na modalidade a distância, para docentes da educação superior no Metaverso Second Life. Desta forma, buscou investigar como o Metaverso Second Life poderia contribuir para a construção desta proposta. Primeiramente, realizou-se uma revisão de literatura sobre as temáticas a fim de identificar publicações na área e a situação atual em que se encontra a pesquisa. A partir disso, construiu-se o referencial teórico, abrangendo as temáticas da docência na educação superior e, sobre o Metaverso Second Life. Logo, para o desenvolvimento dessa pesquisa, optou-se pela metodologia de estudo de caso, por compreender que o mesmo é flexível, pois enfatiza a exploração e a descrição considerando o contexto em que os fatos ocorrem. Para isso, a investigação caracterizou-se pela implementação de três etapas, a saber: a realização de observações de atividades no Metaverso Second Life, entrevistas com os sujeitos da pesquisa e os resultados obtidos a partir do desenvolvimento de um curso piloto. Além disso, foi construído um Objeto de Aprendizagem, denominado EduVirtua, com o intuito de reunir subsídios sobre os temas e favorecer apoio pedagógico ao contexto do curso piloto e da proposta de formação docente. Com o apoio do Objeto de Aprendizagem EduVirtua, realizou-se um curso piloto, intitulado Capacitação Docente: o Uso dos Mundos Digitais Virtuais no contexto da Educação Superior. Este teve como público docentes em exercício na educação superior, Pós-Graduação ou vinculados a programas de Pós- Graduação Lato Sensu e/ou Stricto Sensu. Neste curso piloto teve-se o propósito de discutir sobre a preparação didático-pedagógica para atuar na educação superior e identificar possibilidades educacionais a partir da utilização do Metaverso Second Life, configurando-se assim, como um estudo de caso. Os dados foram analisados tendo como base a metodologia de Análise de Conteúdo, o que possibilitou a definição de três categorias de análise, a saber: (I) Preparação didático-pedagógica para o exercício na educação superior; (II) Metaverso Second Life; e (III) Estratégias didático-pedagógicas. Por fim, o resultado das análises das categorias apontaram para a importância da preparação didático-pedagógica do docente, independente da área de atuação. Além disso, foram elucidadas as dificuldades iniciais de uso do Metaverso Second Life, principalmente pela questão técnica. Contudo, ressaltou-se que as possibilidades educacionais são inúmeras e significativas para o processo de formação continuada. Por sua vez, as estratégias didático-pedagógicas apresentamse como potencializadoras para a prática pedagógica. Logo, foi possibilitada a construção da proposta de formação docente, pois acredita-se que para a efetivação da mesma tornou-se necessário explorar a tecnologia de maneira a conhecê-la com profundidade para compreender como utilizá-la educacionalmente. / This present dissertation had as the main goal to build a proposal of continuing education in a distance mode for higher education teachers in the Second Life Metaverse. So, it was sought to investigate how the Second Life Metaverse can contribute for the construction of this proposal. First, it was held a literature review of the themes to identify publications in this field and the research current situation. From this it was built the theoretical that covers the teachers’ themes in the higher education and about the Second Life Metaverse. For this research development it was opted for the methodology of study case because it is flexible and emphasizes the exploration and the description taking into account the context where the events occur. In this matter the research was characterized for the implementation of three steps: the realization of activities’ observation in the Second Life Metaverse, interviews with the research subjects, and the results obtained by the development of a pilot course. In addition, it was built a learning object called EduVirtua, in order to gather input on issues and facilitate educational support to the context of the proposed pilot course and teacher training. With the support of the learning object EduVirtua a pilot course entitled “Teacher Training: The Use of Digital Virtual Worlds in the context of higher education” was held. This targeted practicing teachers in higher education, graduate or linked to graduated programs Lato Sensu Graduate and / or proper. In this pilot course the objective was to discuss about the didacticpedagogic preparation to function in the higher education and identify educational opportunities from the use of Second Life Metaverse, becoming so a case study. The data was analyzed based on the methodology of content analysis, which enabled the definition of three analysis categories: (I) Preparation didactic and pedagogic for the exercise in Higher Education; (II) Second Life Metaverse; and (III) Didactic- Pedagogic strategies. Finally, the test results of the categories pointed to the importance of the didactic-pedagogic preparation of teachers, regardless of the area. Moreover, it was elucidated the initial difficulties of using Second Life Metaverse, manly by the technical matter. However, it was stressed that the educational possibilities are numerous and significant to the process of continuing education. In turn, the didactic-pedagogic strategies present themselves as empowering pedagogical practice. It was therefore made possible the construction of the proposed teacher training because it is believed that for its execution it became necessary to exploit the technology in order to know it in depth and understand how to use it educationally.

A presente dissertação teve por objetivo construir uma proposta de formação continuada, na modalidade a distância, para docentes da educação superior no Metaverso Second Life. Desta forma, buscou investigar como o Metaverso Second Life poderia contribuir para a construção desta proposta. Primeiramente, realizou-se uma revisão de literatura sobre as temáticas a fim de identificar publicações na área e a situação atual em que se encontra a pesquisa. A partir disso, construiu-se o referencial teórico, abrangendo as temáticas da docência na educação superior e, sobre o Metaverso Second Life. Logo, para o desenvolvimento dessa pesquisa, optou-se pela metodologia de estudo de caso, por compreender que o mesmo é flexível, pois enfatiza a exploração e a descrição considerando o contexto em que os fatos ocorrem. Para isso, a investigação caracterizou-se pela implementação de três etapas, a saber: a realização de observações de atividades no Metaverso Second Life, entrevistas com os sujeitos da pesquisa e os resultados obtidos a partir do desenvolvimento de um curso piloto. Além disso, foi construído um Objeto de Aprendizagem, denominado EduVirtua, com o intuito de reunir subsídios sobre os temas e favorecer apoio pedagógico ao contexto do curso piloto e da proposta de formação docente. Com o apoio do Objeto de Aprendizagem EduVirtua, realizou-se um curso piloto, intitulado Capacitação Docente: o Uso dos Mundos Digitais Virtuais no contexto da Educação Superior. Este teve como público docentes em exercício na educação superior, Pós-Graduação ou vinculados a programas de Pós- Graduação Lato Sensu e/ou Stricto Sensu. Neste curso piloto teve-se o propósito de discutir sobre a preparação didático-pedagógica para atuar na educação superior e identificar possibilidades educacionais a partir da utilização do Metaverso Second Life, configurando-se assim, como um estudo de caso. Os dados foram analisados tendo como base a metodologia de Análise de Conteúdo, o que possibilitou a definição de três categorias de análise, a saber: (I) Preparação didático-pedagógica para o exercício na educação superior; (II) Metaverso Second Life; e (III) Estratégias didático-pedagógicas. Por fim, o resultado das análises das categorias apontaram para a importância da preparação didático-pedagógica do docente, independente da área de atuação. Além disso, foram elucidadas as dificuldades iniciais de uso do Metaverso Second Life, principalmente pela questão técnica. Contudo, ressaltou-se que as possibilidades educacionais são inúmeras e significativas para o processo de formação continuada. Por sua vez, as estratégias didático-pedagógicas apresentamse como potencializadoras para a prática pedagógica. Logo, foi possibilitada a construção da proposta de formação docente, pois acredita-se que para a efetivação da mesma tornou-se necessário explorar a tecnologia de maneira a conhecê-la com profundidade para compreender como utilizá-la educacionalmente. / This present dissertation had as the main goal to build a proposal of continuing education in a distance mode for higher education teachers in the Second Life Metaverse. So, it was sought to investigate how the Second Life Metaverse can contribute for the construction of this proposal. First, it was held a literature review of the themes to identify publications in this field and the research current situation. From this it was built the theoretical that covers the teachers’ themes in the higher education and about the Second Life Metaverse. For this research development it was opted for the methodology of study case because it is flexible and emphasizes the exploration and the description taking into account the context where the events occur. In this matter the research was characterized for the implementation of three steps: the realization of activities’ observation in the Second Life Metaverse, interviews with the research subjects, and the results obtained by the development of a pilot course. In addition, it was built a learning object called EduVirtua, in order to gather input on issues and facilitate educational support to the context of the proposed pilot course and teacher training. With the support of the learning object EduVirtua a pilot course entitled “Teacher Training: The Use of Digital Virtual Worlds in the context of higher education” was held. This targeted practicing teachers in higher education, graduate or linked to graduated programs Lato Sensu Graduate and / or proper. In this pilot course the objective was to discuss about the didacticpedagogic preparation to function in the higher education and identify educational opportunities from the use of Second Life Metaverse, becoming so a case study. The data was analyzed based on the methodology of content analysis, which enabled the definition of three analysis categories: (I) Preparation didactic and pedagogic for the exercise in Higher Education; (II) Second Life Metaverse; and (III) Didactic- Pedagogic strategies. Finally, the test results of the categories pointed to the importance of the didactic-pedagogic preparation of teachers, regardless of the area. Moreover, it was elucidated the initial difficulties of using Second Life Metaverse, manly by the technical matter. However, it was stressed that the educational possibilities are numerous and significant to the process of continuing education. In turn, the didactic-pedagogic strategies present themselves as empowering pedagogical practice. It was therefore made possible the construction of the proposed teacher training because it is believed that for its execution it became necessary to exploit the technology in order to know it in depth and understand how to use it educationally.

Professional development of teachers is a much-investigated area of research; however, teachers still complain that these endeavours do not cater for their specific needs. This problem arises from teachers‟ need to have more frequent professional development activities whereby it is possible to enhance their knowledge and skills regarding specific areas effectively. Multimedia, in other words the use of various media such as video, pictures, narration and animation, is a possible tool to address certain needs in professional development. Furthermore, the incorporation of multimedia into professional development by making use of a digital versatile disc allows for professional development to occur within a distance mode of delivery setting. This research was done to investigate and understand how Information Technology teachers experience the incorporation of multimedia into professional development by means of digital versatile disc. In order to accomplish this research endeavour, an investigation into the body of scholarly knowledge was executed focused on professional development of teachers, specifically with regard to needs expressed in previous studies. Furthermore, the body of scholarly knowledge regarding the implementation of multimedia as an enhancement to professional development was also investigated in order to synthesise how the researcher should go about implementing it. From the knowledge gained, the researcher developed the professional development digital versatile disc, specifically focused on the programming language Scratch. This programming language is an addition to the Information Technology syllabus and therefore teachers were assisted in their endeavour to acquire knowledge and skills regarding the implementation of such a new programming language. An empirical study was conducted, specifically focusing on the experience of three teachers to determine how they experience multimedia-based professional development. All three participants expressed that they enjoyed the use of multimedia in professional development and that a digital versatile disc of this type had a place in their professional development endeavours; however, a need for personal interaction with the facilitator as well as colleagues still exists. / Thesis (MEd (Computer Science Education))--North-West University, Potchefstroom Campus, 2013

Professional development of teachers is a much-investigated area of research; however, teachers still complain that these endeavours do not cater for their specific needs. This problem arises from teachers‟ need to have more frequent professional development activities whereby it is possible to enhance their knowledge and skills regarding specific areas effectively. Multimedia, in other words the use of various media such as video, pictures, narration and animation, is a possible tool to address certain needs in professional development. Furthermore, the incorporation of multimedia into professional development by making use of a digital versatile disc allows for professional development to occur within a distance mode of delivery setting. This research was done to investigate and understand how Information Technology teachers experience the incorporation of multimedia into professional development by means of digital versatile disc. In order to accomplish this research endeavour, an investigation into the body of scholarly knowledge was executed focused on professional development of teachers, specifically with regard to needs expressed in previous studies. Furthermore, the body of scholarly knowledge regarding the implementation of multimedia as an enhancement to professional development was also investigated in order to synthesise how the researcher should go about implementing it. From the knowledge gained, the researcher developed the professional development digital versatile disc, specifically focused on the programming language Scratch. This programming language is an addition to the Information Technology syllabus and therefore teachers were assisted in their endeavour to acquire knowledge and skills regarding the implementation of such a new programming language. An empirical study was conducted, specifically focusing on the experience of three teachers to determine how they experience multimedia-based professional development. All three participants expressed that they enjoyed the use of multimedia in professional development and that a digital versatile disc of this type had a place in their professional development endeavours; however, a need for personal interaction with the facilitator as well as colleagues still exists. / Thesis (MEd (Computer Science Education))--North-West University, Potchefstroom Campus, 2013

Made available in DSpace on 2016-12-08T16:35:02Z (GMT). No. of bitstreams: 1 esther.pdf: 873186 bytes, checksum: 1524693fa44f591e65c08c6a5d6e1482 (MD5) Previous issue date: 2012-02-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work was investigative theme perceptions of university teachers, in the distance on their teaching activities of the Course of Technology in Public Administration (CSTGP) of the Federal Institute of Science and Technology of the State of Santa Catarina (IF-SC). Thus, this study was to investigate the teaching activities developed and defined by teachers, a dimension cogntiva, which help us understand how these teachers re-define and re-develop their professional activities in the distance. In this sense, the question is: what are the activities undertaken by teachers working in higher education in the distance? As regards the methodology, considering the theme, the problem and research objectives, it is a qualitative investigation of the case study, whose data collection was done through questionnaires and semi-structured interviews with teachers of a higher education course offered in the distance. Data analysis was performed by the method of analysis according to Bardin content (2009). The main results delimited four categories that discuss the perceptions of teachers about their teaching activities CSTGP. These categories are titled: "casualization of teaching", "interaction of teacher and student"; training teachers for distance education "and" teaching activities ". It was concluded that there is congruence between the prescribed activities for teachers and those actually performed. It was found that the main activities performed by teachers include participation in forums, videoconferences, conducting regular classes at the poles and monitoring of student activities in moodle platform. It is noteworthy that, in the distance, the teaching activities that predominate in terms of importance and time teachers were dismissed by the planning activities of the disciplines. And though often these activities are performed outside the virtual environment / Este trabalho teve como temática investigativa as percepções dos professores do ensino superior, na modalidade a distância, sobre suas atividades docentes do Curso Superior de Tecnologia em Gestão Pública (CSTGP) do Instituto Federal de Ciência e Tecnologia do Estado de Santa Catarina (IF-SC). Desta forma, este estudo se propôs investigar as atividades docentes elaboradas e definidas pelos professores, numa dimensão cogntiva, as quais nos permitem compreender como estes professores re-definem e re-elaboram suas atividades profissionais na modalidade a distância. Neste sentido, questiona-se: quais são as atividades realizadas por professores que atuam no ensino superior na modalidade a distância? No que se refere à metodologia, considerando o tema, o problema e os objetivos de pesquisa, trata-se de uma investigação de cunho qualitativo, do tipo estudo de caso, cuja coleta de dados se deu por meio de questionário e entrevistas semiestruturadas junto aos professores de um curso superior oferecido na modalidade a distância. A análise dos dados foi realizada a partir do método de análise de conteúdo conforme Bardin (2009). Os principais resultados delimitaram quatro categorias que discutem as percepções dos professores do CSTGP sobre suas atividades docentes. Estas categorias estão entituladas: precarização do trabalho docente ; interação do professor e o aluno ; formação docente para EAD ; e atividades docentes . Concluiu-se que há congruência entre as atividades prescritas aos professores e aquelas efetivamente realizadas. Identificou-se que as principais atividades realizadas pelos professores compreendem a participação nos fóruns, nas videoconferências, a realização de aulas presenciais nos pólos e o acompanhamento das atividades discentes na plataforma moodle. Ressalta-se que, na modalidade à distância, as atividades docentes que predominam em termos de importância e de tempo despedido pelos professores foram as atividades de planejamento das disciplinas. E ainda que, muitas vezes, estas atividades são realizadas fora do ambiente virtual