scholarly journals Materiais Didáticos para Educação a Distância: Observando Layouts

EAD em FOCO ◽  
2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Dorcas Janice Weber ◽  
Lia Raquel Oliveira
Keyword(s):  
Distance Education ◽  
Educational Process ◽  
Face To Face ◽  
Effective Learning ◽  
Educational Processes ◽  
Materials Used ◽  
Distance Courses ◽  
Education Courses ◽  
Training Opportunities

A inserção da educação a distância nos processos educativos formais apontou possibilidades de formação em nível superior para aqueles que estão distantes dos centros de formação e, para além disso, desvelou objetos de investigação. Um exemplo disso são os materiais didáticos, tão necessários para a efetivação da aprendizagem na modalidade a distância. A gama de materiais é grande e, por isso, é interessante conhecer o modo como eles vêm sendo desenvolvidos e utilizados por aquelas instituições que ofertam cursos nessa modalidade. É sabido que há necessidades distintas entre os alunos da educação a distância e os de cursos presenciais, que precisam estar contempladas nos materiais didáticos. Mas de fato estão? Considerando a organização do espaço de estudo como importante no processo pedagógico, como os espaços dos materiais didáticos vêm sendo organizados? Que elementos têm sido utilizados para o desenvolvimento de layouts para materiais didáticos utilizados em cursos a distância? Tais questões são tema deste escrito, que busca, a partir de um estudo de caso, observar materiais didáticos produzidos para cursos brasileiros a distância. Um olhar transversal sobre tais materiais aponta semelhanças com os produtos elaborados para a educação presencial, tão conhecida por muitos.Palavras-chave: Educação a distância; Materiais didáticos; Layout.?Didactic Materials for Distance Education: Observing LayoutsAbstract The inclusion of distance education in formal educational processes pointed training opportunities in higher education for those who are distant from training centers and, in addition, unveiled research objects. An example of this are the didactic materials, as necessary for effective learning in the distance. The range of materials is large and therefore it is interesting to know how these are being developed and used by those institutions that offer courses in this modality. It is known that there are different needs among students of distance education and presence courses that need to be addressed in didactic materials. But actually are? Considering the organization of study space as important in the educational process, as the spaces of didactic materials have been organized? What elements have been used to development layouts for the materials used in distance education courses? This questions are theme of this this written that will, with a case study, observe didactic materials produced to Brazilian distance courses. That observation shown us that analyzed materials have similarities with didactic products for face to face education.Keywords: Distance education; Didactic materials; Layout. 

Distance Learning Overview

2011 ◽  
pp. 1174-1180
Author(s):  
Linda D. Grooms
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Human Life ◽  
Educational Process ◽  
Mediated Communication ◽  
Organizational Boundaries ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Distance Courses

The knowledge explosion, the increased complexity of human life, and the ubiquitous nature of technology coupled with the globalization of the marketplace herald the need to embrace the most effective methods and formats of teaching and learning. Currently providing powerful educational opportunities, the science and technology of distance learning continues to multiply at unprecedented rates. Where just a short time ago traveling from village to village verbally disseminating knowledge was the only process of training those at a distance, today many eagerly embrace the rapidly expanding synchronous and asynchronous delivery systems of the 21st century. So what exactly is distance learning? In very simplistic terms, distance learning is just that: learning that occurs at a distance (Rumble & Keegan, 1982; Shale, 1990; Shale & Garrison, 1990) or that which is characterized by a separation in proximity and/or time (Holmberg, 1974, 1977, 1981; Kaye, 1981, 1982, 1988; D. J. Keegan, 1980; McIsaac & Gunawardena, 1996; M. Moore, 1983; M. G. Moore, 1973, 1980, 1989a, 1989b, 1990; Ohler, 1991; Sewart, 1981; Wedemeyer, 1971). In his 1986 theory of transactional distance, Michael Moore (Moore & Kearsley, 1996) defined distance not only in terms of place and time, but also in terms of structure and dialogue between the learner and the instructor. In this theory, distance becomes more pedagogical than geographical. As structure increases, so does distance. As dialogue increases, distance declines, thus accentuating the need for interaction in the distance learning environment. Saba (1998) furthered this concept, concluding, the dynamic and systemic study of distance education has made “distance” irrelevant, and has made mediated communication and construction of knowledge the relevant issue…. So the proper question is not whether distance education is comparable to a hypothetical “traditional,” or face-to-face instruction, but if there is enough interaction between the learner and the instructor for the learner to find meaning and develop new knowledge. (p. 5) To facilitate greater interaction in the geographically and/or organizationally dispersed distance environment, today, individuals most often use some form of technology to overcome the barrier of separation, affording institutional and learner opportunity to transcend intra- and inter-organizational boundaries, time, and even culture. By definition, the paradigm of distance learning revolutionizes the traditional environment (Martz & Reddy, 2005); however, even with this change, learning, which involves some manner of interaction with content, instructor, and/or peers, remains at the core of the educational process. Although imperative in both environments, these three types of interaction seem to be at the hub of the ongoing traditional-vs.-distance argument. Traditionalists often fear that with anything other than face-to-face instruction, interaction somehow will decrease, thus making learning less effective, when in reality, numerous studies have revealed no significant difference in the learning outcomes between traditional and distance courses (Russell, 1999). In fact, distance courses have been found to “match conventional on-campus, face-to-face courses in both rigor and quality of outcomes” (Pittman, 1997, p. 42). Despite these findings, critics still abound.

scholarly journals Opinions of Primary School Teachers about Mathematics Teaching During the Covid-19 Pandemic Period

2021 ◽  
Author(s):  
Esma Kilinc ◽  
Sumeyra Akkaya ◽  
Metin Kapidere
Keyword(s):  
Distance Education ◽  
Primary School ◽  
Structured Interview ◽  
School Teachers ◽  
Primary School Teachers ◽  
Face To Face ◽  
Expert Opinions ◽  
Teaching Of Mathematics ◽  
Education Process

This study was conducted to reveal the aspect of distance education studies on teaching of mathematics with the evaluation by class teachers during the Covid-19 Pandemic period. 24 primary school teachers from Onikisubat district of Kahramanmaras province have participated in the research. The semi-structured interview form developed in line with the expert opinions was applied to the primary school teachers separately. This study was required in order to evaluate the events experienced in the distance education process due to the coronavirus pandemic and the effects of the pandemic on the field of education in the direction of the opinions of the class teachers. Qualitative research was carried out to interpret any situation from a different perspective in the study, and a case study has been conducted to reach the depth of the situation. As a data collection tool, a semi-structured interview form was prepared with the approval of expert opinions. After the data were brought together, content analysis was carried out by giving similar descriptions and describing them in a way that the reader could comprehend. The sample of the study consisted of teachers who personally experienced the process in the nearby environment, which consists of easily accessible situation sampling in order to accelerate the study. It is thought that it will be important to work properly execution of the processes that may occur in such times by determining the causes and consequences of the situations experienced in the field of education due to reasons such as the suspension of face-to-face education and the cessation of schools after the pandemic in the world. As a result of the research, suggestions will be made for the studies that can be done about teaching mathematics in distance education.

A Case Study on Support for Students' Thinking through Computer-Mediated Communication

2000 ◽  
Vol 87 (1) ◽  
pp. 295-303 ◽  
Author(s):  
Machiko Sannomiya ◽  
Atsuo Kawaguchi
Keyword(s):  
Distance Education ◽  
Graduate Students ◽  
Computer Mediated Communication ◽  
Communication Media ◽  
Mediated Communication ◽  
Face To Face ◽  
Production Stage ◽  
Computer Mediated

This is a case study on support for thinking through computer-mediated communication. Two graduate students were supervised in their research using computer-mediated communication, which was asynchronous and written; the supervisor was not present. The students' reports pointed out there was more planning and editing and low interactivity in this approach relative to face-to-face communication. These attributes were confirmed by their supervisor's report. The students also suggested that the latter was effective in support of a production stage of thinking in research, while the former approach was effective in support of examination of thinking. For distance education to be successful, an appropriate combination of communication media must consider students' thinking stages. Finally, transient and permanent effects should be discriminated in computer-mediated communication.

scholarly journals The Comparative Characteristic of Modern Online Tools for Testing Knowledge in the Process of Distance Learning

2021 ◽  
Vol 43 (3) ◽  
pp. 109-123
Author(s):  
I.S. Zinovieva ◽  
◽  
A.G. Zembitska ◽  
◽  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Process ◽  
Educational Process ◽  
Comparative Characteristic ◽  
Educational Institutions ◽  
School Students ◽  
Effective Learning ◽  
Testing Tools ◽  
Online Tools

Most of the educational institutions in Ukraine were forced to switch to distance learning, which is why there arose the question about the availability of technical means to ensure the fullness of educational process. The article investigates modern systems of testing students' knowledge in the process of distance education. Currently, there are quite a few LMS (learning management systems) that can optimize the learning process of distance education. The works of scientists related to the problems of organizing effective learning and the complexity of the transition to distance learning are considered. This article assumes the method of testing not on-ly as a tool to assess the level and quality of learning, but also as a means to obtain recommen-dations for improving the learning process in the whole. Based on the results of the analysis, a comparative description was created and an assessment of the suitability for intermediate control of knowledge of primary and secondary school students, the most common at this stage of school distance learning online knowledge testing tools. Thus the advantages and disad-vantages of these tools are revealed. As a consequence the most universal systems that can fully provide the learning process in terms of distance education and the most convenient tools for assessing knowledge are identified.

scholarly journals Student attitude to distance education: Pros and cons

2021 ◽  
Vol 16 (3) ◽  
pp. 1319-1327
Author(s):  
Lyudmila P. Illarionova ◽  
Natalya V. Karzhanova ◽  
Alfia M. Ishmuradova ◽  
Sergey V. Nazarenko ◽  
Andrey V. Korzhuev ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Process ◽  
Poor Quality ◽  
Educational Process ◽  
Point Of View ◽  
Fields Of Study ◽  
Pros And Cons ◽  
Questionnaire Method ◽  
Distance Courses

This article is aimed at identifying the peculiarities of students' attitude to distance education. As a leading method, the questionnaire method was used, which made it possible to identify the students’ positive and negative attitudes regarding distance learning more effectively. The article considers students' ideas about distance learning, identifies the positive and negative aspects of the distance learning process. The authors of the article in the process of research revealed that many students of various fields of study are interested in participating in distance courses, but within the framework of mastering a second education. Some students note the usefulness of distance courses, the use of their materials at any time, and the convenience of going back to the materials they have completed at any time to fill in gaps or recall a topic. Some students reported a violation of the educational process in the distance format due to the repeated lack of Internet or its poor quality. Most of the students expressed dissatisfaction with the lack of contact communication in the distance learning process. It is proved that the majority of students believe that distance education will never replace traditional education. Mainly students of technical areas of study gave a negative assessment of the distance education system. It was revealed that students of various fields of study took distance courses that were held in other cities or countries. From the point of view of many students, educational websites have an inconvenient interface.    Keywords: distance education, distance courses, students, learning process, pros and cons.

scholarly journals Pupils’ Perceptions and Suggestions for the Improvement of Distance Education in Greece

2021 ◽  
Vol 14 ◽  
pp. 205-213
Author(s):  
Maria Eftychia Angelaki ◽  
Theodoros Karvounidis ◽  
Christos Douligeris
Keyword(s):  
Distance Education ◽  
Educational Process ◽  
Online Questionnaire ◽  
Face To Face ◽  
Teaching Tools ◽  
Learning Challenges ◽  
Class Schedule ◽  
Technological Means ◽  
Implementation Data ◽  
First Time

During the first wave of the COVID-19 pandemic, Greek schools were closed, and for the first time in Greece, distance education has been implemented using mostly technological means. This work aims to capture the Greek pupils' perceptions and suggestions on the transition from a face-to-face educational process to a pure distance synchronous and asynchronous education implementation. Data have been collected by 41 pupils via an online questionnaire on a volunteer basis. The purpose of the questionnaire was to identify the pupils' learning challenges and unforeseen benefits connected to the offered distance education. The assessment revealed that the majority of the pupils, although they consider distance education as necessary and useful, do not want to replace the traditional means of education. The pupils suggested that the entire process should be stricter in terms of class schedule, assignment submission, and presence requirements and should be enhanced by incorporating better and more "vivid" e-teaching tools.

scholarly journals Ética: Implicações na Educação a Distância

EAD em FOCO ◽  
2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Simone De Paula Teodoro Moreira ◽  
Wanderson Gomes de Souza ◽  
Alessandro Messias Moreira ◽  
Pedro Dos Santos Portugal Junior
Keyword(s):  
Distance Education ◽  
Teacher Preparation ◽  
Ethical Issues ◽  
Educational Process ◽  
Zygmunt Bauman ◽  
Theodor Adorno ◽  
The Future ◽  
The Subject ◽  
Education Courses

Com base nas concepções de Theodor Adorno e Zygmunt Bauman, estudiosos na área de Filosofia, este trabalho se propõe a analisar as questões éticas que perpassam os cursos de Educação a Distância, especialmente no que diz respeito aos cursos de formação de professores. Inicialmente apresenta considerações sobre os conceitos de ética, semiformação e educação mediada por tecnologias, necessários para discussão sobre o tema. Tal abordagem se justifica pelo considerável crescimento da Educação a Distância nos últimos anos e pela frequente discussão acerca da qualidade desses cursos, considerando o elevando número de professores licenciados via essa modalidade de educação e futuros responsáveis pela educação brasileira. O objetivo deste estudo é, inicialmente, entender como as questões éticas podem influenciar o processo educativo para formação de professores na modalidade a distância. Palavras-chave: Ética, EaD, Teoria da semiformação, Theodor Adorno, Zygmunt Bauman. Ethics: Implications in Distance EducationAbstractBased on the views of Theodor Adorno and Zygmunt Bauman, scholars in the area of Philosophy, this paper proposes to analyze the ethical issues related to Distance Education courses, especially with regard to teacher preparation courses. Initially, it presents considerations about the concepts of ethics, semi-formation, and technology-mediated education, necessary for discussion on the subject. Such an approach is justified by the considerable growth of Distance Education in recent years and by the frequent discussion about the quality of these courses, considering the increasing number of teachers licensed through this modality of education who are responsible for the future of Brazilian education. The objective of this study is, initially, to understand how ethical issues can influence the educational process for teacher preparation through distance education.Keywords: Ethics, EaD, Semiformation theory, Theodor Adorno, Zygmunt Bauman.

scholarly journals A Formação e as Práticas Pedagógicas dos Professores que Atuam nos Cursos Técnicos na Modalidade EaD na Rede e-Tec Brasil do CEFET-MG

2018 ◽  
Vol 17 (1) ◽  
Author(s):  
Marcia Gorett Ribeiro Grossi ◽  
Eliane Silvestre Oliveira
Keyword(s):  
Distance Education ◽  
Bachelor's Degree ◽  
Qualitative Approach ◽  
Virtual Learning Environment ◽  
Pedagogical Practices ◽  
Educación A Distancia ◽  
La Red ◽  
Distance Courses ◽  
Sobre Todo

O objetivo dessa pesquisa foi analisar a formação dos professores que atuam nos três cursos técnicos de nível médio oferecidos na modalidade a distância da Rede e-Tec Brasil do CEFET-MG e como essa formação interfere em suas práticas pedagógicas. Para tal, utilizou-se uma metodologia de pesquisa com abordagem qualitativa, por meio de levantamento bibliográfico e estudo de caso. Como instrumentos de coleta de dados, foram realizadas observações online no Ambiente Virtual de Aprendizagem (AVA Moodle) que abriga os três cursos a distância do CEFET-MG e aplicação de questionários aos professores desses cursos. Os resultados encontrados permitem concluir que a maioria dos professores não possui habilitação em Licenciatura e nem formação especifica para lecionarem na EaD, sobretudo para a utilização dos recursos e atividades do AVA Moodle. Como consequência, os professores têm dificuldades em estabelecer suas práticas pedagógicas e estratégias específicas para a EaD, fazendo com que o trabalho docente na modalidade a distância apresente pouco diferencial no que diz respeito à modalidade presencial.Palavras-chave: Educação a distância. Rede e-Tec Brasil CEFET-MG. Formação de professores. Práticas pedagógicas.The training and pedagogical practices of the teachers who work in the technical courses in the EAD mode in the e-Tec Brazil Network of CEFET-MGABSTRACTThe objective of this research was to analyze the training of teachers who work in the three technical courses offered in the distance modality of CEFET-MG e-Tec Brazil Network and how this training interferes with their pedagogical practices. To achieve this goal, a research methodology with a qualitative approach was adopted, through a bibliographic research and case study. As data collection instruments were made online observations in the virtual learning environment (AVA Moodle), which houses the three distance courses of CEFET-MG and, the application of questionnaires to the teachers of these courses. The results found allow us to conclude that most teachers do not have a Bachelor's degree or specific formation to teach in the EaD, especially for the use of the resources and activities of AVA Moodle. As a consequence, teachers have difficulties in establishing their pedagogical practices and specific strategies for distance education, making the teaching work in the distance modality presents low differential in relation to the classroom modalityKeywords: Distance education. E-Tec Brazil network CEFET-MG. Teacher training. Pedagogical practices.La formación y las prácticas pedagógicas de los profesores que actúan en los cursos técnicos en la modalidad EaD en la Red e-Tec Brasil del CEFET-MGRESUMENEl objetivo de esta investigación fue analizar la formación de los profesores que actúan en los tres cursos técnicos de nivel medio ofrecidos en la modalidad a distancia de la Red e-Tec Brasil del CEFET-MG y cómo esa formación interfiere en sus prácticas pedagógicas. Luego, se utilizó una metodología de investigación con abordaje cualitativo, por medio de levantamiento bibliográfico y estudio de caso. Como instrumentos de recolección de datos, se realizaron observación conectado en el Ambiente Virtual de Aprendizaje (AVA Moodle) que aloja los tres cursos a distancia del CEFET-MG y la aplicación de cuestionarios a los profesores de estos cursos. Los resultados encontrados permiten concluir que la mayoría de los profesores no tienen habilitación en Licenciatura ni formación específica para enseñar en la EaD, sobre todo para la utilización de los recursos y actividades de AVA Moodle. Como consecuencia, los profesores tienen dificultades para estabelecer en sus prácticas pedagógicas estrategias específicas para la EaD, haciendo que el trabajo docente en la modalidad a distancia presente poco diferencial en lo que se refiere a la modalidad presencial.Palabras clave: Educación a distancia. Red e-Tec Brasil CEFET-MG. Formación de profesores. Prácticas pedagógicas.

scholarly journals Positive Impact of Computer Conferencing in Distance Education

2019 ◽  
Vol 4 (2) ◽  
pp. 6
Author(s):  
Gbenga Michael Adeyeye
Keyword(s):  
Distance Education ◽  
Adult Students ◽  
Positive Impact ◽  
Computer Conferencing ◽  
Student Centered ◽  
Educational Processes ◽  
On Line ◽  
The Subject ◽  
Educational Pursuits ◽  
Education Courses

A number of studies have examined the dynamics and style of communication adopted in computer conferencing in distance education (Mason, 1993). Computer conferencing by higher education institutions offering distance education courses has expanded rapidly since 1987. Lately computer conferencing has developed in fame as a vehicle of distance education. While protecting the opportunity related with asynchronous communication and giving wide access to low-end innovation users, computer conferencing enables students and instructors to take part in group learning and associate 'many-to-many' (Harasim, 1989). Much has already been written on the subject of computer conferencing in support of educational processes, in particular distance education (DE). Using unstructured interviews and observations at adult students' homes or worksites, the study investigated adult student perspectives of distance study by computer conferencing. The focal finding of this investigation was that computer conferencing can bolster a scope of learning situations, from teacher-led symposium to symposium to a student-centered community workshop. In addition, adults actively engaged in social relationships outside their distance studies which sustain their educational pursuits. The students provided insights into aspects of the on‐line environment: as synchronicity, interactivity, textual communications, and collaboration.

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