scholarly journals E-mentoring entre Professores e Alunos na EaD: um Estudo de Caso na Graduação em Administração de uma Instituição Pública Federal

EAD em FOCO ◽  
2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Marcella Arianna Pinto de Oliveira ◽  
Sílvio Luiz de Paula ◽  
José Ricardo Costa de Mendonça ◽  
Andrezza Marianna Pinto de Oliveira
Keyword(s):  
Business Administration ◽  
The Other ◽  
Face To Face ◽  
Mentoring Relationship ◽  
Theoretical Approaches ◽  
Online Tools ◽  
Analysis Theory ◽  
E Learning ◽  
The Relationship

Busca-se neste trabalho sobre Educação a Distância compreender como se configuram as relações de e-mentoring entre professores e alunos no curso de graduação em Administração a distância oferecido por uma instituição pública federal brasileira. Como arcabouço teórico aborda-se o conceito de mentoria, suas características, funções e fases. Aborda-se ainda e-mentoring e Educação a Distância com suas características e relações. Realizou-se um estudo de caso; as técnicas de coleta foram entrevistas online com professores/alunos, observação não participante e análise documental, estudando-se os dados por meio de análise de conteúdo. Os resultados indicam que as relações de mentoria estabelecidas entre tutores e alunos configuram-se como e-mentoring, já que os tutores são mais acessíveis aos alunos e mantêm uma comunicação mais frequente, tanto por meio de diversas ferramentas de comunicação quanto por meio de encontros presenciais, além de fornecer apoio profissional e pessoal aos alunos. Já a relação estabelecida entre professores e alunos se configura como um outro tipo de relação, que não é de mentoria, pois as características não se enquadram nos conceitos desse construto.Palavras-chave: Educação, Educação a Distância (EAD), Ensino superior, Mentoria, E-mentoring. E-mentoring among Professors and Students on E-learning: This Case Study is about a Degree Course of Business Administration at Public InstitutionAbstractIn this research about e-learning, we try to understand how the e-mentoring relationship among Tutors and Students works in a Business Administration course offered at distance by a public Brazilian institution. As theoretical approaches, it is observed the concept of mentoring, its features, functions and phases. It also covers e-mentoring and distance education with its characteristics and relationships. A case study was made, the data collection techniques were an online interview with tutors/students, non-participative observation and documental analysis on content analysis theory. The results demonstrate that the mentoring relationship between Tutors and Students can be defined as e-mentoring: they are accessible to the students and keep intense communication on face-to-face meetings and also by the online tools provided on the course platform. On the other hand, the relationship established by Tutors and Students cannot be defined by e-mentoring due to lack of connections on the e-learning concepts.Keywords: Education, E-learning, Graduation degree, Mentoring, E-mentoring.

The Relationship between Working Environment and Internship Satisfaction Level: A Case Study Of A 4-Star Hotel Restaurant In Germany

2019 ◽  
Vol 2 (4) ◽  
pp. 276-291
Author(s):  
Chatarina Natalia Putri
Keyword(s):  
Career Development ◽  
Working Hours ◽  
Learning Opportunities ◽  
Working Environment ◽  
The Other ◽  
Satisfaction Level ◽  
Supervisory Support ◽  
Support Organization ◽  
The Relationship

There are many factors that can lead to internship satisfaction. Working environment is one of the factors that will result to such outcome. However, many organizations discarded the fact of its importance. The purpose of this study is to determine whether there is a significant relationship between working environment and internship satisfaction level as well as to determine whether the dimensions of working environment significantly affect internship satisfaction. The said dimensions are, learning opportunities, supervisory support, career development opportunities, co-workers support, organization satisfaction, working hours and esteem needs. A total of 111 questionnaires were distributed to the respondents and were processed by SPSS program to obtain the result of this study. The results reveal that learning opportunities, career development opportunities, organization satisfaction and esteem needs are factors that contribute to internship satisfaction level. In the other hand, supervisory support, co-workers support and working hours are factors that lead to internship dissatisfaction. The result also shows that organization satisfaction is the strongest factor that affects internship satisfaction while co-workers support is the weakest.

Når styringens ambitioner udfordres af praksis. Om at analysere rummet imellem styringens intentioner og situationel praksis

2016 ◽  
Vol 27 (1) ◽  
pp. 15-34 ◽  
Author(s):  
Mathias Herup Nielsen ◽  
Niklas Andreas Andersen
Keyword(s):  
Michel Foucault ◽  
Qualitative Interviews ◽  
The Other ◽  
Empirical Reality ◽  
Men I ◽  
Unemployment Policy ◽  
The Relationship ◽  
Point Of Departure ◽  
Local Employment

Studier, der analyserer det sociale med inspiration fra Foucaults tanker om governmentality, kritiseres i stigende omfang for at afskære sig fra at analysere de praktiske relationer, som politisk styring konkret indlejres i. I artiklen tager vi afsæt i denne kritik og viser, med et studie af forholdet mellem et kommunalt jobcenter og et lokalt beskæftigelsesråd, hvordan governmental magtanalyse kan indfange styringens uforudsigelige, mangefacetterede og immanente karakter ved at fokusere på styringsintentionernes møde med den praktiske virkelighed, der søges styret. Formelt er rådet nedsat til at overvåge og kontrollere jobcentret, men i den praktiske relation er det snarere jobcentret, som overvåger og kontrollerer rådet. Artiklen viser, hvordan dette er muligt ved at analysere jobcentrets arbejde med rådet ved hjælp af en række centrale begreber fra Foucaults forfatterskab. Empirisk trækker studiet foruden formelle myndighedsdokumenter, der beskriver rådets tiltænkte rolle, på praksisinformerende empiri i form af kvalitative interviews og mødereferater over en fire-årig periode. ENGELSK ABSTRACT: Mathias Herup Nielsen and Niklas Andreas Andersen: When Praxis Challenges the Ambitions of Governing. Analyzing the Space between the Intentions of Governing and Situational Praxis Studies working with the Foucauldian concept of ”governmentality” are frequently criticized for their apparent disregard of empirical reality. This article takes this critique as its point of departure and demonstrates the application of the concept of governmentality in a concrete empirical case study in order to grasp the unpredictable and multifaceted nature of modern day power. The case investigated here is the relationship between a Danish Jobcentre and a so-called local employment council (LBR). The latter was created to ”control” and ”monitor” the former organization. However, in practice, it is rather the other way around – the Jobcentre is controlling and monitoring the members of the LBR. This article draws on a number of well-known Foucauldian concepts to show how this relation of power is practically structured. Empirically the article draws on documents from central authorities as well as on a number of qualitative interviews with the actors involved – hence, the article attempts to meet with the dominant overall critique of the governmentality perspective for disregarding empirical reality. Keywords: governmentality, Michel Foucault, unemployment policy, jobcentre.

scholarly journals Examining Distance Learners in Hybrid Synchronous Instruction: Successes and Challenges

2017 ◽  
Vol 21 (4) ◽  
Author(s):  
Enilda Romero-Hall ◽  
Cristiane Rocha Vicentini
Keyword(s):  
Data Analysis ◽  
Focus Group ◽  
The Other ◽  
Distance Learners ◽  
Electronic Journals ◽  
Face To Face ◽  
Individual Interviews ◽  
Study Results ◽  
Successes And Challenges

This paper reports on a case study investigating distance learners participating in graduate-level hybrid synchronous instruction. This research helps inform the design of hybrid synchronous instruction in which face-to-face and distance learners engage in class sessions. Data were collected using electronic journals, individual interviews, and a focus group. The results of the data analysis provide evidence that in this case, hybrid synchronous instruction improved the study habits of distance learners. On the other hand, the case study results also revealed that there are challenging pedogogical aspects which the distance learners had to overcome during hybrid synchronous instruction. Among such challenges were the interactions, relationships, and communication exchanges between distance learners, their face-to-face counterparts, and the instructor.

scholarly journals نظام تعليم اللغة العربية عن بعد عبر الإنترنت في جائحة الوباء كوفيد-١٩ بالمدرسة المتوسطة الإسلامية الحكومة ١ بسوراكرتا

2021 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Yuliana Prativi ◽  
Muhammad Zaenuri
Keyword(s):  
Online Learning ◽  
Data Collection ◽  
Qualitative Approach ◽  
Learning System ◽  
The Other ◽  
Face To Face ◽  
Teachers And Students ◽  
E Learning ◽  
Evaluation Stage ◽  
The Subject

Online learning is a learning via internet without meeting face-to-face between teachers and students. This online learning system is relatively new, therefore teachers and students should adapt quickly. This study aims to determine the online Arabic learning system during the COVID-19 pandemic at Madrasah Tsanawiyah Negeri (MTsN) 1 Surakarta. Researcher used a qualitative approach and observation, interview, and documentation as data collection techniques. The results described that e-learning madrasah was used as the main media for online Arabic learning at MTsN 1 Surakarta during the covid-19 pandemic, then assisted by Whatsapp and Youtube channel. The subject matter was presented in video, powerpoint, and pdf. The learning stages were divided into three: preparation, implementation (pre-activities, whilst-activities and post-activities), and evaluation stage. This online learning helps teachers to coordinate with and supervise students easily, on the other hand, it is difficult for them to monitor the students’ understanding and bad internet network make some students could not follow the learning process in time. 

scholarly journals How Smallness Fosters Clientelism: A Case Study of Malta

2019 ◽  
Vol 67 (4) ◽  
pp. 1034-1052 ◽  
Author(s):  
Wouter Veenendaal
Keyword(s):  
European Union ◽  
Member State ◽  
Political Life ◽  
The European Union ◽  
Face To Face ◽  
High Turnout ◽  
State Size ◽  
The Relationship

While it has long been assumed that smaller communities are more prone to particularistic politics, the relationship between state size and clientelism remains strongly undertheorized. Departing from the assumption that face-to-face contacts, overlapping role relations, stronger monitoring mechanisms, and the enhanced power of single votes contribute to the emergence of patron–client linkages, this article provides an in-depth case study of clientelism in Malta, the smallest member state of the European Union. The analysis reveals not only that patron–client linkages are a ubiquitous feature of political life in Malta, but also that the smallness of Malta strongly affects the functioning of clientelism by eliminating the need for brokers and enhancing the power of clients versus patrons. In addition, clientelism is found to be related to several other characteristics of Maltese politics, among which the sharp polarization between parties, extremely high turnout rates, profound executive dominance, and the incidence of corruption scandals.

The Blended Learning Classroom

2008 ◽  
pp. 57-80
Author(s):  
Karen García ◽  
Renata Suzuki
Keyword(s):  
Blended Learning ◽  
Social Software ◽  
Development Activity ◽  
Face To Face ◽  
Professional Development Activity ◽  
Use Of Resources ◽  
Use Of Technology ◽  
Online Tools ◽  
Course Material

This blended learning classroom (BLC) case study identifies and describes successful procedures and methodologies that widen the use of online tools in virtual environments. It provides a systematic and organized access to the plethora of free social software available online for the development of collaborative learning activities. The goal of this particular BLC professional development activity was to offer a face-to-face group of English teachers in Venezuela the opportunity to meet members of an international community of practice (CoP) and together review a packaged learning course material online. Blended technology, the mix and match of available tools, served to display the wide use of resources and each person’s skills. By exploring online tools, participants gained an opportunity for learning about both educational theory and the use of technology. The experience described here shows a prototype of future pathways towards educational content use and development.

Strategic Planning for E-Learning in a Polytechnic

2011 ◽  
pp. 47-65 ◽  
Author(s):  
Tony Bates
Keyword(s):  
Strategic Planning ◽  
Faculty Development ◽  
Performance Indicators ◽  
Strategic Plan ◽  
Key Performance Indicators ◽  
Core Values ◽  
Face To Face ◽  
E Learning ◽  
And Training

This chapter is a case study of how a polytechnic developed a strategic plan for e-learning. It describes the institution’s rationale for moving more strongly into e-learning, the processes followed by the institution to develop a plan and ensure its acceptance through the institutional community, and the factors that facilitated the process. It indicates that attention to objectives, core values and principles, and faculty development and training, are critical for the successful transition from mainly face-to-face teaching to e-learning. The development of key performance indicators will allow the success of the plan to be measured in 2010.

Edwards the Mentor

2019 ◽  
Author(s):  
Rhys S. Bezzant
Keyword(s):  
Jonathan Edwards ◽  
Modern World ◽  
Human Beings ◽  
Face To Face ◽  
Cultural Engagement ◽  
Mentoring Relationship ◽  
The Enlightenment ◽  
Metropolitan Cities ◽  
The One

Among his many accolades, Jonathan Edwards was an effective mentor who trained many leaders for the church. Though his pastoral work is often overlooked, this book investigates the background, method, theological rationale, and legacy of his mentoring ministry. He does what mentors normally do—meeting with individuals to discuss ideas and grow in skills—but undertakes these activities in a distinctly modern or affective key. His correspondence is composed in an informal style, his understanding of friendship and conversation takes up the conventions of the great metropolitan cities of Europe of his day, his pedagogical commitments are surprisingly progressive, and his aspirations for those he mentors are bold and subversive. The practice of mentoring is presented in this book as the exchange between authority and agency, in which the more experienced person in the mentoring relationship empowers the one in the position of a learner, whose own character and competencies are nurtured. When Edwards explains his mentoring practice theologically, he expounds the theme of seeing God face to face, which recognizes that human beings learn through the example of friends as well as the exposition of propositions. The book is a case study in cultural engagement, for Edwards deliberately takes up certain features of the modern world in his mentoring and yet resists other pressures that the Enlightenment generated. If his world witnessed the philosophical evacuation of God from the created order, Edwards’s mentoring is designed to draw God back into an intimate connection with human experience.

scholarly journals Not Computers, Only Teachers Can Make Education Exciting.

2016 ◽  
Vol 7 (5) ◽  
pp. 1369-1372
Author(s):  
DIETER GRASEDIECK
Keyword(s):  
New Media ◽  
Learning Outcomes ◽  
Teaching Methods ◽  
Vice President ◽  
Project Work ◽  
Face To Face ◽  
Human Contact ◽  
Significant Difference ◽  
E Learning ◽  
The Relationship

The advantage of presence learning is the ability to spontaneously discuss issues and problems with students face to face. Individual learning can be improved by changing teaching methods, for example through project work or tele -tutoring. by combining presence learning with phases of e-learning and also intensive telephone counselling. The following question is the focus of the report: What guiding principles for learning should the teachers at schools or universities stri ve for in the digital age and how can they implement these guidelines in the work assignments? "The belief that education can, in any case, be replaced by a computer program is a myth. Human contact and mentoring make a significant difference in the learning outcomes", says Sebastian Thrun (Professor at Stanford University and vice president of Google). He looks at both educational traditions, which see the trust and the relationship between the teachers and the pupils or students as the basis of learning, as well as at the results of empirical research on learning. "Even for the digital technology and new media the educational primacy applies: Man is and remains the teacher of man" (Lankau, 2014).

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