scholarly journals advantages of transmidias narratives for a Dialogic Education in Distance Education

2014 ◽  
Vol 2 (7) ◽  
pp. 88-95
Author(s):  
Fabiana Alves Santos
Keyword(s):  
Distance Education ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Motivational Strategies ◽  
Creative Processes

We live in a time of significant social and cultural, defendants primarily by technological transformations. In particular, in the field of education, new forms and practices have been required to meet this new scenario. This article aims to discuss the possibilities of transmedias narratives to encourage creative processes in Distance Education, from the perspective of dialogical education. The methodological been used to systematize the contributions of authors such as Freire and Henry Baktin and Jenkys. From a reflection on the potential of Virtual Learning Environments as convergence channels, there is a need for adoption of motivational strategies, such as those found in transmedias narratives for the realization of a dialogical education.

scholarly journals Distance Education and Teacher Formation: by a Possible Didactics

2017 ◽  
Vol 20 (2) ◽  
pp. 469
Author(s):  
Daniela Da Costa Britto Pereira Lima ◽  
Emanoela Celestino Almeida Ramos ◽  
Mônica Desiderio
Keyword(s):  
Distance Education ◽  
Learning Environments ◽  
Digital Technologies ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Teacher Formation ◽  
Mediated Action

Abstract: this article aims to present the results of the research carried out with the objective of analyzing distance education (DE) and the need for a new didactic in virtual learning environments. In bibliographical and documentary research, the focus was on theorists as Peters (2001), Feenberg (2004), Toschi (2005a, 2005b, 2013), among others, and on the legislation governing this modality of teaching. The text concludes with considerations about didactics in DE and the importance of teacher mediation in virtual learning environments and that in teacher formation digital technologies are understood as a mediated action in a didactic perspective that surpasses the instrumental model. Educação a distância e formação do professor: por uma didática possível Resumo: este artigo tem como objetivo apresentar resultados da pesquisa realizada com o objetivo de analisar a educação a distância (EaD) e a necessidade de uma nova didática nos ambientes virtuais de aprendizagem (AVA). Na pesquisa bibliográfica e documental, o foco recaiu sobre teóricos como Peters (2001), Feenberg (2004), Toschi (2005a, 2005b, 2013), entre outros, e sobre a legislação que rege essa modalidade de ensino. Conclui-se o texto com considerações acerca da didática na EaD e da importância da mediação docente nos AVA e de que na formação de professores as tecnologias digitais sejam compreendidas como uma ação mediatizada numa perspectiva didática que supera o modelo instrumental.

Use of Virtual Learning Environments in Distance Education

V-Learning ◽  
2009 ◽  
pp. 35-56
Author(s):  
Leonard A. Annetta ◽  
Elizabeth Folta ◽  
Marta Klesath
Keyword(s):  
Distance Education ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments

scholarly journals Colegiabilidad en entornos virtuales de aprendizaje como estrategia para el incremento de la calidad en formación continúa a distancia / Collegiality in virtual learning environments as a strategy for increasing quality in continuing distance education

2015 ◽  
Vol 2 (4) ◽  
pp. 105
Author(s):  
Norma Candolfi Arballo ◽  
Carlos Patricia Avitia
Keyword(s):  
Distance Education ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Entornos Virtuales De Aprendizaje ◽  
Aprendizaje Cooperativo ◽  
Entornos Virtuales

Derivado de un análisis de modelos de Entornos Virtuales de Aprendizaje propuestos e implementados por diversas organizaciones e instituciones educativas, se ha detectado el limitado desarrollo de los factores de Aprendizaje Cooperativo y Colaborativo en la evaluación del conocimiento lo cual limita la calidad en la formación continua. En este artículo se hace una propuesta de implementación en el diseño, impartición y evaluación de Entornos Virtuales de Aprendizaje basado en el concepto de Colegiabilidad el cual fundamenta los preceptos del modelo de Cooperación y Colaboración. La ventaja de la Colegiabilidad es que permite el aprendizaje de todos, el compartir aprendizaje entre otros y el apoyar el aprendizaje común; este concepto que potencializa la adquisición de conocimiento a través de la creación de redes de aprendizaje en grupo. 

scholarly journals Educação a distância no Brasil: comentários e desafios pedagógicos no ensino superior

2015 ◽  
Vol 8 (1) ◽  
pp. 25-38
Author(s):  
Pedro Camargo ◽  
Valdir Lamim-Guedes
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Literature Review ◽  
Learning Environments ◽  
College Education ◽  
Virtual Learning ◽  
Educational Process ◽  
Virtual Learning Environments ◽  
Role Of Teachers

RESUMO: O trabalho aqui apresentado se propõe a discutir os rumos da Educação a Distância (EaD) no ensino superior brasileiro, a refletir acerca de suas particularidades, do papel do professor, do tutor, do currículo e das plataformas virtuais ao longo desse processo, além, é claro, do papel do aluno, que deve ser (mas nem sempre é) o ator principal do processo educacional. Para tanto, foi feita uma revisão bibliográfica sobre esses temas, apresentando-se neste artigo a conclusão de que, para um curso em EaD ser bem sucedido, necessita-se principalmente do esforço e da dedicação de cada aluno, além da comunhão de todos os personagens envolvidos.PALAVRAS-CHAVE: Educação a Distância (EaD). Ambientes Virtuais de Aprendizagem (AVA). Tutor. Professor.  ABSTRACT: The paper is proposing to discuss the future of the Distance Learning (ODL) in Brazilian college education. It reflects on the particularities of this, the role of teachers, tutors, curriculum and virtual platforms throughout its process. In addition, it also reflects about the students’ role, which should be the main actor on the educational process – but is not always like this. Therefore, we did a literature review on these topics. In conclusion, for a full success on a distance education course, it’s mainly required the effort and dedication of each student, besides the communion of all characters involved.KEYWORDS: Distance Learning (DL). Virtual Learning Environments (EVIDA). Tutor. Teacher.

scholarly journals Reconceptualising Culture in Virtual Learning Environments: From an ‘Essentialist’ to a ‘Negotiated’ Perspective

2005 ◽  
Vol 2 (4) ◽  
pp. 355-367 ◽  
Author(s):  
Robin Goodfellow ◽  
Anne Hewling
Keyword(s):  
Distance Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Online Discussion ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Student Diversity ◽  
Cultural Narratives ◽  
Institutional Practices ◽  
The Subject

The notion of ‘culture’ as an essential attribute of individuals and groups, owed to national or ethnic background, is critiqued in this article as unhelpful to the project of understanding how diverse participants in virtual learning environments (VLEs) individually and jointly construct a culture of interaction. An alternative conceptualisation of culture in VLEs is proposed, which views online discussion as just one of the sites in which the culture of a VLE is negotiated. Other sites are to be found in institutional practices of teaching and learning at a distance, and in the wider cultural narratives of the Internet. Examples from two online masters courses in online and distance education are used to contextualise this concept of culture, exploring the differences in patterns of participation that are produced by contrasting institutional cultures, even though such participation is explicitly valorised as the means and the subject of the learning that goes on in both these courses. Some implications for the understanding and management of student diversity in these environments are considered, in particular the need for emerging cultural narratives around VLEs to reflect all aspects of student engagement in distance education, not just those which relate to online interaction.

Exploring Self-Regulation Based Virtual Learning Environments Using Diary

2015 ◽  
Vol 3 (2) ◽  
pp. 66-75
Author(s):  
Mahmoud Mohamed Hussien Ahmed ◽  
Chaklam Silpasuwanchai ◽  
Naglaa Mohammed Fares ◽  
Zeinab Mohamed Amin ◽  
Abd El-Rahem Ahmed Ahmed Salama
Keyword(s):  
Learning Environments ◽  
Self Regulation ◽  
Virtual Learning ◽  
Virtual Learning Environments

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

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