Contribution of Psychopedagogy to the Inclusion of ICT in the Pedagogical Environment

2009 ◽  
pp. 812-824
Author(s):  
Maria A. Mamede-Neves
Keyword(s):  
Distance Education ◽  
Virtual Classroom ◽  
Knowledge Structures ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Teaching Environment ◽  
Fourth Segment ◽  
Physical Presence ◽  
Pedagogical Environment ◽  
The Web

This chapter aims at critically analyzing distance education and the interactions between ICT, teaching, and knowledge structures based on the contributions of psychopedagogy. The first section examines the innovations currently taking place in the field of psychopedagogy, in which the concept of the physical classroom is being replaced by that of the virtual classroom. The second and third sections analyze, respectively, the learning through ICT and the incorporation of the Web in the pedagogical practices, their possibilities, and limitations. A fourth segment regards the use of the Web by the youngsters and analyses the possible reasons for its great significance and use among youngsters. The conclusion of this chapter stresses the need to acknowledge the value of the interrelationship between the culture of physical presence and cyberculture in the teaching environment, as well as the need for teachers to change their mentality and to become effectively enabled to add ICT to their pedagogical practice.

Contribution of Psychopedagogy to the Inclusion of ICT in the Pedagogical Environment

2011 ◽  
pp. 15-32
Author(s):  
Maria A. Mamede-Neves
Keyword(s):  
Distance Education ◽  
Virtual Classroom ◽  
Knowledge Structures ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Teaching Environment ◽  
Fourth Segment ◽  
Physical Presence ◽  
Pedagogical Environment ◽  
The Web

This chapter aims at critically analyzing distance education and the interactions between ICT, teaching, and knowledge structures based on the contributions of psychopedagogy. The first section examines the innovations currently taking place in the field of psychopedagogy, in which the concept of the physical classroom is being replaced by that of the virtual classroom. The second and third sections analyze, respectively, the learning through ICT and the incorporation of the Web in the pedagogical practices, their possibilities, and limitations. A fourth segment regards the use of the Web by the youngsters and analyses the possible reasons for its great significance and use among youngsters. The conclusion of this chapter stresses the need to acknowledge the value of the interrelationship between the culture of physical presence and cyberculture in the teaching environment, as well as the need for teachers to change their mentality and to become effectively enabled to add ICT to their pedagogical practice.

scholarly journals O Uso do Plano de Tutoria na Prática Docente do Tutor Online na Universidade Aberta do Brasil

EAD em FOCO ◽  
2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Emmanuele Maria Correia Costa ◽  
Cleide Jane de Sá Araújo Costa
Keyword(s):  
Distance Education ◽  
Data Collection ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Virtual Classroom ◽  
Pedagogical Practice ◽  
Support Tools ◽  
Qualitative Nature

O estudo investiga contribuições do plano de tutoria para a prática do tutor na UAB/EaD de um curso da Universidade Federal de Alagoas, com objetivo de analisar a efetividade dos planos de tutoria na ação do tutor e se eles são instrumentos de suporte que auxiliam no processo de aprendizagem dos estudantes da EaD. É um estudo de caso de natureza qualitativa com finalidade de perceber a prática do tutor a partir do uso dos planos de tutoria que auxiliam no processo de aprendizagem dos estudantes. Para a coleta de dados, realizou-se pesquisa bibliográfica com base no Guia do Tutor da Coordenadoria Institucional de Educação a Distância da Ufal, análise dos planos de tutoria e aplicação de questionário com tutores. O problema referiu-se às contribuições do plano de tutoria para a prática pedagógica do tutor no processo de aprendizagem na sala de aula virtual. Os resultados apontam que os planos de tutoria são efetivos na ação docente do tutor e são instrumentos de suporte que contribuem para o processo de ensino e aprendizagem desde que respeitem os elementos mínimos considerados essenciais pela Coordenadoria Institucional de Educação a Distância (Cied), estejam descritos de forma clara e objetiva e ser socializados entre os tutores, com vistas a favorecer uma efetiva ação docente.Palavras-chave: Plano de tutoria, Tutoria, Planejamento, Aprendizagem. The Use of the Tutoring Plan in the Online Tutor's Teaching Practice at the Open University in BrazilAbstractThe study investigates contributions of the tutoring plan in the tutor practice at the OUB/DE of a course at the Federal University of Alagoas with the objective of analyzing the effectiveness of the tutoring plans in the tutor's action and whether they are support tools that help in the learning process of the students of the DE. It is a case study of a qualitative nature with the purpose of perceiving the practice of the tutor from the use of the mentoring plans that aid in the learning process of the students. For data collection, a bibliographic research was carried out based on the Tutor's Guide to the Institutional Coordination of Distance Education of UFAL, the analysis of the tutoring plans and the application of a questionnaire with tutors. The problem was: What are the contributions of the tutoring plan to the pedagogical practice of the tutor in the learning process in the virtual classroom? The results show that tutoring plans are effective in the tutor's teaching action and are support tools that contribute to the teaching and learning process, as long as they respect the minimum elements considered essential by the Institutional Coordination of Distance Education (ICDE) and are described in a clear and objective way, to be shared among the tutors, in order to favor an effective teaching action.Keywords: Tutoring plan, Mentoring, Planning, Learning.

scholarly journals Pedagogical practice preferences among generational groups of learners: Towards effective twenty-first century higher education

2020 ◽  
Vol 17 (5) ◽  
pp. 84-103
Author(s):  
Ruth Ortega-Dela Cruz ◽  
Keyword(s):  
Higher Education ◽  
First Century ◽  
Pedagogical Practices ◽  
Net Generation ◽  
Pedagogical Practice ◽  
Continuous Change ◽  
Present Generation ◽  
Significant Difference ◽  
Generational Groups ◽  
Twenty First Century

Facilitating learning for the students nowadays demands so much from the educators. This makes the role of higher education institutions (HEIs) more challenging as they look upon the needs of the present generation. This study sought answer to that need by determining the most preferred pedagogical practices that have impact on the students’ ability to stay motivated and learn effectively. Randomly selected higher education students including bachelor, masters’ and doctorate students were surveyed. Majority of the students belong to the so-called Net Generation. They prefer pedagogical practices that engage multiple channels of learning and on ways of assessing the learning outcomes. They thrive more on relevant, applicable, active learning and project-based tasks while working with their learning partners including faculty and students of shared interests. Results of correlation analysis revealed a significant relationship between students’ demographics, and their preferences for pedagogical practices. Analysis of Variance indicated highly significant difference in the preferences for pedagogical practices across generational groups of students. Higher education is indeed changing and thus requires continuous change and improvement on the part of educators who find comfort in utilizing the twentieth century pedagogical practices. Now that innovations and technological breakthroughs are inevitable, educators must take a stand and set the bar in promoting effective twenty-first century higher education.

scholarly journals HOME CLASS: EDUCATIONAL ALTERNATIVE IN TIMES OF PANDEMIC FOR STUDENTS ENROLLED IN BASIC EDUCATION IN THE STATE OF AMAZONAS, BRAZIL

2021 ◽  
pp. 113-114
Author(s):  
Melise Maia Ribeiro
Keyword(s):  
Distance Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Formal Education ◽  
Basic Education ◽  
The State ◽  
Pedagogical Practices ◽  
New Directions ◽  
The Government

The objective of this research is to know new decisions about the teaching and learning process in the context of the pandemic in the state of Amazonas, Brazil. The pandemic suspended classroom classes at more than 200 schools, causing the reorganization of pedagogical practices in distance education. The result was the applicability of the Special Regime of Non-Attendance Classes adopted by the Government of Amazonas (Aula em Casa Project). It is concluded that new directions can be taken from formal education in view of this new reality.

Automatic Organization and Generation of Presentation Slides for E-Learning

2012 ◽  
Vol 10 (3) ◽  
pp. 35-52 ◽  
Author(s):  
K. Sathiyamurthy ◽  
T. V. Geetha
Keyword(s):  
Distance Education ◽  
Language Processing ◽  
Learning System ◽  
Learning Material ◽  
Content Creation ◽  
Learning Content ◽  
E Learning ◽  
Processing Techniques ◽  
The Web ◽  
Extract Information

The effectiveness of an e-learning system for distance education to a large extent depends on the relevancy and presentation of learning content to the learner. The ability to gather documents on a particular topic from the web and adapt the contents of the document to suit the learner is an important task from the content creation perspective of e-learning. For the developer of e-learning material the provision to automatically extract, organize, and present content material would improve its effectiveness. This paper proposes to extract information from documents using language processing techniques and organizing the content into appropriate presentation slides for learning purposes using domain ontology and learning oriented pedagogy ontology.

scholarly journals Teaching sustainable development in higher education

2016 ◽  
Vol 17 (3) ◽  
pp. 305-321 ◽  
Author(s):  
Cathy Howlett ◽  
Jo-Anne Ferreira ◽  
Jessica Blomfield
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Reflective Thinking ◽  
Interdisciplinary Approach ◽  
Pedagogical Practices ◽  
Course Evaluations ◽  
Education For Sustainability ◽  
Social Implications ◽  
Pedagogical Practice ◽  
Content Type

Purpose This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. Design/methodology/approach In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach. Findings Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability. Research limitations/implications Research implications are that genuine transformation can occur in students’ thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education. Practical implications More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems. Social implications Social implications include a more effective and socially just higher education for sustainability Originality/value The authors know of no other narrative that addresses attempts to educate for sustainability using this approach.

Learning Patterns of Learners’ Interaction in Learning Management Systems

2012 ◽  
pp. 537-567
Author(s):  
Wu Bing ◽  
Teoh Ai Ping ◽  
Ye Chun Ming
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Rapid Development ◽  
Learning Management Systems ◽  
Virtual Classroom ◽  
Management Systems ◽  
Web Based ◽  
Learning Patterns ◽  
Learning Management ◽  
The Web

Following the rapid development of open distance education and the enrichment of online resources and Learning Management Systems in Asia, the quality of interactions amongst learners and online content, teacher and peers has become one of the imperative factors in determining the efficacy of web-based teaching-learning. Online learning is distinctive as compared to face-to-face interaction in terms of how the course material is presented, the nature of interactions, and overall learning experience. This case study explores the understanding, expectation and experience of learners from China and Malaysia based on vital aspects of learning in the web-based environment such as the concept of teaching and learning, the role of the teacher, communication patterns in the virtual classroom, relationships with the teacher and the classmates, and attitudes towards learning achievement. These are reflected in the learning patterns and behavior of online learners as observed in their interaction with the web-based content and participation in the online forum discussions within the online Learning Management Systems. In addition, this case highlights the influence of national culture towards learners’ interaction as displayed in their online learning activities.

Designing Web-Based Educational Virtual Reality Environments

2010 ◽  
pp. 157-178 ◽  
Author(s):  
Kosmas Dimitropoulos ◽  
Athanasios Manitsaris
Keyword(s):  
Distance Education ◽  
Virtual Reality ◽  
Learning Environments ◽  
World Wide ◽  
Virtual Learning Environments ◽  
Virtual Reality Technology ◽  
Web Based ◽  
Learning Content ◽  
The Web

This chapter aims to study the benefits that arise from the use of virtual reality technology and World Wide Web in the field of distance education, as well as to further explore the role of instructors and learners in such a network-centric mode of education. Within this framework, special emphasis is given on the design and development of web-based virtual learning environments so as to successfully fulfil their educational objectives. In particular, the chapter includes research on distance education on the Web and the role of virtual reality, as well as study on basic pedagogical methods focusing mainly on the efficient preparation, approach and presentation of the learning content. Moreover, specific designing rules are presented considering the hypermedia, virtual and educational nature of this kind of applications. Finally, an innovative virtual reality environment for distance education in medicine, which reproduces conditions of the real learning process and enhances learning through a real-time interactive simulator, is demonstrated.

Virtual Schools

2005 ◽  
pp. 3002-3006
Author(s):  
Glenn Russell
Keyword(s):  
Distance Education ◽  
20Th Century ◽  
Virtual Schools ◽  
Teaching Materials ◽  
Physical Presence ◽  
Teachers And Students

Until recent times, schools have been characterised by the physical presence of teachers and students together. Usually, a building is used for instruction, and teaching materials such as books or blackboards are often in evidence. In the 20th century, alternatives to what may be called “bricks-and-mortar” schools emerged. These were forms of distance education, where children could learn without attending classes on a regular basis. The technologies used included mail, for correspondence schools, and the 20th century technologies of radio and television.

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