scholarly journals Educação do campo na UEMA: uma análise da linha de pesquisa prática pedagógica nos Trabalhos de Conclusão do Curso na modalidade a distância

2021 ◽  
Vol 3 (5) ◽  
pp. 3105-3117
Author(s):  
Ilma do Socorro Santana Pinheiro ◽  
Eliza Flora Muniz Araújo ◽  
Ilka Márcia Ribeiro de Souza Serra
Keyword(s):  
Rural Education ◽  
Learning Environment ◽  
Teaching Practice ◽  
New Technologies ◽  
Research Area ◽  
Academic Community ◽  
Virtual Learning Environment ◽  
Field Education ◽  
Specific Knowledge ◽  
Course Work

O presente artigo versa sobre as linhas de pesquisa abordadas pelos alunos do Curso de Especialização em Educação do Campo a distância no Trabalho de Conclusão de Curso-TCC, tendo como foco a prática docente e estabelecendo uma relação com a teoria estudada no decorrer do curso. Propõe analisar o quantitativo de alunos por linha de pesquisa, investigando, especificamente, a temática “Prática Pedagógica em Educação do Campo” na perspectiva de observar a preocupação dos sujeitos que estão inseridos no Curso de Especialização em Educação do Campo, tendo como referência a vivência em suas comunidades. Trata-se de um estudo bibliográfico sobre a educação do campo, e, nesse contexto, sobre o perfil do professor a distância, bem como o perfil do professor orientador, abordando os resultados dos Trabalhos de Conclusão de Curso, cujos resultados possibilitaram perceber que a prática docente tem relação direta com o ambiente de aprendizagem no qual o aluno encontra-se inserido. O estudo foi realizado no Ambiente Virtual de Aprendizagem – AVA tomando como referência os artigos postados na sala de Elaboração e Orientações do TCC em cada linha de pesquisa.  O resultado do estudo trouxe a evidência de que os artigos produzidos pelos alunos são de grande relevância tanto para os professores cursistas quanto para a comunidade acadêmica, vez que socializam o que foi produzido e possibilitam a reconstrução dos espaços de relação que fortalecem as raízes da população campesina, oportunizando, assim, novos aprendizados a alunos e professores no que se refere ao uso das novas tecnologias e aos saberes mais específicos da educação do campo.   This paper discusses the research lines worked by students from the Specialization Field Education distance as completion of course work focusing on teaching practice establishing a relation with the studied throughout the course theory. Proposes to examine the quantity of students per research area, specifically investigating the Thematic Teaching Practice in Rural Education in the perspective of observing the concern of the subjects entered with reference to experience in your community. This is a bibliographic study on rural education, and in this context the teacher profile distance as well as the profile of the teacher advisor, addressing the results of the work of completing the course, the results of which enabled realize that teaching practice has directly related to the learning environment in which the student is inserted. The study was conducted in the Virtual Learning Environment - VLE reference to the articles posted on the Development and the CBD Guidelines room in each line of research. The results of the study provided evidence that the articles produced by the students are of great importance both for the participant teachers as the academic community since socializes what was produced and allows the reconstruction of the areas of relationship that strengthen the roots of the peasant population , thus providing opportunities, new learning for students and teachers both in regard to the use of new technologies as the more specific knowledge of the field of education.

scholarly journals Using Virtual Learning Environment Data for the Development of Institutional Educational Policies

2021 ◽  
Vol 11 (15) ◽  
pp. 6811
Author(s):  
Emanuel Marques Queiroga ◽  
Carolina Rodríguez Enríquez ◽  
Cristian Cechinel ◽  
Alén Perez Casas ◽  
Virgínia Rodés Paragarino ◽  
...  
Keyword(s):  
Learning Environment ◽  
Predictive Models ◽  
Data Science ◽  
Educational Data Mining ◽  
Virtual Learning ◽  
Academic Community ◽  
Virtual Learning Environment ◽  
Educational Policies ◽  
Interdisciplinary Exchange ◽  
Computational Resources

This paper describes the application of Data Science and Educational Data Mining techniques to data from 4529 students, seeking to identify behavior patterns and generate early predictive models at the Universidad de la República del Uruguay. The paper describes the use of data from different sources (a Virtual Learning Environment, survey, and academic system) to generate predictive models and discover the most impactful variables linked to student success. The combination of different data sources demonstrated a high predictive power, achieving prediction rates with outstanding discrimination at the fourth week of a course. The analysis showed that students with more interactions inside the Virtual Learning Environment tended to have more success in their disciplines. The results also revealed some relevant attributes that influenced the students’ success, such as the number of subjects the student was enrolled in, the students’ mother’s education, and the students’ neighborhood. From the results emerged some institutional policies, such as the allocation of computational resources for the Virtual Learning Environment infrastructure and its widespread use, the development of tools for following the trajectory of students, and the detection of students at-risk of failure. The construction of an interdisciplinary exchange bridge between sociology, education, and data science is also a significant contribution to the academic community that may help in constructing university educational policies.

scholarly journals Letramento digital na educação a distância: reflexões sobre o Ambiente Virtual de Aprendizagem (AVA) Solar

2015 ◽  
Vol 14 (1) ◽  
Author(s):  
Raimundo Nonato Moura Furtado
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Digital Literacy ◽  
New Technologies ◽  
Literacy Practices ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Diagnostic Character ◽  
Digital Format ◽  
Vernacular Literacy

Resumo Neste trabalho apresentamos algumas reflexões sobre as práticas de letramento digital vivenciadas por uma turma de Educação a Distância usuários do Ambiente Virtual de Aprendizagem – AVA SOLAR da Universidade Federal do Ceará – UFC. Fundamentamos nosso trabalho principalmente nas reflexões de (CASSANY, 2005; ESHET-ALKALAI, 2004; SOARES, 2002; XAVIER, 2002; Buzato, 2001; LÉVY, 1999). Situamos essa investigação como uma pesquisa explicativa de caráter diagnóstico (GIL, 2002) situada no paradigma qualitativo-interpretativista (BORTONI-RICARDO, 2008). Construímos nossa amostra por meio de duas fontes: dois questionários e a análise das atividades do SOLAR. Os resultados apontam que as práticas de letramento digital recorrente nos dados são diversas e estão, principalmente, relacionadas às práticas vernaculares de letramento. Essas práticas estão vinculadas às diferentes agências de letramento com as quais estes participantes estiveram e estão relacionados.Os dados revelam  que ser letrado digital implica assumir mudanças nos modos de abordagem do texto com a utilização e com interação das múltiplas semioses em textos que estão em um suporte digital, no geral, a tela.  Palavras-chave: Letramento digital. Educação a distância. Novas tecnologias. Abstract In this work, we make some reflections on the practices of digital literacy experienced by a group of Distance Education users of Virtual Learning Environment - VLE SOLAR, Federal University of Ceará - UFC. We base our work mainly on r83eflections (CASSANY, 2005; Eshet-Alkalai, 2004; SOARES, 2002; XAVIER, 2002; Buzato, 2001; Lévy, 1999). We situate this research as an explanatory research diagnostic character (GIL, 2002) located in the qualitative-interpretative paradigm (BORTONI-RICARDO, 2008). We construct our sample by two sources: two questionnaires and the analysis of the activities of SOLAR. The results show that the practices of recurrent digital literacy in the data are diverse and are primarily related to vernacular literacy practices. These practices are linked to different agencies of literacy with which these participants were and are related. Our data indicate that being literate digital implies taking changes in the modes of approaching the text with the use and interaction of multiple semiosis in texts that are in a digital format, in general the screen. Keywords: Digital literacy. Distance education. New technologies.

scholarly journals Science in the virtual learning environment as more than online conversation

2006 ◽  
pp. 47-52
Author(s):  
Christina Mainka
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Teaching Practice ◽  
Collaborative Inquiry ◽  
Learning Experience ◽  
Virtual Learning ◽  
Thinking Skills ◽  
Virtual Learning Environment ◽  
Learning Activities ◽  
Science Courses

The asynchronous computer conference still finds itself largely ignored as an effective vehicle for supporting student-centered, collaborative learning experiences. When it is employed the quality of the learning experience varies widely. The literature reports students either unengaged with the medium or overwhelmed by the discussion threads.The online discussion itself tends to take on the nature of an accumulation of independent facts and little peer-to-peer engagement. It is recognised that learning environments in introductory science courses play a crucial role in Higher Education, and dialogic inquiry is understood to play a vital role in the study and understanding of science. According to Biggs “constructively aligned” learning environments in which careful attention is given to the relationship between learning outcomes, learning activities and teaching practice and assessment strategy are supportive of inquiry.Based on a series of introductory online physical science modules, designed and taught by the author for the University of Maryland University College (UMUC), it is shown that an aligned virtual learning environment is feasible and supports deep learning. Key factors instrumental to the successful delivery include clear communication of tutor and student role, ample opportunities for social networking and a range of creative learning activities and meaningful assessment tasks. The asynchronous conference plays a central role in which ideas are not only shared but critically examined and improved. Interaction goes far beyond conversation, reaching a deeper level of collaborative inquiry and ultimately knowledge construction.Science educators are encouraged to incorporate asynchronous conferencing to undergraduate science courses with the aim of fostering collaborative inquiry and critical thinking skills. The case study demonstrates that if the above described features are realised in the online design, the asynchronous conference by default becomes the showplace for knowledge construction from the outset and increasingly the students’ major learning resource3.

scholarly journals Transforming the online learning space through advanced development retreats

2021 ◽  
Vol 29 ◽  
Author(s):  
Daniel J. Belton ◽  
Sue Folley ◽  
Sophie McGown
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
New Technologies ◽  
Learning Technologies ◽  
Virtual Learning Environment ◽  
Technology Enhanced Learning ◽  
Learning Space ◽  
Implementing Change ◽  
Changing Practice ◽  
The University

Learning technologies have the potential to transform Higher Education, although multifaceted demands on staff time, confidence and training in using new technologies, and a lack of support can make this transformation difficult. The University of Huddersfield recently transitioned to a new virtual learning environment (VLE), which provided the opportunity to change the way staff view and use the new VLE for teaching and learning. As part of this project, three off-site retreats were run to help staff to reflect on and develop their teaching practice to better support student learning in the digital space and develop advanced online resources that support the democratisation of learning, close differential attainment gaps and give every student the best chance of success. Although much is written about different models of practice, there is a lack of theory and conceptualisation around changing practice. Examining the motivations and experiences of staff who participated provides insight into the challenges of implementing change on an institutional level, whilst examining their setup and design highlights ways to support staff during this process. Using participant feedback and experiences to underpin this research, we explore the immediate and ongoing outcomes of these off-site retreats to help transform the University’s approach to technology-enhanced learning.

scholarly journals The Effect of a Change in Virtual Learning Environment on Innovative Digital Teaching Practice: A Case Study of Academic Staff in an Irish University

2021 ◽  
Vol 2 (2) ◽  
pp. 101-127
Author(s):  
Ellen Kampinga ◽  
Christine O’Connor ◽  
Martin J. ◽  
Barry J.
Keyword(s):  
Learning Environment ◽  
Professional Identity ◽  
Teaching Practice ◽  
Academic Staff ◽  
Organizational Factors ◽  
Virtual Learning ◽  
Motivational Factors ◽  
Virtual Learning Environment ◽  
Digital Learning

<p style="text-align: justify;">This mixed-methods, investigative case study explores the experience of a virtual learning environment (VLE) change and its effect on the use of digital learning tools specifically, and teaching practice more generally, for chemistry lecturers at TU Dublin (Ireland) prior to pandemic of the coronavirus disease COVID-19. Initially, a questionnaire examined the different teaching identities the participating lecturers might have and how they relate to the literature. These identities were examined under the following themes: sense of achievement, motivational factors for innovation, innovation positioning, as well as social and organizational factors influencing the decision making. A visual approach of representing the questionnaire data, termed ‘Lecturer Landscapes’, was developed which uncovered new trends based on the biographical descriptors of the research population. Subsequent interviews led to a more detailed investigation of the themes noted in the questionnaire and the Lecturer Landscapes to more holistically capture the professional identity of each respondent. The lens of experience during a VLE change was used to frame each respondent’s professional identity in context. Overall, a VLE change does not have to effect teaching practice and can be experienced as a positive change in teaching and learning. It was also noted that innovation can only occur when specific, and individual, needs and problems are addressed and when personal development is promoted by intrinsic, rather than extrinsic, motivational factors.</p>

Interaction in the virtual world: an analysis of students' construal of pedagogic subject positions in a 3D virtual learning environment

2013 ◽  
Vol 33 (3) ◽  
Author(s):  
Janaina Minelli de Oliveira ◽  
Vanessa Esteve ◽  
Mar Camacho
Keyword(s):  
Learning Environment ◽  
New Technologies ◽  
Three Dimensional ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Negative Evaluation ◽  
Learning Activities ◽  
Learning Activity ◽  
Subject Positions ◽  
Positive Evaluation

AbstractThis article discusses the results of an investigation on construal of pedagogic positions in a series of online interactions between two students performing learning activities in a three-dimensional virtual learning environment. It aims at analyzing how students offer praise while performing learning activities in the absence of a teacher or mentor. Results show that while students were highly focused in the learning activities, they construe different pedagogic positions through their language behavior, taking more proactive or reactive roles. The main area of attitudinal language used was Appreciation and most evaluative language in the corpus targets the objects created by the students themselves, falling within the Composition subtype. Positive evaluation and Negative evaluation play important roles in the performance of the learning activity: Positive evaluation is used in the corpus to provide feedback on the improvements made in the world and manage conflict or reassurance; Negative evaluation serves two key functions – the management of the revision of the work done and the control of the tasks to be performed. It is argued that the understanding of pedagogic subject positions construal is an essential step for the elaboration of pedagogic strategies, including those which incorporate the extended potentials of new technologies.

scholarly journals Letramento literário na EaD: rodas de conversa em Literaturas Africanas de Língua Portuguesa

2016 ◽  
Vol 9 (1) ◽  
pp. 108-119
Author(s):  
Giselle Larizzatti Agazzi ◽  
Maria Teresa Ginde De Oliveira ◽  
Débora Reffi De Souza
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
New Technologies ◽  
African Literature ◽  
Virtual Learning ◽  
Theoretical Framework ◽  
Virtual Learning Environment ◽  
Academic Environments ◽  
The Right ◽  
Literary Experience

RESUMO: O artigo pretende apontar para os alcances da EaD na democratização do conhecimento de modo geral e, mais especificamente, na promoção da formação do leitor literário. Refletindo sobre a ferramenta fórum e as rodas de conversa em Literaturas Africanas de Língua Portuguesa, busca-se evidenciar que o docente, quando atua como mediador no Ambiente Virtual de Aprendizagem (AVA), pode promover o alargamento e o aprofundamento da experiência literária dos alunos, garantindo-lhes o “direito à literatura”. A discussão do referencial teórico procura amparar as considerações sobre os alcances das novas tecnologias acerca da promoção da experiência literária nos ambientes acadêmicos, a qual tem sido gradativamente substituída pelos estudos extraliterários que envolvem a obra.PALAVRAS-CHAVE: educação a distância; letramento literário; literaturas africanas de língua portuguesa; rodas de conversa.  ABSTRACT:This article aims at pointing to the reaches of Distance Education in the democratization of the knowledge in general and, more specifically, in the promotion of the literary reader formation. Reflecting about the tool “forum” and the “Chat groups” on African Literature of Portuguese language, it is sought to evidence that the professors, when work as mediators in the Virtual Learning Environment (VLE), can promote the extension and the depth of the students’ literary experience, which guarantee to them “the right to literature”. The discussion of the theoretical framework aims at supporting the considerations about the range of the new technologies on the promotion of the literary experience in the academic environments, which has been gradually replaced by extra-literary studies that involve the work.KEYWORDS: distance education; literary literacy, African literature of Portuguese language; chat groups.

Proposal of an instrument to evaluate interaction spaces in a VLE

2019 ◽  
pp. 1-13
Author(s):  
Rubí Estela Morales-Salas ◽  
Daniel Montes-Ponce
Keyword(s):  
Learning Environment ◽  
Design Space ◽  
Collaborative Work ◽  
Virtual Learning ◽  
Interaction Space ◽  
Learning Objects ◽  
Traditional Education ◽  
Virtual Learning Environment ◽  
Discussion Forums ◽  
Exhibition Space

A virtual learning environment is conceived as an interaction space that ease the realization of mediated activities by technology, in this case the internet; besides using multimedia materials, learning objects, social networks, among others; which have changed imminently the traditional education. In this article an instrument is proposed in a checklist format, to evaluate any platform that has interaction spaces such as a Virtual Learning Environment, in this case responding to four spaces or general indicators: information Space, Mediation / Interaction Space, Instructional Design Space and Exhibition Space. Criteria are used according to the interactions and activities carried out by the consultant and virtual student. These, in turn, come up from the analysis and interaction of the advisers achieved in the discussion forums and portfolio activities through collaborative work. It was situated as a qualitative research, with a descriptive nature since it is not limited to data collection only, but also it refers and analyzes the interaction of the advisers achieved in the discussion forums and portfolio activities through the collaborative work of the workshop course "Virtual Learning Environments" developed in a virtual learning environment.

scholarly journals Self-Regulation using Moodle Virtual Learning Environment (VLE) in Solar System Practice

2021 ◽  
Vol 1779 (1) ◽  
pp. 012072
Author(s):  
BR Rosyadi ◽  
Khoirun Nisa ◽  
Irfan Afandi ◽  
Fathor Rozi ◽  
Ahmad Fawaid ◽  
...  
Keyword(s):  
Solar System ◽  
Learning Environment ◽  
Self Regulation ◽  
Virtual Learning ◽  
Virtual Learning Environment
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