Educação Superior e o Ensino a Distância : Percepção dos Discentes e tutores sobre o Ensino Presencial e Semipresencial de uma IES em Mossoró - RN
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2012
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A inquietação maior desse trabalho foi compreender de que maneira tutores e alunos participantes da modalidade de Ensino a Distancia de uma IES em Mossoró, Rio Grande do Norte, Brasil, significam esse processo frente ao ensino presencial. A pesquisa foi realizada com 315 alunos, 3 tutores e 1 coordenador do NEaD da referida IES. Procedeu-se a aplicação de um questionário com os alunos e uma entrevista semi-estruturada com os tutores e coordenadores. A análise dos dados quantitativos foi orientada por meio do Software SPSS, versão 17.0; enquanto que a análise dos dados qualitativos foi realizada através da análise de conteúdo. Os resultados demonstram que apesar do material ser de fácil entendimento e o AVA demonstrar fácil compreensão ainda existe certa resistência na utilização do ensino a distancia dentro da estrutura curricular do ensino presencial. O contanto físico ainda é um dos pontos fortemente apontados. Embora a interação seja vista como algo fundamental e a participação dos alunos nesses momentos sejam evidenciadas, os alunos consideram a comunicação com seus pares como um fator não contribuinte para a sua formação. Apesar de a maioria afirmar que é importante ter contato com a modalidade EAD dentro da estrutura curricular do curso, mais da metade não é favorável a determinação que possibilita a utilização dos 20% EAD no ensino presencial, por intermédio da portaria nº 4.059, de 10 de dezembro de 2004 que regulamenta a oferta de carga horária a distância para os cursos ou disciplinas presenciais. Observou-se ainda que tais alunos não cursariam uma pós-graduação nessa modalidade de ensino EAD. Sendo melhor aceita como um suporte para o ensino presencial. Assim, sugere-se que muito se tem a evoluir para que se venha utilizar tal modalidade de maneira mais efetiva. Isso ocorre devido ao fato de tais alunos continuarem ligados a metodologia tradicional onde a figura do professor é mais presente. Porém é salutar buscar um maior aprofundamento do tema para que tal realidade acompanhe o processo evolutivo dessa modalidade de ensino tão presente nos nossos dias.
Palavras-chaves: Tecnologias de Informação
The greater restlessness of this study was to understand how tutors and students participating in the sport of distance education at an HEI Mossoro, Rio Grande do Norte, Brazil, this process mean compared to classroom teaching. The survey was conducted with 315 students, 3 and 1 coordinator tutors NEaD of that IES. The authors conducted a questionnaire with students and semi-structured interviews with tutors and coordinators. The quantitative data analysis was guided through the software SPSS, version 17.0, while the qualitative data analysis was performed using content analysis. The results show that although the material is easy to understand and easy to understand AVA demonstrate there is still some resistance in the use of distance learning within the curriculum of classroom teaching. The long physical remains one of the points strongly pointed. Although the interaction is seen as fundamental and participation of students in those moments to be shown, students consider communication with their peers as a factor not contributing to their training. Although most say that it is important to have contact with the modality EAD within the curricular structure of the course, more than half is not favorable determination that enables the use of 20% EAD in classroom learning, through decree No. 4059 of 10 December 2004 which regulates the supply of the workload away for classroom courses or disciplines. It was also observed that such students do not enroll in a graduate education in this modality of EAD. Being accepted as a better support for classroom teaching. Thus, it is suggested that much has to evolve so that they will use that mode more effectively. This is due to the fact that such students remain connected to the traditional method where the figure of the teacher is more present. But it is salutary to seek a deeper understanding of the topic for this reality accompanies the evolutionary process of this teaching modality as this nowadays.
The greater restlessness of this study was to understand how tutors and students participating in the sport of distance education at an HEI Mossoro, Rio Grande do Norte, Brazil, this process mean compared to classroom teaching. The survey was conducted with 315 students, 3 and 1 coordinator tutors NEaD of that IES. The authors conducted a questionnaire with students and semi-structured interviews with tutors and coordinators. The quantitative data analysis was guided through the software SPSS, version 17.0, while the qualitative data analysis was performed using content analysis. The results show that although the material is easy to understand and easy to understand AVA demonstrate there is still some resistance in the use of distance learning within the curriculum of classroom teaching. The long physical remains one of the points strongly pointed. Although the interaction is seen as fundamental and participation of students in those moments to be shown, students consider communication with their peers as a factor not contributing to their training. Although most say that it is important to have contact with the modality EAD within the curricular structure of the course, more than half is not favorable determination that enables the use of 20% EAD in classroom learning, through decree No. 4059 of 10 December 2004 which regulates the supply of the workload away for classroom courses or disciplines. It was also observed that such students do not enroll in a graduate education in this modality of EAD. Being accepted as a better support for classroom teaching. Thus, it is suggested that much has to evolve so that they will use that mode more effectively. This is due to the fact that such students remain connected to the traditional method where the figure of the teacher is more present. But it is salutary to seek a deeper understanding of the topic for this reality accompanies the evolutionary process of this teaching modality as this nowadays.
Descrição
Orientação: Márcia Karina Silva ; co-orientação: Manuel Tavares Gomes
Palavras-chave
EDUCAÇÃO, TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO, ENSINO À DISTÂNCIA, ENSINO PRESENCIAL, EDUCATION, INFORMATION AND COMMUNICATION TECHNOLOGIES, DISTANCE LEARNING, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, BRASIL, BRAZIL