scholarly journals Produção textual e autoria em ambiente virtual de aprendizagem: uma escrita dialógica / Textual production and authorship in virtual learning environment: a dialogical writing

2017 ◽  
Vol 10 (2) ◽  
pp. 308-323
Author(s):  
Claudemir Sousa
Keyword(s):  
Learning Environment ◽  
Mikhail Bakhtin ◽  
Virtual Learning ◽  
Sao Paulo ◽  
Virtual Learning Environment ◽  
São Paulo ◽  
Textual Production ◽  
Technological Tools ◽  
The Impact ◽  
The Relationship

RESUMO: As possibilidades oferecidas pelas ferramentas tecnológicas para a produção de texto afetam sobremaneira a concepção que temos de escrita e de autoria. Neste artigo, objetivamos discutir uma concepção dialógica de escrita e de autoria, tendo como objeto de análise uma interação virtual escrita realizada por estudantes de uma universidade pública do estado de São Paulo. Essa discussão está ancorada nos pressupostos teóricos de Mikhail Bakhtin e seus interlocutores contemporâneos acerca das categorias teóricas autor e dialogismo, bem como em estudos sobre os impactos do uso de ferramentas tecnológicas na produção textual para a relação com a escrita e a autoria, sobretudo em Ambientes Virtuais de Aprendizagem. Concluímos que a escrita no Ambiente Virtual de Aprendizagem ocorre em um processo dialógico entre alunos, professor(es) e textos outros, havendo convergências ou divergências quando os alunos assumem o lugar de autor que organiza vozes.PALAVRAS-CHAVE: escrita; autoria; dialogismo; ambiente virtual de aprendizagem.ABSTRACT: The possibilities offered by the technological tools for the production of text greatly affect the conception we have of writing and authorship. In this article, we aim at discussing a dialogical conception of writing and authorship, by analyzing a virtual written interaction made by students of a public university in the state of São Paulo. This discussion is anchored in the theoretical assumptions of Mikhail Bakhtin and his contemporary interlocutors about the theoretical categories of author and dialogism, as well as on studies about the impact of the use of technological tools in textual production on the relationship with writing and the authorship, especially in virtual learning environments. We conclude that writing in the Virtual Learning Environment occurs in a dialogical process between students, teacher(s) and other texts, occurring convergences or divergences when students take the place of author who organizes voices.KEYWORDS: writing; authorship; dialogism; virtual learning environment.

scholarly journals A Importância do Ambiente Virtual de Aprendizagem em um Curso de Graduação com Base nas Percepções de Alunos a Distância

EAD em FOCO ◽  
2015 ◽  
Vol 5 (3) ◽  
Author(s):  
Thaís Tenório ◽  
Marilda Adlong Laudelino ◽  
André Tenório
Keyword(s):  
Learning Environment ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
Sao Paulo ◽  
Virtual Learning Environment ◽  
Public Institution ◽  
São Paulo ◽  
First Semester ◽  
Almost All ◽  
E Mail

Foi investigada a dinâmica de utilização do ambiente virtual de aprendizagem (AVA) de um curso a distância de graduação em Engenharia de uma instituição pública de São Paulo. Cinquenta alunos do primeiro semestre participaram da pesquisa. Quase todos acessavam o AVA, baseado no sistema Canvas, semanalmente. As percepções dos alunos foram conhecidas por meio de questionário. Dúvidas e dificuldades manifestadas em encontros presenciais e virtuais também foram registradas. As dificuldades iniciais de manipulação do AVA puderam ser dirimidas ou mitigadas no decorrer do semestre. Os calouros tinham à disposição diversos recursos. Os preferidos para trabalhar conteúdos eram textos complementares e videoaulas, e para comunicação, videoconferência e e-mail. Não obstante, foi sugerido que houvesse listas de questões com respostas on-line e retorno das correções de exercícios. Para os participantes da pesquisa, o AVA facilitava o acesso à informação e fornecia flexibilidade, mas carecia da possibilidade de comunicação imediata com tutores nos momentos desejados.Palavras-chave: Educação a distância; Ambiente Virtual de Aprendizagem; Aluno. The View of E-Learning Undergraduate Students on the Virtual Learning EnvironmentAbstractThe utilization dynamics of the virtual learning environment (VLE) employed of graduation engineering course of a public institution in São Paulo State was investigated. Fifty students on the first semester of the course have participated on the research. Almost all of them accessed weekly VLE based on Canvas learning management system. Doubts and difficulties expressed by the students during face to face and virtual meetings were also recorded. Initial difficulties related to the VLE use could be solved or mitigated during the semester. Many learning resources were made available to students in the VLE. According to the students opinion, complementary literature, video lessons and e-mail were the preferred type studying material. Yet, it was suggested the use of worksheets with answers available online and feedbacks to the correction. To them, the VLE facilitates access to information and provides flexible studying schedules. However, the lack of on-demand live communication with tutors was considered a drawback.Keywords: Distance learning; Virtual Learning Environment; Student.

scholarly journals Formulation, implementation and evaluation of a distance course for accreditation in patient safety

2018 ◽  
Vol 16 (2) ◽  
Author(s):  
Poliana Nunes Wanderlei ◽  
Erik Montagna
Keyword(s):  
Patient Safety ◽  
Adverse Events ◽  
Learning Environment ◽  
Virtual Learning ◽  
Patient Safety Culture ◽  
Hospital Staff ◽  
Course Evaluation ◽  
Reporting Rate ◽  
Virtual Learning Environment ◽  
The Impact

ABSTRACT Objective To formulate and to implement a virtual learning environment course in patient safety, and to propose ways to estimate the impact of the course in patient safety outcomes. Methods The course was part of an accreditation process and involved all employees of a public hospital in Brazil. The whole hospital staff was enrolled in the course. The accreditation team defined the syllabus. The education guidelines were divided into 12 modules related to quality, patient safety and required organizational practices. The assessment was performed at the end of each module through multiple-choice tests. The results were estimated according to occurrence of adverse events. Data were collected after the course, and employees’ attitude was surveyed. Results More than 80% of participants reached up to 70% success on tests after the course; the event-reporting rate increased from 714 (16,264 patients) to 1,401 (10,180 patients). Conclusion Virtual learning environment was a successful tool data. Data on course evaluation is consistent with increase in identification and reporting of adverse events. Although the report increment is not positive per si, it indicates changes in patient safety culture.

scholarly journals Association between particulate matter air pollution and monthly inhalation and nebulization procedures in Ribeirão Preto, São Paulo State, Brazil

2012 ◽  
Vol 28 (8) ◽  
pp. 1591-1598 ◽  
Author(s):  
Estela Cristina Carneseca ◽  
Jorge Alberto Achcar ◽  
Edson Zangiacomi Martinez
Keyword(s):  
Air Pollution ◽  
Particulate Matter ◽  
Sao Paulo ◽  
Respiratory Morbidity ◽  
São Paulo ◽  
Random Factor ◽  
Paulo State ◽  
São Paulo State ◽  
The Impact ◽  
The Relationship

The study was designed to investigate the impact of air pollution on monthly inhalation/nebulization procedures in Ribeirão Preto, São Paulo State, Brazil, from 2004 to 2010. To assess the relationship between the procedures and particulate matter (PM10) a Bayesian Poisson regression model was used, including a random factor that captured extra-Poisson variability between counts. Particulate matter was associated with the monthly number of inhalation/nebulization procedures, but the inclusion of covariates (temperature, precipitation, and season of the year) suggests a possible confounding effect. Although other studies have linked particulate matter to an increasing number of visits due to respiratory morbidity, the results of this study suggest that such associations should be interpreted with caution.

COVID-19 and the Impact on the UK's HEI Students From an Imposed Virtual Learning Environment

2021 ◽  
pp. 247-265
Author(s):  
Muzammal Ahmad Khan
Keyword(s):  
Learning Environment ◽  
Global Education ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
Online Questionnaire ◽  
Rapid Changes ◽  
Key Issues ◽  
Qualitative Responses ◽  
The Impact

The COVID-19 pandemic has witnessed an unprecedented disruption in global education. The sudden imposition of a lockdown led to rapid changes being made to learning, teaching, and assessment (LTA) approaches used by universities and other educational institutions, and added stress and anxiety to many students and academics. This chapter uses the findings from an online questionnaire to assess the impact of these changes on students at UK universities. It considers both their quantitative and qualitative responses to identify the key issues they faced and, in examining their experiences, allowing recommendations to be made to universities on how they can improve the support for their students. These recommendations are developed from those which the student participants themselves suggest.

Teaching, virtually: a critical reflection

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lisa Powell ◽  
Nicholas McGuigan
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Accounting Education ◽  
Educational Transformation ◽  
Content Type ◽  
Face To Face ◽  
Face To Face Learning ◽  
The Impact

Purpose The purpose of this paper is to present critical educator reflections on the pivot from the traditional physical accounting classroom to the virtual learning environment amidst COVID-19 pandemic lockdowns. Design/methodology/approach This paper outlines the reflexive experiences of two accounting educators on their scholarly journey into virtual learning and their inhabiting of the virtual accounting classroom. We adopt a critical stance in exploring what has been lost and insights gained. Findings We heed caution in the ongoing reliance on digital technologies and virtual learning that strip accounting education of its richness and complexity. Although the virtual learning environment brings with it benefits of accessibility and flexibility, it fails to replace the complexity of human connection, authenticity and informal spontaneity found in face-to-face learning. We further contend that COVID-19 presents an opportunity to rethink accounting education. We encourage educators to embrace this opportunity as a force for educational transformation; to reimagine an accounting education that embraces change, ambiguity and humanistic qualities such as empathy, compassion and humility. Originality/value Our critical educator reflections explore the impact of COVID-19 on the humanistic qualities at the heart of education and on the future of accounting education. This paper contributes to the scholarship of teaching and learning during global pandemics and other crises.

User Modeling Approach for Dyslexic Students in Virtual Learning Environments

2017 ◽  
Vol 7 (2) ◽  
pp. 1-9 ◽  
Author(s):  
Fatima Ezzahra Benmarrakchi ◽  
Jamal El Kafi ◽  
Ali Elhore
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Learning Style ◽  
Adaptive Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Conventional Instruction ◽  
Cognitive Traits ◽  
The Relationship

Dyslexia or reading disability is one of the most common learning disabilities. It is defined as a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and sociocultural opportunity. In this paper the authors focus on the potential benefits of the use of Information and Communication Technology (ICT) for students with dyslexia to promote the learning process, by considering the relationship between their learning style preferences and their cognitive traits in virtual learning environments. At this propose the authors investigated the relationship between dyslexic's learning style and cognitive trait within the hypothesis that dyslexic learners may have possible preferences in virtual learning environment, which may be used to improve the dyslexic user modelling. The aim of this paper is to provide an adaptive learning environment for users with dyslexia based on their learning styles preferences and their cognitive traits.

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