scholarly journals Discent perspectives on the teaching and learning process in a technology course in legal services in distance education modality

2021 ◽  
Vol 14 (33) ◽  
pp. e16017
Author(s):  
Priscila Santana Vieira ◽  
Bernadete Lema Mazzafera
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Legal Services ◽  
Digital Information ◽  
Academic Difficulties ◽  
University Center ◽  
Personal Nature ◽  
Technology Course

The general objective of the study was to describe and analyze students' perspectives on the teaching and learning process in a technology course in legal services in distance education. The study also aimed to identify the profile of the student in the Legal Services course; describe the mastery of digital information and communication technologies by the students of the course; describe the teaching and learning process in the analyzed course; and to analyze the learning difficulties described by the students. Descriptive research with a quantitative and qualitative approach to data analysis was carried out with students from the second, third and fourth semesters of the technology course in Legal Services at a distance from a private university center in northern Paraná. The results obtained indicate that the greatest difficulties that students encounter in this context are of a personal nature. Within this category, academic difficulties predominate, followed by socioeconomic and structural difficulties that obtained the same percentage and difficulties in motivation. Despite indicating that the greatest learning difficulty is of a personal nature, when asked what could make them learn better, the majority indicated changes in instructional design.

scholarly journals Evaluation of Virtual Objects: Contributions for the Learning Process

2016 ◽  
Vol 17 (6) ◽  
Author(s):  
Eleonora Milano Falcão Vieira ◽  
Marialice Moraes ◽  
Jaqueline Rossato
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Technological Development ◽  
Quality Criteria ◽  
Learning Objects ◽  
Santa Catarina ◽  
Use Of Technology ◽  
Education Courses

<p class="3">The constant technological development in education, and the potentiality of the resources offered by Information and Communication Technologies (ICTs), are challenges faced by teaching institutions in Brazil, especially by those institutions, which by the very nature of their services intend to provide distance education courses. In such a scene, one sees the use of technology as a tool to give support and to take part in the process of teaching activities, such as the Virtual Learning Objects (VLOs), which offer an opportunity to contribute to the teaching and learning process. Considering this, the present work aims at analyzing the VLOs used in the distance education courses of Economic Sciences and of Accounting at the Universidade Federal de Santa Catarina (Federal University of Santa Catarina), under the quality criteria indicated by the Learning Object Review Instrument (LORI) methodology proposed by Nesbit, Belfer, and Vargo (2002), Nesbit, Belfer, and Leacock (2004), and Leacock &amp; Nesbit (2007), in order to learn how to better take profit of efforts and resources.</p>

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.

scholarly journals Mobile in learning: Enhancement of information and communication technologies

2018 ◽  
Vol 7 (2.6) ◽  
pp. 98 ◽  
Author(s):  
Jossy P George ◽  
Vinay M
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technological Advancement ◽  
Central System ◽  
Higher Education System ◽  
Digital Book ◽  
Teaching Learning ◽  
The University

The technological advancement in the world has changed the people’s life. The people view point towards the usage of technologies in different fields like business, tourism, communication, education etc. has changed. Mobile learning can give flexible learning environment for the user. It can also increase the participant number in the online teaching learning process. This paper discusses about the effectiveness of the current technologies used in higher education system. It profiles the advantages of using mobile in accessing the university central system for teaching and learning. It also discusses about mobile digital book with augmentation, which can be used to improve the teaching and learning process of the different departments in the university

scholarly journals TEACHERS' PERSPECTIVE ABOUT FACTORS THAT PREVENT SUCCESS IN TEACHING AND LEARNING PROCESS IN HIGHER EDUCATION OF ENGINEERING IN BRAZIL

2016 ◽  
Vol 74 (1) ◽  
pp. 61-70
Author(s):  
Gláucia Nolasco de Almeida Mello
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Dropout Rate ◽  
Point Of View ◽  
High Dropout Rate ◽  
Research Problems ◽  
Information And Communication ◽  
Education Courses

The last fifteen years, in Brazil, the number of engineering freshmen had a huge increased and, although the number of graduated also had increased over the same period, the percentage of engineering freshmen are by far higher than engineers graduated. In this context, there is a clear evidence of the high dropout rate in higher education courses of engineering in Brazil. Once most of developed researches about engineering courses dropout in Brazil are focused in the students and institutions point of view about factors that affect dropout rate, in this research it was investigated the professors perspective to answer the three questions: (1) What are the main factors which prevent success in teaching and learning process identified by professors of engineering during the classes? (2) How can professors to improve the teaching and learning process in higher education courses of engineering in Brazil? (3) How can Higher Education Institutions (HEI) support the professors? The research data were collected through team activities developed with 134 professors of higher education courses of engineering. This research reveals that the most important factors that affect negatively the teaching and learning process are related to inadequate high school preparation and behaviour of students. Main suggestions of professors for improving the teaching and learning process and also students' motivation are related to pedagogical aspects such as: use of Information and Communication Technologies (ICTs) as support of classes and implementation of professor and student support programs with significant participation of HEI. Key words: qualitative research, problems in engineering education, professor's perspective, higher education of engineering in Brazil.

scholarly journals TBL, Self-assessment, and Use of ICT: A Methodological Option to Benefit the English Learning Process in a Colombian University

2019 ◽  
Vol 10 (6) ◽  
pp. 1162
Author(s):  
María Constanza Rodríguez ◽  
Lady Johanna Ramírez ◽  
Javier Mauricio Camargo
Keyword(s):  
Formative Assessment ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
English Learning ◽  
Learning Approaches ◽  
Learning And Teaching ◽  
English Classes ◽  
Information And Communication

For more than 10 years, English teaching and learning approaches at Politecnico Grancolombiano were based on traditional methodologies with noticeable prevalence of deductive learning and summative assessment. In 2017, we surveyed students and teachers to analyze this panorama, and more than 500 responses shed light on the lack of motivation most of them had in their English learning and teaching processes. As a result, through a qualitative research project, we implemented the task-based teaching and learning approach in our English classes, featuring formative assessment, the use of information and communication technologies, and encouraging self-reflection moments for students to raise awareness of their learning process. The objective of this project was to identify the real benefits of these methodological changes in our programs, and to ensure triangulation, we used different data collection instruments such as journals, artifacts and surveys. It was found that task-based lessons offer students innovative, creative and real opportunities to learn English in and out of class. As well, students’ motivation and awareness of their learning process increased due to formative assessment routines. As for teachers, it can be concluded that these methodological innovations helped them plan more dynamic lessons and evidence students’ progress. Regarding Information and Communication Technologies (ICT), it was evident that it played an important role in teachers’ and students’ engagement. However, it revealed that it was necessary to strengthen technological skills and to guarantee the conditions to implement it.

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 As Tecnologias Digitais de Informação e Comunicação e o Ensino-aprendizagem de Matemática: uma Revisão IntegrativaThe Digital Technologies of Information and Communication and the Teaching-learning of Mathematics: an Integrative Review

2021 ◽  
Vol 22 (3) ◽  
pp. 229-249
Author(s):  
Ana Elisa Pillon ◽  
Leila Regina Techio ◽  
Vania Ribas Ulbricht ◽  
Márcio Vieira De Souza
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
Web Of Science ◽  
Integrative Review ◽  
School Level ◽  
Digital Information ◽  
Inverted Classroom ◽  
Reference Manager ◽  
Information And Communication ◽  
Teaching Learning

Resumo Esta revisão tem por objetivo identificar se as TDIC vêm sendo utilizadas no processo ensino-aprendizagem de matemática em nível escolar. A fim de alcançar tal meta, a metodologia utilizada compreende a revisão integrativa de literatura, via Portal da CAPES, em que foram consultadas as bases de dados Scopus, Web of Science e Scielo. A busca pelos materiais publicados restringiu-se ao período de dez anos, de 2008 a 2018. Após a coleta, os dados foram organizados por meio do gerenciador de referências Mendeley. Com base nos resultados, conclui-se que a utilização de TDIC’s para o processo ensino-aprendizagem vem aumentando gradativamente e tem sido apontada como positiva. Outrossim, comprovou-se que o uso ocorre em diferentes níveis educacionais - pré-escola, ensino fundamental e ensino médio; há a utilização de diferentes metodologias, dispositivos e aplicativos – Ipad, tablet, sala de aula invertida e jogos. Embora a revisão integrativa inicial tenha como resultado 836 publicações, ao serem aplicados os filtros de inclusão e exclusão, somente 14 pesquisas corresponderam ao objetivo proposto neste estudo, sugerindo, desta forma, a existência de um nicho científico a ser explorado.Palavras-chave: Tecnologias digitais de informação e comunicação, matemática, nível escolar, ensino-aprendizagem, revisão integrativa.AbstractThis review aims to identify whether TDIC’s have been used in the teaching-learning process of mathematics at the school level. In order to achieve this goal, the methodology used is an integrative literature review, via the CAPES Portal, in which the Scopus, Web of Science and Scielo databases were consulted. The search for published materials was restricted to a period of ten years, from 2008 to 2018. After collection, the data were organized through the reference manager Mendeley. Based on the results, it can be concluded that the use of TDIC’s for the teaching-learning process has been gradually increasing and has been identified as positive. Furthermore, it has been proven that use occurs at different educational levels - pre-school, elementary and high school; there is the use of different methodologies, devices and applications - Ipad, tablet, inverted classroom and games. Although the initial integrative review resulted in 836 publications, when applying the inclusion and exclusion filters, only 14 studies corresponded to the objective proposed in this study, thus proving the existence of a scientific niche to be explored.Keywords: Digital information and communication technologies, mathematics, school level, teaching-learning, integrative review.ResumenEsta revisión tiene como objetivo identificar si los TDIC se han utilizado en el proceso de enseñanza-aprendizaje de las matemáticas a nivel escolar. Para lograr este objetivo, la metodología utilizada es una revisión integradora de la literatura, a través del Portal CAPES, en el que se consultaron las bases de datos Scopus, Web of Science y Scielo. La búsqueda de materiales publicados se restringió a un período de diez años, de 2008 a 2018. Después de la recopilación, los datos se organizaron a través del administrador de referencias Mendeley. Con base en los resultados, se puede concluir que el uso de TDIC's para el proceso de enseñanza-aprendizaje ha ido aumentando gradualmente y se ha identificado como positivo. Además, se ha comprobado que el uso se da en diferentes niveles educativos: preescolar, primaria y secundaria; Existe el uso de diferentes metodologías, dispositivos y aplicaciones - Ipad, tableta, aula invertida y juegos. Si bien la revisión integradora inicial arrojó 836 publicaciones, al aplicar los filtros de inclusión y exclusión, solo 14 estudios correspondieron al objetivo propuesto en este estudio, lo que demuestra la existencia de un nicho científico a explorar.Palabras clave: Tecnologías digitales de información y comunicación, matemáticas, nivel escolar, enseñanza-aprendizaje, revisión integradora.

scholarly journals Impacto de la realidad aumentada en el rendimiento académico de los estudiantes de educación primaria en la enseñanza de las ciencias naturales

2020 ◽  
pp. 1-12
Author(s):  
Jesús Domínguez-Gutu ◽  
Emmanuel Gordillo-Espinoza ◽  
Gilberto Abelino Trejo-Trejo ◽  
Fernando Exiquio Constantino-González
Keyword(s):  
Academic Performance ◽  
Augmented Reality ◽  
Learning Process ◽  
Teaching And Learning ◽  
Digital Information ◽  
Access Technology ◽  
Post Test ◽  
Quasi Experimental ◽  
Using Data ◽  
Educación Primaria

Augmented reality is a technology that allows combining realworld life with digital information, through other technologies such as computers, tablets or smartphones. Currently, it is used in diverse areas such as advertising, medicine, arts and education, among others. This research was carried out in the city of Ocosingo, Chiapas, Mexico, in a context where it is difficult to access technology and, above all, connectivity. It focused on using augmented reality in a didactic sequence for the teaching and learning process of the circulatory, respiratory and digestive systems in the Natural Sciences subject, in order to demonstrate whether the use of this technology as a didactic tool allows 4th grade students to improve their academic performance. The study was carried out under a quantitative, quasi-experimental and descriptive approach, using data collection tools such as tests designed with dichotomous responses (pre-test and post-test) and surveys with closed-ended questions under the Likert scale. The results show that using augmented reality in the teaching and learning process, within the classroom, significantly increases the academic performance of students compared to the traditional way of teaching these topics in the aforementioned subject.

Visions, Voices, and Virtual Journeys

2011 ◽  
pp. 269-289
Author(s):  
Tony L. Talbert ◽  
Adeline Meira
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Real Time ◽  
Learning Process ◽  
Teaching And Learning ◽  
Educational Opportunities ◽  
Teaching And Learning Environment ◽  
The Future ◽  
Task Oriented

The future of distance education is certainly promising but frenetic as well. With the aid of technologies easily accessible to students and teachers alike the geographic barriers that once allowed only the few to engage in educational opportunities are now geographic bridges that promote distance learning where students and teachers from diverse latitudes and attitudes are able to engage in real time teaching and learning interactions. This teaching and learning environment is called “Viral Education,” where the process of education can be symmetrical or asymmetrical in the teaching and learning process as well as multi-task oriented in both product and idea development. This chapter looks at the future of distance education and provides a brief survey of emerging technologies that are just moments or months away from reality. In addition, this chapter explores the notion of customized education which is a continuation of democratic movements within and outside the classroom.

Distance Education and ICT-Supported Learning in Lesotho

2010 ◽  
pp. 181-195
Author(s):  
Angelina Khoro
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Education Programme ◽  
Mediated Learning ◽  
Policy Makers ◽  
Human Resource Capacity ◽  
Computer Mediated ◽  
Information And Communication

Information and Communication Technologies (ICT) are regarded as a major contributor to the transforming of distance learning. The researcher assumed that education practitioners in developing countries like Lesotho, have limited, or no access at all to ICT for supporting instruction, since they still rely heavily on print and tutor/learner meetings as their distance mode of course delivery. The study assessed the feasibility of introducing ICT-mediated education for tutors and learners on a Distance Education Programme in Lesotho. The paper specifically focused on issues relating to the place of ICT in teaching and learning at a distance, ICT policy initiatives and challenges of infrastructure, human resource capacity, and cost as they affect provision of, and access to computer-mediated learning. Interventions critical to alleviating the situation are also discussed. Policy-makers and distance education practitioners require this type of feedback to be able to effect meaningful improvements in ODL programmes.

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