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Fórum EaD: uma Tríade Interativa
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Atualmente a educação a distância no Brasil está permeada por diversos desafios gerados pela carência de competência tecnológica e metodológica na gestão dos softwares educativos, principalmente no que concerne à ação do professor e do aluno. Mediante este espectro emergiu a questão basilar deste estudo, a problemática em torno da ausência de interação nos fóruns eletrônicos no Ensino Superior Brasileiro. Para tanto, a esfera desta pesquisa focou uma atividade avaliativa em um fórum eletrônico em um cenário de rodas de conversa, num curso de pós-graduação EaD em uma Instituição de Ensino Superior, âmbito Brasil. Acerca do referenciado, objetivou-se averiguar quais estratégias do professor influenciaram e provocaram reflexão crítica, além das contribuições do aluno neste meio, a fim de constatar os aspectos basilares de um ambiente de saber para justificar a fundamentalidade da comunicação nestes ambientes. Para atingir tais objetivos, recorreu-se à instrumentos, técnicas e métodos de recolha de dados e de análise de conteúdo, que pretenderam verificar a qualidade comunicativa entre os participantes deste grupo por meio das descrições nas mensagens no enquadramento supracitado. Para tal, optou-se pela perspectiva qualitativa, em um viés descritivo analítico, e como estratégia de pesquisa, o estudo de caso, visto que, se trata de um caso único, e em sua singularidade, direcionou metodologicamente a recolha de dados que ocorreu a partir da observação externa direta, do inquérito por entrevista e do registro de participação dos alunos. No que diz respeito a análise de conteúdo, elegeu-se a unidade semântica pelo todo, as grelhas de avaliação da presença cognitiva, de ensino e social, as heurísticas de Garrison et al. (2000), condição essa que permitiu a interligação das informações e, por conseguinte, ao validar o conteúdo das postagens no lócus supracitado, evidenciou-se a essencialidade da práxis do professor no sentido de interferir na ação do aluno, e, por conseguinte, um e outro, transformarem um ambiente insólito em o aprender em linha.
Nowadays the distance education in Brazil is filled of various challenges because of the lack of technological competency and methodology on managing educational softwares, especially when focusing on the teacher’s and student’s action. Throughout this aspect, the fundamental question of this study came. The issue surrounds the absence of interaction on the electronic forums in Brazilian Higher Education. Therefore, the research sphere has focused in one assessment activity in an electronic forum in a conversation circle scenario of a distance education postgraduate course of a High Education Brazilian Institution. Regarding on the referred, the aim of this study is to examine which of the teacher’s strategies impact and bring critical consideration beyond the student’s contribution. To verify the fundamental aspects in a knowledge-based field and to justify the significance of the use of communication in these environments. For achieving those goals, it has been appealed to instruments, techniques and methods of data-gathering and content analysis which intended to verify the communicative efficiency between the participants of the group through the description in the messages in the guidelines above. For that, it has been chosen the qualitative perspective, in an analytical descriptive slant and the case study as a research strategy. Since it was an only case in its singularity, it has methodologically led to the data-gathering which has occurred from the focused observation, from the investigation through interview and from the register of student’s participation. Concerning to content analysis, it has been elected a semantic singularity for it all. The assessment grid of the cognitive, social and teaching presence, the heuristics of Garrison et al. (2000) have allowed the interconnection of the information. Because of validating the post contents previously mentioned, it was evidenced the essentiality of the teacher’s commitment to interfere in the student’s action, and therefore both transform an empty environment into a learning environment.
Nowadays the distance education in Brazil is filled of various challenges because of the lack of technological competency and methodology on managing educational softwares, especially when focusing on the teacher’s and student’s action. Throughout this aspect, the fundamental question of this study came. The issue surrounds the absence of interaction on the electronic forums in Brazilian Higher Education. Therefore, the research sphere has focused in one assessment activity in an electronic forum in a conversation circle scenario of a distance education postgraduate course of a High Education Brazilian Institution. Regarding on the referred, the aim of this study is to examine which of the teacher’s strategies impact and bring critical consideration beyond the student’s contribution. To verify the fundamental aspects in a knowledge-based field and to justify the significance of the use of communication in these environments. For achieving those goals, it has been appealed to instruments, techniques and methods of data-gathering and content analysis which intended to verify the communicative efficiency between the participants of the group through the description in the messages in the guidelines above. For that, it has been chosen the qualitative perspective, in an analytical descriptive slant and the case study as a research strategy. Since it was an only case in its singularity, it has methodologically led to the data-gathering which has occurred from the focused observation, from the investigation through interview and from the register of student’s participation. Concerning to content analysis, it has been elected a semantic singularity for it all. The assessment grid of the cognitive, social and teaching presence, the heuristics of Garrison et al. (2000) have allowed the interconnection of the information. Because of validating the post contents previously mentioned, it was evidenced the essentiality of the teacher’s commitment to interfere in the student’s action, and therefore both transform an empty environment into a learning environment.
Descrição
Palavras-chave
Fórum EaD Aprendizagem Colaborativa online Fórum de discussão Avaliação das aprendizagens online Análise de conteúdo Online Collaborative Learning Discussion Forum Assessment of online learning Content analysis