Abstract —Web credibility is becoming a significant factor in increasing user satisfaction, trust, and loyalty. Web credibility is particularly important for people who cannot visit an institution for one reason or other and mostly depend on the website, such as online distanceeducation students. Accordingly, universities and educational websites need to determine the types of credibility problems they have on their websites. However, far too little attention has been paid to providing detailed information regarding the types of specific credibility problems that could be found on university websites in general, and specifically, in the Kingdom of Saudi Arabia (KSA). The aim of this paper is to study and analyze the credibility of university websites that offer distanceeducation courses in the KSA. A total of 12 universities in Saudi Arabia were considered, which include 11 affiliated and one private university. The analysis of the data represents the level of credibility of distanceeducation websites. Results reveal that in Saudi Arabia, distanceeducation websites are reliable, but violate basic credibility guidelines.
Eﬀectively, recent distanceeducation projects have represented a process and a promise of unprecedented cultural inclusion. It is surprising that, even though the constant complaints about lack of investment in education in Brazil are founded, they nevertheless require our investment in a bold search for an alternative. We cannot close our eyes to changes in the concept of higher education oﬀers when we see the main Brazilian universities reaching the most remote municipalities. In this case the means is, once more, the message because it synthesises a new standard of artistic and cultural diﬀusion. Retrieving Umberto Eco’s terms on these issues, it is insuﬃcient to just place ourselves in favour (integrated) or against (apocalyptic) the presence of new media in our daily life or in education. Being part of contemporary reality, as in the traditional school, in this new environment the challenge of education is also to construct this new project with the always needed critical consciousness that not everything is grist to the mill (Guimarães and Losada, 2008).
Research has also shown that OUB and the Pro-Graduation Programs have greatly contributed towards the diffusion of quality DistanceEducation courses in Arts. In fact, thirteen federal institutions, as joint ventures with these programs, provide DistanceEducation courses in Arts within the northern, central-western, south-eastern and southern regions of Brazil. It is thus highly important to reflect on the positive potentialities of virtual space directed towards pedagogical work of teaching-learning in Visual Arts. In fact, they facilitate important means of cognition for human relationships through the collective reach of several interactive communication resources. Nevertheless, recent data also reveal the fragility of such a research in which data are still highly unexplored. Our aim is to continue current research to deepen the individualized study of the pedagogical model of the institutions and to focus on the quality of the work which is being developed. Other research work may be developed from our analysis within the context of specific programs in teachers’ training, their relationships with presencial education and their insertion in the labor market. The relationship between distance teachers’ training in the Arts and teaching in schools may also be focused. Basic didactic materials and bibliographical references employed in teachers’ training in DistanceEducation may also trigger other investigations that broaden the quality of Arts courses.
We could see a demand for courses in the Portuguese language by overseas communities and Portuguese-speaking African countries, but only recently we noticed a significant growth in demand for online courses in general. In 2016, the ETU began working on the definition of a technical strategy for the development of distanceeducation at U.Porto. AcademiaUP was born from that strategy, a portal and a platform designed to meet the needs of distance learning and its particularities, making the individual a whole. A highly customized environment dedicated to Lifelong Learning courses taught in an e-learning or blended-learning model.
Braz. J. of Develop., Curitiba, v. 6, n. 7, p.45341-45354 jul. 2020 . ISSN 2525-8761 criteria, can we expect the implementation of a coherent distanceeducation project. The permanent challenge of this educational methodology consists in not losing sight of the original political meaning of the offer, in verifying whether the technological supports used are the most suitable for the development of the contents, allowing the greatest possible interactivity and the socialization of the individual.
This article portraits the technology and its significance on Superior Schooling DistanceEducation, aiming to verify its relevance on the learning process and present impact. A descriptive methodology, with an exploratory approach, has been used to bring forth the satisfactory results regarding its applicability pertaining to the procedures for tasks received from remote methods. A thorough research and the sources used were essencial to make those conclusions.
Até o final do século XX a mídia predominante em diferentes partes do mundo na EaD era o material impresso. Estudos de Carmo (1997) sobre a EaD em diversos países entre os quais China, Austrália, Sri Lanka, Ilha Fidji, Papua/Nova Guiné, mostram a preponderância do material impresso complementado pelo uso do rádio e da televisão. Na comunidade européia o relatório do Projeto Teeode - Technology Enhanced Evaluation in Open and DistanceEducation - indicou que o material impresso era o principal meio de suporte para a EaD, mas nessa época começava a aparecer o uso das TIC e da web, embora os alunos tivessem dificuldades de acesso à internet (BARTOLOME; UNDERWOOD, 1999).
Since the 80’s Unicamp has carried out projects on the use and the development of Educational Technology. More recently this effort has focused on DistanceEducation. These initiatives are taking place in several educational units, resulting in the production of support material and methodologies that can be applied to face-to-face as well as to the development of distanceeducation courses. This article describes the main initiatives related to DistanceEducation at Unicamp such as the different Working Groups that were created, the development of TelEduc, the implementation of the Open Teaching project, the inclusion of DistanceEducation actions in the Unicamp Strategic Planning, and, finally, the creation of the DistanceEducation Management Group and the proposal for its plan of action.
This article deals with a study about the pedagogical performance of the group of tutors of the Undergraduate Program of Professors for Professional Education, the Special Program of Graduation (PEG), of the Open University of Brazil (UAB) at the Federal University of Santa Maria (UFSM). The objective is to approach pedagogical performance as a process of profound and complex transformation that provides innovation in the teaching-learning process, from the networked educational technologies, in the context of DistanceEducation tutoring (EAD). It is a methodological procedure of critical and reflexive analysis on the pedagogical performance of said group of tutors in the period between 2016 and 2017. The concept of pedagogical performance is defined as being what tutors perform to practice tu- toring and the concept of technological-pedagogical fluency as the knowledge regarding the integration of technological resources into educational purposes. In addition, the actions that the group of tutors developed in their performance are analyzed. As a result, both tech- nological and pedagogical fluency and innovation are basic principles of tutors’ pedagogical performance. Conclusively, it is emphasized the need of the tutors group to increase their
Communication mediated through technical media remains mediated communication and cannot replace an actual discussion, an actual argument, the discourse of a group gathered at a particular location. Mediated communication and actual communication stand in relationship to one another like a penciled sketch and an oil painting of the same subject. What takes place in a discussion between two or more people can only be transmitted in part electronically. ... A virtual university that does without face- to-face events by referring to the possibility of videoconferencing can only ever remain a surrogate university. ... There is no doubt that to a certain extent [videoconferencing] will improve the structure of communication in distanceeducation – but it cannot ever take the place of personal communication in distanceeducation. (p. 155) be developed cooperatively by the
Braz. J. of Develop., Curitiba, v. 6, n.11, p.92810-92822 nov. 2020. ISSN 2525-8761 Human Right to Adequate Food. To achieve this goal, a course student free participation was developed in the molds of distanceeducation. It had a total time resource of 160 hours distributed in five asynchronous online modules and one synchronous online topic. A time was planned for action planning and management to guide the final project by the students and the evaluation of the course and the student. On the one hand, the number of graduates was not high, on the other hand we understood the course fulfilled its objectives. The course was concluded with each graduating student producing a food and nutrition education project capable of contributing to the construction of citizenship in practice.
DistanceEducation (EAD) is a resource or a teaching/learning modality that remote to the antique with the Platos´s letters and the Saint Paul´s epistles. Nowadays, with the coming of the new technologies of information and communication (NTIC), this teaching modality has been used and spread for the Brazilian universities. Several are the environments developed to give support to EAD, among those stands out Aulanet. The main focus of this research is to develop a study about the viability of the EAD adoption, using the Aulanet as support to the discipline Scientifique Work Methodology (ETM). The data were collected through applied questionnaires to six teachers that supply the discipline. The results take to the following conclusions: a) that is viable the use of that teaching modality using the atmosphere Aulanet as an auxiliary tool; b) that should also be known the student’s expectations with views to obtain larger subsidies for the adoption of that tool.
Brazil is in a consolidation phase of distanceeducation in all sectors and levels of education. After a phase of experimentation, where there was an intense learning and searching for more appropriate models for each institution, we are in a phase of maturity, more government regulation, more concern about growth , infrastructure, methodology of teaching and learning. The main models are “tele- class” (class satellite), online, video-class with more or less local support. A current legislation in Brazil favors the bimodal model, with close monitoring of students and shows the pattern of mistrust the online monitoring, especially in undergraduate courses. Distanceeducation is becoming an important reference for a change of higher education as a whole. It uses increasingly hybrid methodologies, making more flexible the need for physical presence, rearranging the spaces and times of teaching and learning.
This article speaks summarily about the result of a PhD research developed at PUC-SP under the supervision of Prof. Dr. José Armando Valente. This investigation had as a purpose to understand the processes of thought enabled by the training in the distance learning modality based on the approach of "being together virtually" done by the participant teachers of the post-graduate certificate course in Development of Pedagogical Projects with the use of new information and communication technologies. The relational analysis of the text records of the teachers in training focused on three learning situations distinct and complementary: Learning in action, Theorizing in action and Integrating theory in action, which unveiled the transformations that occurred in the learning process of such teachers in terms of different levels of thought and new learning possibilities which constitute the basis of this moment in education, that seeks to integrate new technologies available in today's society in the process of teaching and learning.
The aim of this paper is to analyze and discuss what some teachers say about a distance learning experience during a long and demanding distance teacher development process. To do this, we first present a report on the experience in the teacher development course Práticas de Leitura e Escrita na Contemporaneidade (Reading and Writing Practices in Contemporaneity); then, we offer an interpretation about a set of evaluative reports the participants made. Our aim is to argue that distance courses can be democratically beneficial to different types of students, motivating for work and study and an opportunity for the creation of rich human relations, with a high degree of proximity. The analysis of the evaluative reports makes use of theoretical tools offered by Systemic Functional Linguistics, more specifically appraisal theory (Martin; Rose, 2003). Since we make evaluations in order to tell our interlocutors about how we feel in relation to people and things, i.e., what positions we assume in relation to them, it is possible to try and map the types of evaluations that the participants make to talk about their experience, about their colleagues and about the course.
ABSTRACT: We present a reflection on a Master's degree research about the activity of Linguistic Revision developed by a Nucleus of Revision in the context of Distance Learning (DL) in a Brazilian university. The study was anchored mainly in Bakhtinian postulates, in Ergology and Clinic of Activity, as well as in studies of Soares (2009), Oliveira (2010) and Sobral (2009) to demonstrate facets of the activity studied. Thus, it was found that the investigated work occurs within an extensive network of inter-relations, direct and indirect, between various interlocutors (teachers, pupils, reviewers, etc.), a collaborative and cooperative work even as there are conflicts and divergences. That constitutes the minimum indispensable conditions for a satisfactory final result: the production of Distance Learning texts prepared jointly by means of a constant process of interaction and dialogue among teachers and reviewers, in order to provide DL pupils a didactic material more appropriate to their necessities.