Using structural equations to validate a model to explain the relationship between technological domain, interaction and collaborative learning in Education at a Distance (EaD)

Detalhes bibliográficos
Autor(a) principal: da Silva, Andrea Soares Rocha
Data de Publicação: 2012
Outros Autores: Andriola, Wagner Bandeira
Tipo de documento: Artigo
Título da fonte: Ensaio (Rio de Janeiro. Online)
Texto Completo: https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/376
Resumo: The study aimed to investigate the relationship between the following variables: technological mastery of the students, tutor-student interactions and student-student learners and collaborative learning in Education at a Distance (EaD) courses, through the use of structural equations. To this end, 217 students were approached (8.6% of the population) from a universe of 2,511 apprentices of EaD courses. It was found that the frequency of navigation and Internet search, and the frequency of use of software applications, communication tools and participation in virtual communities, actually contributes to the development of the technological field of EaD students. It was found also that the tutor-student interactions and student-student learning contribute to "collaborative", confirming thus the importance of tutor-student interactions and student-to student learning in EaD, which reinforces the importance the role of the tutor in this type of education.
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spelling Using structural equations to validate a model to explain the relationship between technological domain, interaction and collaborative learning in Education at a Distance (EaD)Empleo de ecuaciones estructurales para validar un modelo explicativo de la relacion entre dominio tecnologico, interaccion y aprendizaje colaborativo en la Educacion a Distancia (EaD)Uso de equacoes estruturais para validar um modelo explicativo da relação entre dominio tecnologico, interação e aprendizagem colaborativa na Educação a Distância (EaD)Educacion a Distancia (EaD); Ecuaciones estructurales; Aprendizaje colaborativo; Evaluacion educativaEducação a Distância (EaD); Equacoes estruturais. Aprendizagem colaborativa; Avaliação educacionalEducation at a Distance (EaD); Structural Equations; Collaborative Learning; Educational AssessmentThe study aimed to investigate the relationship between the following variables: technological mastery of the students, tutor-student interactions and student-student learners and collaborative learning in Education at a Distance (EaD) courses, through the use of structural equations. To this end, 217 students were approached (8.6% of the population) from a universe of 2,511 apprentices of EaD courses. It was found that the frequency of navigation and Internet search, and the frequency of use of software applications, communication tools and participation in virtual communities, actually contributes to the development of the technological field of EaD students. It was found also that the tutor-student interactions and student-student learning contribute to "collaborative", confirming thus the importance of tutor-student interactions and student-to student learning in EaD, which reinforces the importance the role of the tutor in this type of education.El objetivo de la investigación fue estudiar la relacion entre las variables dominio tecnologico de los alumnos, interaccion tutor-alumno y alumno-alumno y aprendizaje colaborativo en cursos de Educacion a Distancia (EaD), a traves del empleo de ecuaciones estructurales. Para ello, fueron abordados 217 alumnos (el 8,6% de la poblacion) oriundos del universo de 2511 aprendices de cursos de EaD. Se ha verificado que la frecuencia de uso y de pesquisa en la internet, asi como la frecuencia de uso de software aplicativos, de herramientas de comunicacion y de participacion en comunidades virtuales, contribuyen para el desarrollo del dominio tecnologico de los estudiantes de EaD. Ademas, se ha verificado que las interacciones tutor-alumno y alumno-alumno contribuyen para el aprendizaje colaborativo, ratificando, asi, la relevancia de estas interacciones para el aprendizaje en la EaD, lo que refuerza la importancia de la actuacion del tutor en esta modalidad de enseñanza.Objetivou-se estudar a relação entre as variaveis dominio tecnologico dos alunos, interacoes tutor-aluno e aluno-aluno e aprendizagem colaborativa em aprendizes de cursos de Educação a Distância (EaD), atraves do emprego de equacoes estruturais. Para tal, foram abordados 217 alunos (8,6% da população) oriundos de um universo de 2511 aprendizes de cursos da modalidade EaD. Verificou-se que a frequencia de navegação e de pesquisa na Internet, bem como a frequencia de utilização de softwares aplicativos, de ferramentas de comunicação e de participação em comunidades virtuais, realmente contribui para o desenvolvimento do dominio tecnologico dos alunos de EaD. Constatou-se, ainda, que as interacoes tutor-aluno e aluno-aluno contribuem para a aprendizagem “colaborativa”, ratificando, assim, a relevância das interacoes tutor-aluno e aluno-aluno para a aprendizagem na EaD, o que reforca a importância da atuação do tutor nessa modalidade de ensino.Fundação Cesgranrioda Silva, Andrea Soares RochaAndriola, Wagner Bandeira2012-04-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/376Ensaio: Avaliação e Políticas Públicas em Educação; v. 20, n. 75 (2012): Revista Ensaio - Abr./Jun.; 373-3961809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2pt; es; enDireitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2015-08-14T21:24:17Zoai:ojs.localhost:article/376Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2015-08-14T21:24:17Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse
dc.title.none.fl_str_mv Using structural equations to validate a model to explain the relationship between technological domain, interaction and collaborative learning in Education at a Distance (EaD)
Empleo de ecuaciones estructurales para validar un modelo explicativo de la relacion entre dominio tecnologico, interaccion y aprendizaje colaborativo en la Educacion a Distancia (EaD)
Uso de equacoes estruturais para validar um modelo explicativo da relação entre dominio tecnologico, interação e aprendizagem colaborativa na Educação a Distância (EaD)
title Using structural equations to validate a model to explain the relationship between technological domain, interaction and collaborative learning in Education at a Distance (EaD)
spellingShingle Using structural equations to validate a model to explain the relationship between technological domain, interaction and collaborative learning in Education at a Distance (EaD)
da Silva, Andrea Soares Rocha
Educacion a Distancia (EaD); Ecuaciones estructurales; Aprendizaje colaborativo; Evaluacion educativa
Educação a Distância (EaD); Equacoes estruturais. Aprendizagem colaborativa; Avaliação educacional
Education at a Distance (EaD); Structural Equations; Collaborative Learning; Educational Assessment
title_short Using structural equations to validate a model to explain the relationship between technological domain, interaction and collaborative learning in Education at a Distance (EaD)
title_full Using structural equations to validate a model to explain the relationship between technological domain, interaction and collaborative learning in Education at a Distance (EaD)
title_fullStr Using structural equations to validate a model to explain the relationship between technological domain, interaction and collaborative learning in Education at a Distance (EaD)
title_full_unstemmed Using structural equations to validate a model to explain the relationship between technological domain, interaction and collaborative learning in Education at a Distance (EaD)
title_sort Using structural equations to validate a model to explain the relationship between technological domain, interaction and collaborative learning in Education at a Distance (EaD)
author da Silva, Andrea Soares Rocha
author_facet da Silva, Andrea Soares Rocha
Andriola, Wagner Bandeira
author_role author
author2 Andriola, Wagner Bandeira
author2_role author
dc.contributor.none.fl_str_mv


dc.contributor.author.fl_str_mv da Silva, Andrea Soares Rocha
Andriola, Wagner Bandeira
dc.subject.none.fl_str_mv

dc.subject.por.fl_str_mv Educacion a Distancia (EaD); Ecuaciones estructurales; Aprendizaje colaborativo; Evaluacion educativa
Educação a Distância (EaD); Equacoes estruturais. Aprendizagem colaborativa; Avaliação educacional
Education at a Distance (EaD); Structural Equations; Collaborative Learning; Educational Assessment
topic Educacion a Distancia (EaD); Ecuaciones estructurales; Aprendizaje colaborativo; Evaluacion educativa
Educação a Distância (EaD); Equacoes estruturais. Aprendizagem colaborativa; Avaliação educacional
Education at a Distance (EaD); Structural Equations; Collaborative Learning; Educational Assessment
description The study aimed to investigate the relationship between the following variables: technological mastery of the students, tutor-student interactions and student-student learners and collaborative learning in Education at a Distance (EaD) courses, through the use of structural equations. To this end, 217 students were approached (8.6% of the population) from a universe of 2,511 apprentices of EaD courses. It was found that the frequency of navigation and Internet search, and the frequency of use of software applications, communication tools and participation in virtual communities, actually contributes to the development of the technological field of EaD students. It was found also that the tutor-student interactions and student-student learning contribute to "collaborative", confirming thus the importance of tutor-student interactions and student-to student learning in EaD, which reinforces the importance the role of the tutor in this type of education.
publishDate 2012
dc.date.none.fl_str_mv 2012-04-20
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/376
url https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/376
dc.language.iso.fl_str_mv pt; es; en
language_invalid_str_mv pt; es; en
dc.rights.driver.fl_str_mv Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.coverage.none.fl_str_mv








dc.publisher.none.fl_str_mv Fundação Cesgranrio
publisher.none.fl_str_mv Fundação Cesgranrio
dc.source.none.fl_str_mv Ensaio: Avaliação e Políticas Públicas em Educação; v. 20, n. 75 (2012): Revista Ensaio - Abr./Jun.; 373-396
1809-4465
0104-4036
reponame:Ensaio (Rio de Janeiro. Online)
instname:Fundação Cesgranrio
instacron:CESGRANRIO-2
instname_str Fundação Cesgranrio
instacron_str CESGRANRIO-2
institution CESGRANRIO-2
reponame_str Ensaio (Rio de Janeiro. Online)
collection Ensaio (Rio de Janeiro. Online)
repository.name.fl_str_mv Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio
repository.mail.fl_str_mv ensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br
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