Chats e e-fÃruns na Ead virtual: links entre mediaÃÃo pedagÃgica e hipertextualidade

Detalhes bibliográficos
Autor(a) principal: Francisca Monica da Silva
Data de Publicação: 2008
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFC
Texto Completo: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=4387
Resumo: Based on the concepts of interaction and pedagogical mediation by Bakhtin and Vygotsky respectively, the aim of this research was to investigate how the hypertext nature of educational chats and e-forums influences the pedagogical mediation and interaction among the participants of online courses. The hypothesis was that the hypertext resources available in these educational genres would foster the development of learnersâ autonomy and support successful mediation by the tutor in virtual learning environments. In order to collect data for this research, the methodology employed some qualitative characteristics of ethnographic research and participant observation techniques along with the quantitative mapping of hypertext resources used during interaction and pedagogical mediation. According to the analysis of the data, hypertext resources were used by tutors and students to demonstrate: curiosity, worry, stimulus, satisfaction, enthusiasm, surprise, constraint, happiness, and attempts to belong and share with the groups, among others. The analysis also showed that the tutors were successful in enhancing pedagogical interaction and making it dynamic when they enabled the students to effectively use the hypertext resources of these two digital genres â chats and e-forums. At the same time, the students used the same tools in their interactions to clarify doubts and to contribute to the development of the group, proving that interaction in the digital environment is a two-way road, in which both tutors and students learn together. This indicates that the use of multiple hypertext resources might enrich interactions and contribute to the construction of mediated knowledge
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spelling info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisChats e e-fÃruns na Ead virtual: links entre mediaÃÃo pedagÃgica e hipertextualidade2008-12-10JÃlio CÃsar Rosa de AraÃjo58255419349http://lattes.cnpq.br/3016042855685546Carla Viana Coscarelli75833794668http://lattes.cnpq.br/8886697697917438VlÃdia Maria Cabral Borges1206801239144217676387http://lattes.cnpq.br/4286727403304769Francisca Monica da SilvaUniversidade Federal do CearÃPrograma de PÃs-GraduaÃÃo em LingÃÃsticaUFCBRHypertextuality Pedagogical Mediation. Distance Education Digital GenresHipertextualidade MediaÃÃo PedagÃgica. EaD GÃneros DigitaisLINGUISTICA APLICADABased on the concepts of interaction and pedagogical mediation by Bakhtin and Vygotsky respectively, the aim of this research was to investigate how the hypertext nature of educational chats and e-forums influences the pedagogical mediation and interaction among the participants of online courses. The hypothesis was that the hypertext resources available in these educational genres would foster the development of learnersâ autonomy and support successful mediation by the tutor in virtual learning environments. In order to collect data for this research, the methodology employed some qualitative characteristics of ethnographic research and participant observation techniques along with the quantitative mapping of hypertext resources used during interaction and pedagogical mediation. According to the analysis of the data, hypertext resources were used by tutors and students to demonstrate: curiosity, worry, stimulus, satisfaction, enthusiasm, surprise, constraint, happiness, and attempts to belong and share with the groups, among others. The analysis also showed that the tutors were successful in enhancing pedagogical interaction and making it dynamic when they enabled the students to effectively use the hypertext resources of these two digital genres â chats and e-forums. At the same time, the students used the same tools in their interactions to clarify doubts and to contribute to the development of the group, proving that interaction in the digital environment is a two-way road, in which both tutors and students learn together. This indicates that the use of multiple hypertext resources might enrich interactions and contribute to the construction of mediated knowledgePartindo das perspectivas bakhtiniana e vygotskyana sobre interaÃÃo e mediaÃÃo pedagÃgica, respectivamente, o objetivo da presente pesquisa foi investigar a influÃncia da natureza hipertextual dos gÃneros digitais chats e e-fÃruns educacionais na mediaÃÃo pedagÃgica e na interaÃÃo entre os atores de cursos a distÃncia pela Internet. Nossa suposiÃÃo foi a de que o uso do carÃter intersemiÃtico do hipertexto em ambientes virtuais de aprendizagem colabora no desenvolvimento da autonomia dos estudantes e garante o sucesso da mediaÃÃo pelo tutor, tendo em vista a diversidade de recursos hipertextuais presentes nesses gÃneros. Para a construÃÃo dos dados, adotamos uma metodologia que mescla algumas das caracterÃsticas qualitativas da pesquisa etnogrÃfica, como a tÃcnica da observaÃÃo participante, e o mapeamento numÃrico das ocorrÃncias de usos dos recursos hipertextuais durante a interaÃÃo e a mediaÃÃo pedagÃgica. Os resultados da anÃlise dos dados mostram que as situaÃÃes de uso dos recursos hipertextuais por tutores e alunos sÃo diversificadas, uma vez que foram encontradas situaÃÃes do tipo curiosidade, preocupaÃÃo, incentivo, satisfaÃÃo, entusiasmo, surpresa, constrangimento, felicidade, tentativa de aproximaÃÃo, compartilhamento de informaÃÃes, dentre outros. Diante dessas situaÃÃes, a anÃlise mostrou que os professores conseguiram fortalecer e dinamizar a mediaÃÃo pedagÃgica, possibilitando aos alunos utilizar de maneira funcional os recursos hipertextuais dos gÃneros digitais chat e e-fÃrum. Ao mesmo tempo, os alunos tambÃm utilizaram esses mecanismos nas interaÃÃes para dirimirem dÃvidas e contribuÃrem para o crescimento do grupo, comprovando que no meio digital a mediaÃÃo à uma via de mÃo dupla, em que tutores e alunos aprendem juntos. Isto se justifica porque o uso das mÃltiplas semioses pode enriquecer as interaÃÃes na medida em que contribui para a construÃÃo do conhecimento mediadoCoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superiorhttp://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=4387application/pdfinfo:eu-repo/semantics/openAccessporreponame:Biblioteca Digital de Teses e Dissertações da UFCinstname:Universidade Federal do Cearáinstacron:UFC2019-01-21T11:15:34Zmail@mail.com -
dc.title.pt.fl_str_mv Chats e e-fÃruns na Ead virtual: links entre mediaÃÃo pedagÃgica e hipertextualidade
title Chats e e-fÃruns na Ead virtual: links entre mediaÃÃo pedagÃgica e hipertextualidade
spellingShingle Chats e e-fÃruns na Ead virtual: links entre mediaÃÃo pedagÃgica e hipertextualidade
Francisca Monica da Silva
Hipertextualidade
MediaÃÃo PedagÃgica. EaD
GÃneros Digitais
LINGUISTICA APLICADA
title_short Chats e e-fÃruns na Ead virtual: links entre mediaÃÃo pedagÃgica e hipertextualidade
title_full Chats e e-fÃruns na Ead virtual: links entre mediaÃÃo pedagÃgica e hipertextualidade
title_fullStr Chats e e-fÃruns na Ead virtual: links entre mediaÃÃo pedagÃgica e hipertextualidade
title_full_unstemmed Chats e e-fÃruns na Ead virtual: links entre mediaÃÃo pedagÃgica e hipertextualidade
title_sort Chats e e-fÃruns na Ead virtual: links entre mediaÃÃo pedagÃgica e hipertextualidade
author Francisca Monica da Silva
author_facet Francisca Monica da Silva
author_role author
dc.contributor.advisor1.fl_str_mv JÃlio CÃsar Rosa de AraÃjo
dc.contributor.advisor1ID.fl_str_mv 58255419349
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/3016042855685546
dc.contributor.referee1.fl_str_mv Carla Viana Coscarelli
dc.contributor.referee1ID.fl_str_mv 75833794668
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/8886697697917438
dc.contributor.referee2.fl_str_mv VlÃdia Maria Cabral Borges
dc.contributor.referee2ID.fl_str_mv 12068012391
dc.contributor.authorID.fl_str_mv 44217676387
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/4286727403304769
dc.contributor.author.fl_str_mv Francisca Monica da Silva
contributor_str_mv JÃlio CÃsar Rosa de AraÃjo
Carla Viana Coscarelli
VlÃdia Maria Cabral Borges
dc.subject.por.fl_str_mv Hipertextualidade
MediaÃÃo PedagÃgica. EaD
GÃneros Digitais
topic Hipertextualidade
MediaÃÃo PedagÃgica. EaD
GÃneros Digitais
LINGUISTICA APLICADA
dc.subject.cnpq.fl_str_mv LINGUISTICA APLICADA
dc.description.sponsorship.fl_txt_mv CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
dc.description.abstract..fl_txt_mv Based on the concepts of interaction and pedagogical mediation by Bakhtin and Vygotsky respectively, the aim of this research was to investigate how the hypertext nature of educational chats and e-forums influences the pedagogical mediation and interaction among the participants of online courses. The hypothesis was that the hypertext resources available in these educational genres would foster the development of learnersâ autonomy and support successful mediation by the tutor in virtual learning environments. In order to collect data for this research, the methodology employed some qualitative characteristics of ethnographic research and participant observation techniques along with the quantitative mapping of hypertext resources used during interaction and pedagogical mediation. According to the analysis of the data, hypertext resources were used by tutors and students to demonstrate: curiosity, worry, stimulus, satisfaction, enthusiasm, surprise, constraint, happiness, and attempts to belong and share with the groups, among others. The analysis also showed that the tutors were successful in enhancing pedagogical interaction and making it dynamic when they enabled the students to effectively use the hypertext resources of these two digital genres â chats and e-forums. At the same time, the students used the same tools in their interactions to clarify doubts and to contribute to the development of the group, proving that interaction in the digital environment is a two-way road, in which both tutors and students learn together. This indicates that the use of multiple hypertext resources might enrich interactions and contribute to the construction of mediated knowledge
dc.description.abstract.por.fl_txt_mv Partindo das perspectivas bakhtiniana e vygotskyana sobre interaÃÃo e mediaÃÃo pedagÃgica, respectivamente, o objetivo da presente pesquisa foi investigar a influÃncia da natureza hipertextual dos gÃneros digitais chats e e-fÃruns educacionais na mediaÃÃo pedagÃgica e na interaÃÃo entre os atores de cursos a distÃncia pela Internet. Nossa suposiÃÃo foi a de que o uso do carÃter intersemiÃtico do hipertexto em ambientes virtuais de aprendizagem colabora no desenvolvimento da autonomia dos estudantes e garante o sucesso da mediaÃÃo pelo tutor, tendo em vista a diversidade de recursos hipertextuais presentes nesses gÃneros. Para a construÃÃo dos dados, adotamos uma metodologia que mescla algumas das caracterÃsticas qualitativas da pesquisa etnogrÃfica, como a tÃcnica da observaÃÃo participante, e o mapeamento numÃrico das ocorrÃncias de usos dos recursos hipertextuais durante a interaÃÃo e a mediaÃÃo pedagÃgica. Os resultados da anÃlise dos dados mostram que as situaÃÃes de uso dos recursos hipertextuais por tutores e alunos sÃo diversificadas, uma vez que foram encontradas situaÃÃes do tipo curiosidade, preocupaÃÃo, incentivo, satisfaÃÃo, entusiasmo, surpresa, constrangimento, felicidade, tentativa de aproximaÃÃo, compartilhamento de informaÃÃes, dentre outros. Diante dessas situaÃÃes, a anÃlise mostrou que os professores conseguiram fortalecer e dinamizar a mediaÃÃo pedagÃgica, possibilitando aos alunos utilizar de maneira funcional os recursos hipertextuais dos gÃneros digitais chat e e-fÃrum. Ao mesmo tempo, os alunos tambÃm utilizaram esses mecanismos nas interaÃÃes para dirimirem dÃvidas e contribuÃrem para o crescimento do grupo, comprovando que no meio digital a mediaÃÃo à uma via de mÃo dupla, em que tutores e alunos aprendem juntos. Isto se justifica porque o uso das mÃltiplas semioses pode enriquecer as interaÃÃes na medida em que contribui para a construÃÃo do conhecimento mediado
description Based on the concepts of interaction and pedagogical mediation by Bakhtin and Vygotsky respectively, the aim of this research was to investigate how the hypertext nature of educational chats and e-forums influences the pedagogical mediation and interaction among the participants of online courses. The hypothesis was that the hypertext resources available in these educational genres would foster the development of learnersâ autonomy and support successful mediation by the tutor in virtual learning environments. In order to collect data for this research, the methodology employed some qualitative characteristics of ethnographic research and participant observation techniques along with the quantitative mapping of hypertext resources used during interaction and pedagogical mediation. According to the analysis of the data, hypertext resources were used by tutors and students to demonstrate: curiosity, worry, stimulus, satisfaction, enthusiasm, surprise, constraint, happiness, and attempts to belong and share with the groups, among others. The analysis also showed that the tutors were successful in enhancing pedagogical interaction and making it dynamic when they enabled the students to effectively use the hypertext resources of these two digital genres â chats and e-forums. At the same time, the students used the same tools in their interactions to clarify doubts and to contribute to the development of the group, proving that interaction in the digital environment is a two-way road, in which both tutors and students learn together. This indicates that the use of multiple hypertext resources might enrich interactions and contribute to the construction of mediated knowledge
publishDate 2008
dc.date.issued.fl_str_mv 2008-12-10
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
status_str publishedVersion
format masterThesis
dc.identifier.uri.fl_str_mv http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=4387
url http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=4387
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do CearÃ
dc.publisher.program.fl_str_mv Programa de PÃs-GraduaÃÃo em LingÃÃstica
dc.publisher.initials.fl_str_mv UFC
dc.publisher.country.fl_str_mv BR
publisher.none.fl_str_mv Universidade Federal do CearÃ
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da UFC
instname:Universidade Federal do Ceará
instacron:UFC
reponame_str Biblioteca Digital de Teses e Dissertações da UFC
collection Biblioteca Digital de Teses e Dissertações da UFC
instname_str Universidade Federal do Ceará
instacron_str UFC
institution UFC
repository.name.fl_str_mv -
repository.mail.fl_str_mv mail@mail.com
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