INCLUSION OF DISTANCE WORKLOAD IN REGULAR GRADUATION COURSES: PERCEPTION OF PHYSICAL EDUCATION STUDENTS FROM UNIMONTES

• Autor(a) principal: Passos, Betânia Maria Araújo
• Data de Publicação: 2018
• Outros Autores: Dumont de Macêdo, Maria Ângela Lopes, Pereira Reis, Vivianne Margareth Chaves, Santos, Gustavo Souza, Queiroz, Maria Aparecida Pereira, Macedo, Mônica Thaís Soares, Brant, Rogério Santos, Brant Rocha, Josiane Santos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Paidéi@
• Texto Completo: https://periodicos.unimesvirtual.com.br/index.php/paideia/article/view/872
• topic: Educação a Distância; EaD; Graduação; Carga-horária.

The University of Montes Claros (Unimontes) offers undergraduate, postgraduate, technical and distance learning courses since 2008, through the Distance Education Center (CEAD) and in cooperation with the Open University of Brazil (UAB) , In addition to the list of presential courses traditionally offered. The Department of Physical Education and Sports decided on an experience in which 20% of the hours of undergraduate and baccalaureate courses in Physical Education of the university campuses in the second semester Of 2016 in the process of optimizing its processes and didactic-pedagogical experimentation. From this experience, this study aimed to analyze the student's perception of the undergraduate course in Physical Education at Unimontes, considering the experience of inclusion of partial hours in EaD, in the face of this experience, with the expectation of debugging the satisfaction level and evaluating Opportunities for improvement and growth. This is a quantitative and survey study. The analysis population comprised 47 students from the Unimontes physical education classroom course, located at the headquarters campus in Montes Claros / MG and at the Januária / MG campus. Students from both campuses were integrated into virtual rooms corresponding to the elective courses for the second semester of 2016, assisted by the course coordination and the multidisciplinary team of CEAD / Unimontes. In order to do so, the students participated in general training for handling the virtual learning environment and specific orientations about the unfolding of the course activities from this perspective, as well as their teachers. After the distance experiments, the students were submitted to the research by means of a questionnaire containing 16 questions that investigated the experience with the virtual room, with the process of distance learning and the use of the disciplines studied in the period. The results showed satisfaction with the process, however, the difficulties with changing the usual functioning of the course generated discomforts which, in turn, can be minimized through practical actions.