DISTANCE LEARNING AND TUTORING: THEORY, PRACTICE, LEARNING AND CHALLENGES

• Autor(a) principal: Wrobel, Julia Schaetzle
• Data de Publicação: 2010
• Outros Autores: Carneiro, Teresa Cristina Janes, Palma, Waneide de Souza, Aguiar, Lemuel Brasil
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Administração (São Paulo. Online)
• DOI: 10.13058/raep.2010.v11n3.133
• Texto Completo: https://raep.emnuvens.com.br/raep/article/view/133
• topic: tutoring; distance learning; graduation; administration; tutoria; educação a distância; graduação; administração

According to Neder (2000), academic advising or tutoring in distance learning (DL) is one of the elements in the educational process that allows the (re)definition of education, mainly by disrupting the concept of time/space of traditional educational processes. Tutors mediate thecontents of disciplines to students and establish relationships between students and teachers, as well as among the students themselves. Given the importance of this academic role, we investigate how the practice of tutoring compares to its somewhat idealized theoretical vision found in the literature. Through interviews with nine students and 31 tutors from the distance learning Administration course at the Universidade Federal do Espírito Santo (UFES), a pilot project of the Universidade Aberta do Brasil (UAB), conducted at four separate occasions, from December 2007 to March 2009, we aim to identify what was learnt and what challengeswere faced during this distance learning tutoring. Subsequent analyses revealed that tutoring is still poorly understood by both students and tutors alike, and that there are still significant adaptation difficulties present. The main challenges to be overcome are the departure from thetraditional educational paradigm and the acceptance of a new paradigm focused on tutor-student dialogues.