Perspectives on Feedback as a Device for Permanence in Distance Education

Detalhes bibliográficos
Autor(a) principal: Cofferri, Fernanda Fátima
Data de Publicação: 2024
Outros Autores: Novello, Tanise Paula
Tipo de documento: Artigo
Idioma: por
Título da fonte: EAD em Foco
DOI: 10.18264/eadf.v14i1.2084
Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/2084
Resumo:  Distance education is a teaching modality that has been increasingly consolidated at different levels. Thus, problematizing and understanding how the pedagogical processes in Distance Education (EaD) happen is emerging. In this sense, this article presents an excerpt of the broad scope that make up this teaching modality, focusing on feedback as a device for the permanence of students. The objective is to analyze the perspectives of tutors and teachers about feedback as a determining element for student permanence in distance education. To this end, the production of records took place during a training course for tutors at a Brazilian federal university in which distance tutors recorded perspectives and understandings about feedback. The records produced were analyzed from a qualitative perspective, based on Content Analysis (Bardin, 2011), with the reflective-theoretical discussion organized into two sections, one of which addressed the challenges and potential of feedback, and the other section the guidance process from teacher to tutor in the elaboration of feedback. Finally, the study points out that, in the process of pedagogical mediation, the actions of teachers and tutors are complementary and need to be articulated, especially in the feedback elaboration process, in the alignment of evaluative criteria, pedagogical objectives, as well as the issues that pervade the discipline. Such elements impact the interaction and training process of students, tutors and teachers. Thus, feedback is a determining element for the quality and permanence of distance education.   Keywords: Distance education. Feedback. Tutor. Teacher. Permanence.
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spelling Perspectives on Feedback as a Device for Permanence in Distance EducationPerspectivas acerca do Feedback como Dispositivo para a Permanência na Educação a DistânciaEducação a distânciaFeedbackTutorProfessorPermanênciaDistance educationFeedbackTutorTeacherPermanence Distance education is a teaching modality that has been increasingly consolidated at different levels. Thus, problematizing and understanding how the pedagogical processes in Distance Education (EaD) happen is emerging. In this sense, this article presents an excerpt of the broad scope that make up this teaching modality, focusing on feedback as a device for the permanence of students. The objective is to analyze the perspectives of tutors and teachers about feedback as a determining element for student permanence in distance education. To this end, the production of records took place during a training course for tutors at a Brazilian federal university in which distance tutors recorded perspectives and understandings about feedback. The records produced were analyzed from a qualitative perspective, based on Content Analysis (Bardin, 2011), with the reflective-theoretical discussion organized into two sections, one of which addressed the challenges and potential of feedback, and the other section the guidance process from teacher to tutor in the elaboration of feedback. Finally, the study points out that, in the process of pedagogical mediation, the actions of teachers and tutors are complementary and need to be articulated, especially in the feedback elaboration process, in the alignment of evaluative criteria, pedagogical objectives, as well as the issues that pervade the discipline. Such elements impact the interaction and training process of students, tutors and teachers. Thus, feedback is a determining element for the quality and permanence of distance education.   Keywords: Distance education. Feedback. Tutor. Teacher. Permanence. A educação a distância é uma modalidade de ensino que tem se consolidado cada vez mais nos diferentes níveis. Assim, problematizar e compreender como acontecem os processos pedagógicos na Educação a Distância (EaD) é emergente. Nesse sentido, o presente artigo apresenta um recorte do amplo escopo que compõem essa modalidade de ensino, focando no feedback como um dispositivo para a permanência dos estudantes. O objetivo é analisar as perspectivas de tutores e professores acerca do feedback como elemento determinante para a permanência estudantil na EaD. Para tanto, a produção dos registros aconteceu durante um curso de formação de tutores de uma universidade federal brasileira em que tutores a distância registraram perspectivas e entendimentos acerca do feedback. Os registros produzidos foram analisados numa perspectiva qualitativa, a partir da Análise de Conteúdo (Bardin, 2011), sendo a discussão reflexiva-teórica organizada em duas seções, uma delas abordou os desafios e potencialidades do feedback, e a outra seção o processo de orientação do professor ao tutor na elaboração de feedback. Por fim, o estudo aponta que, no processo de mediação pedagógica, as ações de professores e tutores são complementares e precisam ser articuladas, especialmente no processo de elaboração do feedback, no alinhamento de critérios avaliativos, objetivos pedagógicos, bem como, as questões que perpassam a disciplina. Tais elementos impactam na interação e no processo formativo dos estudantes, tutores e professores. Assim, o feedback se configura em um elemento determinante para a qualidade e permanência na educação a distância.   Palavras-chave: Educação a distância. feedback. tutor. professor. permanência.   Fundação Cecierj2024-04-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/208410.18264/eadf.v14i1.2084EaD em Foco; Vol. 14 No. 1 (2024); E2084EaD em Foco; Vol. 14 Núm. 1 (2024); E2084EaD em Foco; v. 14 n. 1 (2024); E20842177-8310reponame:EAD em Focoinstname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)instacron:CECIERJporhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/2084/912Copyright (c) 2024 EaD em Focohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess Cofferri, Fernanda FátimaNovello, Tanise Paula2024-04-11T23:36:37Zoai:ojs.eademfoco.cecierj.edu.br:article/2084Revistahttps://eademfoco.cecierj.edu.br/index.php/RevistaONGhttp://eademfoco.cecierj.edu.br/index.php/Revista/oai||eademfoco@cecierj.edu.br2177-83102177-8310opendoar:2024-04-11T23:36:37EAD em Foco - Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)false
dc.title.none.fl_str_mv Perspectives on Feedback as a Device for Permanence in Distance Education
Perspectivas acerca do Feedback como Dispositivo para a Permanência na Educação a Distância
title Perspectives on Feedback as a Device for Permanence in Distance Education
spellingShingle Perspectives on Feedback as a Device for Permanence in Distance Education
Perspectives on Feedback as a Device for Permanence in Distance Education
Cofferri, Fernanda Fátima
Educação a distância
Feedback
Tutor
Professor
Permanência
Distance education
Feedback
Tutor
Teacher
Permanence
Cofferri, Fernanda Fátima
Educação a distância
Feedback
Tutor
Professor
Permanência
Distance education
Feedback
Tutor
Teacher
Permanence
title_short Perspectives on Feedback as a Device for Permanence in Distance Education
title_full Perspectives on Feedback as a Device for Permanence in Distance Education
title_fullStr Perspectives on Feedback as a Device for Permanence in Distance Education
Perspectives on Feedback as a Device for Permanence in Distance Education
title_full_unstemmed Perspectives on Feedback as a Device for Permanence in Distance Education
Perspectives on Feedback as a Device for Permanence in Distance Education
title_sort Perspectives on Feedback as a Device for Permanence in Distance Education
author Cofferri, Fernanda Fátima
author_facet Cofferri, Fernanda Fátima
Cofferri, Fernanda Fátima
Novello, Tanise Paula
Novello, Tanise Paula
author_role author
author2 Novello, Tanise Paula
author2_role author
dc.contributor.author.fl_str_mv Cofferri, Fernanda Fátima
Novello, Tanise Paula
dc.subject.por.fl_str_mv Educação a distância
Feedback
Tutor
Professor
Permanência
Distance education
Feedback
Tutor
Teacher
Permanence
topic Educação a distância
Feedback
Tutor
Professor
Permanência
Distance education
Feedback
Tutor
Teacher
Permanence
description  Distance education is a teaching modality that has been increasingly consolidated at different levels. Thus, problematizing and understanding how the pedagogical processes in Distance Education (EaD) happen is emerging. In this sense, this article presents an excerpt of the broad scope that make up this teaching modality, focusing on feedback as a device for the permanence of students. The objective is to analyze the perspectives of tutors and teachers about feedback as a determining element for student permanence in distance education. To this end, the production of records took place during a training course for tutors at a Brazilian federal university in which distance tutors recorded perspectives and understandings about feedback. The records produced were analyzed from a qualitative perspective, based on Content Analysis (Bardin, 2011), with the reflective-theoretical discussion organized into two sections, one of which addressed the challenges and potential of feedback, and the other section the guidance process from teacher to tutor in the elaboration of feedback. Finally, the study points out that, in the process of pedagogical mediation, the actions of teachers and tutors are complementary and need to be articulated, especially in the feedback elaboration process, in the alignment of evaluative criteria, pedagogical objectives, as well as the issues that pervade the discipline. Such elements impact the interaction and training process of students, tutors and teachers. Thus, feedback is a determining element for the quality and permanence of distance education.   Keywords: Distance education. Feedback. Tutor. Teacher. Permanence.
publishDate 2024
dc.date.none.fl_str_mv 2024-04-11
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10.18264/eadf.v14i1.2084
url https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/2084
identifier_str_mv 10.18264/eadf.v14i1.2084
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/2084/912
dc.rights.driver.fl_str_mv Copyright (c) 2024 EaD em Foco
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 EaD em Foco
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Fundação Cecierj
publisher.none.fl_str_mv Fundação Cecierj
dc.source.none.fl_str_mv EaD em Foco; Vol. 14 No. 1 (2024); E2084
EaD em Foco; Vol. 14 Núm. 1 (2024); E2084
EaD em Foco; v. 14 n. 1 (2024); E2084
2177-8310
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repository.name.fl_str_mv EAD em Foco - Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)
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dc.identifier.doi.none.fl_str_mv 10.18264/eadf.v14i1.2084

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