The Role of Tutor Teacher in Distance Learning in the Perception of Students and Tutors Themselve
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | EAD em Foco |
Texto Completo: | https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1274 |
Resumo: | The tutor teacher is the main responsible for the pedagogical interaction, for the processes of orientation and motivation of the students in their academic activities. The present study aimed to compare social representations of students of Higher Education in the distance modality and of the tutors themselves about the tutoring function. 405 tutors and 585 university students in the distance education modality from different higher education institutions participated in the research, totaling a convenience sample of 990 respondents. These participants responded to the inductor term “tutor” for the free evocation of three words. With the support of the Iramuteq software, a prototypical analysis was carried out, which structures social representations in four distinct zones based on a matrix that combines the average order and the frequency of evocation of words. The results point to a positive perception of the figure of the tutor teacher, by both research groups, with a clear association of the role of tutors as a central function in the distance modality. Although there is a common core of representations between both groups surveyed, differences were also identified between them. While tutoring teachers focus on their academic role in the teaching-learning processes, students associate the role with support throughout the course. The findings of this study suggest an appreciation of the profession as a condition for improving the quality of distance undergraduate courses. The results are discussed in the light of the literature in the area and a proposal for an agenda for future studies on the subject is made. Keywords: Distance education. University graduate. Social representations. Tutor. |
id |
CECIERJ_b91a2b873916596e1f86e37fd061fff5 |
---|---|
oai_identifier_str |
oai:ojs.eademfoco.cecierj.edu.br:article/1274 |
network_acronym_str |
CECIERJ |
network_name_str |
EAD em Foco |
repository_id_str |
|
spelling |
The Role of Tutor Teacher in Distance Learning in the Perception of Students and Tutors ThemselvePapel de Professor Tutor na Percepção de Discentes e dos Próprios TutoresThe tutor teacher is the main responsible for the pedagogical interaction, for the processes of orientation and motivation of the students in their academic activities. The present study aimed to compare social representations of students of Higher Education in the distance modality and of the tutors themselves about the tutoring function. 405 tutors and 585 university students in the distance education modality from different higher education institutions participated in the research, totaling a convenience sample of 990 respondents. These participants responded to the inductor term “tutor” for the free evocation of three words. With the support of the Iramuteq software, a prototypical analysis was carried out, which structures social representations in four distinct zones based on a matrix that combines the average order and the frequency of evocation of words. The results point to a positive perception of the figure of the tutor teacher, by both research groups, with a clear association of the role of tutors as a central function in the distance modality. Although there is a common core of representations between both groups surveyed, differences were also identified between them. While tutoring teachers focus on their academic role in the teaching-learning processes, students associate the role with support throughout the course. The findings of this study suggest an appreciation of the profession as a condition for improving the quality of distance undergraduate courses. The results are discussed in the light of the literature in the area and a proposal for an agenda for future studies on the subject is made. Keywords: Distance education. University graduate. Social representations. Tutor. O professor tutor é o principal responsável pela interação pedagógica, pelos processos de orientação e motivação dos alunos em suas atividades acadêmicas. O presente trabalho objetivou comparar representações sociais dos estudantes de Ensino Superior na modalidade a distância e dos próprios professores tutores acerca da função de tutoria. Participaram da pesquisa 405 tutores e 585 universitários da modalidade de educação a distância de diferentes instituições de ensino superior, totalizando uma amostra de conveniência de 990 pesquisados. Esses participantes responderam ao termo indutor “tutor” para a evocação livre de três palavras. Com apoio do software Iramuteq, foi realizada a análise prototípica, que estrutura as representações sociais em quatro zonas distintas a partir de uma matriz que combina a ordem média e a frequência de evocação das palavras. Os resultados apontam para uma percepção positiva da figura do professor tutor, por ambos os grupos da pesquisa, com uma clara associação do papel dos tutores como uma função central na modalidade a distância. Embora haja um núcleo comum de representações entre ambos os grupos pesquisados, foram também identificadas diferenças entre eles. Enquanto os professores tutores se voltam para o seu papel acadêmico nos processos de ensino-aprendizagem, os estudantes associam a função a um amparo ao longo do curso. Os achados deste estudo sugerem uma valorização da profissão como condição de melhoria da qualidade dos cursos de graduação a distância. Os resultados são discutidos à luz da literatura da área e é feita uma proposição de agenda de estudos futuros sobre a temática. Palavras-chave: Educação a distância. Graduação. Representações sociais. Tutor.Fundação Cecierj2020-12-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/127410.18264/eadf.v10i2.1274EaD em Foco; Vol. 10 No. 2 (2020)EaD em Foco; Vol. 10 Núm. 2 (2020)EaD em Foco; v. 10 n. 2 (2020)2177-8310reponame: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/1274/608https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1274/624Copyright (c) 2020 EaD em Focoinfo:eu-repo/semantics/openAccess Ferreira, Danielle MelloMourão, Luciana2020-11-17T23:39:35ZRevistahttps://eademfoco.cecierj.edu.br/index.php/RevistaONG |
dc.title.none.fl_str_mv |
The Role of Tutor Teacher in Distance Learning in the Perception of Students and Tutors Themselve Papel de Professor Tutor na Percepção de Discentes e dos Próprios Tutores |
title |
The Role of Tutor Teacher in Distance Learning in the Perception of Students and Tutors Themselve |
spellingShingle |
The Role of Tutor Teacher in Distance Learning in the Perception of Students and Tutors Themselve Ferreira, Danielle Mello |
title_short |
The Role of Tutor Teacher in Distance Learning in the Perception of Students and Tutors Themselve |
title_full |
The Role of Tutor Teacher in Distance Learning in the Perception of Students and Tutors Themselve |
title_fullStr |
The Role of Tutor Teacher in Distance Learning in the Perception of Students and Tutors Themselve |
title_full_unstemmed |
The Role of Tutor Teacher in Distance Learning in the Perception of Students and Tutors Themselve |
title_sort |
The Role of Tutor Teacher in Distance Learning in the Perception of Students and Tutors Themselve |
author |
Ferreira, Danielle Mello |
author_facet |
Ferreira, Danielle Mello Mourão, Luciana |
author_role |
author |
author2 |
Mourão, Luciana |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Ferreira, Danielle Mello Mourão, Luciana |
description |
The tutor teacher is the main responsible for the pedagogical interaction, for the processes of orientation and motivation of the students in their academic activities. The present study aimed to compare social representations of students of Higher Education in the distance modality and of the tutors themselves about the tutoring function. 405 tutors and 585 university students in the distance education modality from different higher education institutions participated in the research, totaling a convenience sample of 990 respondents. These participants responded to the inductor term “tutor” for the free evocation of three words. With the support of the Iramuteq software, a prototypical analysis was carried out, which structures social representations in four distinct zones based on a matrix that combines the average order and the frequency of evocation of words. The results point to a positive perception of the figure of the tutor teacher, by both research groups, with a clear association of the role of tutors as a central function in the distance modality. Although there is a common core of representations between both groups surveyed, differences were also identified between them. While tutoring teachers focus on their academic role in the teaching-learning processes, students associate the role with support throughout the course. The findings of this study suggest an appreciation of the profession as a condition for improving the quality of distance undergraduate courses. The results are discussed in the light of the literature in the area and a proposal for an agenda for future studies on the subject is made. Keywords: Distance education. University graduate. Social representations. Tutor. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-11 |
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://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1274 10.18264/eadf.v10i2.1274 |
url |
https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1274 |
identifier_str_mv |
10.18264/eadf.v10i2.1274 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1274/608 https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1274/624 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 EaD em Foco info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 EaD em Foco |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
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. 10 No. 2 (2020) EaD em Foco; Vol. 10 Núm. 2 (2020) EaD em Foco; v. 10 n. 2 (2020) 2177-8310 reponame:EAD em Foco instname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ) instacron:CECIERJ |
instname_str |
Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ) |
instacron_str |
CECIERJ |
institution |
CECIERJ |
reponame_str |
EAD em Foco |
collection |
EAD em Foco |
repository.name.fl_str_mv |
|
repository.mail.fl_str_mv |
|
_version_ |
1733981569003028480 |