Design instrucional para disciplina de tecnologia da informação na pesquisa e na educação à distância na área de saúde

• Autor(a) principal: Silveira, Patricia Cristina
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da FAMERP
• Texto Completo: http://bdtd.famerp.br/handle/tede/387
• topic: Education, Nursing; Education, Distance; Information Technology; Tecnologia Educacional; Educational Technology; Educação em Enfermagem; Educação a Distância; Tecnologia da Informação; Tecnología Educacional; Educación en Enfermería; Educación a Distancia; Tecnología de la Información; ENFERMAGEM::ENFERMAGEM DE SAUDE PUBLICA::5647390027954931658::600

Objective: Develop the discipline “Information Technology in Research and in Distance Education in Health Sciences” in a Virtual Leaning Environment with the application of Contextualized Instructional Design." Method: We carried out a descriptive, transversal, qualitative and quantitative study from March to October 2015. We used theoretical references of active methodologies and the application of the phases of analysis, design, development, implementation, and evaluation that constitute the instructional design contextualized for teaching and learning with use of technology resources. Results: The content of the discipline, distributed in different media and activities with technological resources, promoted online interactions between students and teachers-tutors in a virtual-learning environment. Most of the students (76%) belong to Y Generation; 76% are nursing graduated students, and 90% are post-graduates (specialization, Enhancement, and improvement for non-medical professionals). The discipline had an overall rating of 38% as "excellent," and 52% as "good." The vast majority of the students (90%) wish that other postgraduate courses also use virtual-learning environments. Conclusion: The contextualized instructional design provided a virtual environment for access to educational material and teacher-student dialogic mediation as a support for in person classes.