Guidelines for the dissemination of distance education, from the analysis of prejudice against this education modality

• Autor(a) principal: Machisotti, Gustavo Guimarães
• Data de Publicação: 2022
• Outros Autores: França, Sergio Luiz Braga, Farias Filho, Jose Rodrigues de, Pinto, Sandra Regina da Rocha
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Acta Scientiarum. Education (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/53622
• topic: content analysis; preconception; distance learning; education modality.; análisis de contenido; prejuicio; educación a distancia; modalidad educativa.; análise de conteúdo; preconceito; educação a distância; modalidade de educação.

This article aims to propose guidelines for the dissemination of Distance Education (DE) in Brazil, based on the identification and analysis of prejudice against this type of education. Therefore, it seeks to answer the following research question: How can DE be widely disseminated to serve the different classes of society, based on the analysis of prejudice against DE? It is a qualitative, exploratory and field research, carried out through online data collection answered by 100 respondents; and data treatment performed through content analysis. For 78% of respondents, there is prejudice against distance education and the main reasons are: perception that the quality of teaching is low, lack of credibility about the teaching-learning process, lack of knowledge about this teaching modality and resistance to the new. It is concluded that there is a need to implement improvements on the part of educational institutions, for a greater recognition of DE. Thus, guidelines for Distance Education are proposed in order to expand opportunities for education at all levels of society, such as: the need for customization and constant improvement of the quality of material and content; information on the characteristics, forms of interaction and the teaching-learning process in distance education; dissemination of comparative results between DE and face-to-face students; evidence that there is no difference in the level of difficulty in relation to the face-to-face modality; demonstrate concern for students' effective learning and the possibility of using distance education in all areas of knowledge; and to promote teacher training and involvement programs in distance education, in order to make them overcome paradigms arising from classroom teaching.