Affective and social aspects in distance education : the interdisciplinarity in focus
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UFRGS |
Texto Completo: | http://hdl.handle.net/10183/198090 |
Resumo: | This article presents an analysis of the possible contributions of the affective and social aspects to the development of pedagogical practices in the modality of Distance Education. The interactions of students in a Virtual Learning Environment (VLE) were observed and identified based on the use of specific instruments of affective and social analysis. The aim is to assist the teacher in the development of his pedagogical practices carried out through an VLE. The methodology used was the qualitative developed in a discipline at a public university in the south of Brazil in 2018. Twelve undergraduate students from different undergraduate courses participated in the study. The data were extracted from the Social Map and Affective Map tools available in ROODA VLE, used in the discipline. These tools enable a mapping of the student's affective and social profile, from the productions and interactions of the students in the VLE. The results point to the relevance of the support that the information provided by the maps can provide to the teacher. In this sense, they contribute to the decision of pedagogical practices, since they can corroborate the strategies adopted by the teacher or they can base the (re)orientation of the proposed activities in order to meet the affective and social demands of each student. The data obtained provided, in addition to a more in-depth discussion on the subject, the development of new resources as a system of recommendation of pedagogical strategies based on the social and affective aspects of the student. |
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Barvinski, Carla AdrianaFerreira, Gislaine Rossetti MadureiraMachado, Letícia Sophia RochaLonghi, Magalí TeresinhaBehar, Patrícia Alejandra2019-08-17T02:30:06Z20192411-2933http://hdl.handle.net/10183/198090001098150This article presents an analysis of the possible contributions of the affective and social aspects to the development of pedagogical practices in the modality of Distance Education. The interactions of students in a Virtual Learning Environment (VLE) were observed and identified based on the use of specific instruments of affective and social analysis. The aim is to assist the teacher in the development of his pedagogical practices carried out through an VLE. The methodology used was the qualitative developed in a discipline at a public university in the south of Brazil in 2018. Twelve undergraduate students from different undergraduate courses participated in the study. The data were extracted from the Social Map and Affective Map tools available in ROODA VLE, used in the discipline. These tools enable a mapping of the student's affective and social profile, from the productions and interactions of the students in the VLE. The results point to the relevance of the support that the information provided by the maps can provide to the teacher. In this sense, they contribute to the decision of pedagogical practices, since they can corroborate the strategies adopted by the teacher or they can base the (re)orientation of the proposed activities in order to meet the affective and social demands of each student. The data obtained provided, in addition to a more in-depth discussion on the subject, the development of new resources as a system of recommendation of pedagogical strategies based on the social and affective aspects of the student.application/pdfengInternational journal of innovation education and research. Dhaka. Vol. 7, no. 6 (June 2019), p. 18-28Ensino a distânciaInterdisciplinaridadeAfetividadeInteração socialPrática pedagógicaTecnologia educacionalAffectivitySocial interactionDistance EducationPedagogical practicesAffective and social aspects in distance education : the interdisciplinarity in focusEstrangeiroinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRGSinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSTEXT001098150.pdf.txt001098150.pdf.txtExtracted Texttext/plain33214http://www.lume.ufrgs.br/bitstream/10183/198090/2/001098150.pdf.txt2f5b1be0acaab8974d684f57ef4580c4MD52ORIGINAL001098150.pdfTexto completo (inglês)application/pdf527894http://www.lume.ufrgs.br/bitstream/10183/198090/1/001098150.pdfa29440fd08bbdf1a2100ad8b12f5d6a6MD5110183/1980902024-01-27 06:01:41.35226oai:www.lume.ufrgs.br:10183/198090Repositório de PublicaçõesPUBhttps://lume.ufrgs.br/oai/requestopendoar:2024-01-27T08:01:41Repositório Institucional da UFRGS - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.pt_BR.fl_str_mv |
Affective and social aspects in distance education : the interdisciplinarity in focus |
title |
Affective and social aspects in distance education : the interdisciplinarity in focus |
spellingShingle |
Affective and social aspects in distance education : the interdisciplinarity in focus Barvinski, Carla Adriana Ensino a distância Interdisciplinaridade Afetividade Interação social Prática pedagógica Tecnologia educacional Affectivity Social interaction Distance Education Pedagogical practices |
title_short |
Affective and social aspects in distance education : the interdisciplinarity in focus |
title_full |
Affective and social aspects in distance education : the interdisciplinarity in focus |
title_fullStr |
Affective and social aspects in distance education : the interdisciplinarity in focus |
title_full_unstemmed |
Affective and social aspects in distance education : the interdisciplinarity in focus |
title_sort |
Affective and social aspects in distance education : the interdisciplinarity in focus |
author |
Barvinski, Carla Adriana |
author_facet |
Barvinski, Carla Adriana Ferreira, Gislaine Rossetti Madureira Machado, Letícia Sophia Rocha Longhi, Magalí Teresinha Behar, Patrícia Alejandra |
author_role |
author |
author2 |
Ferreira, Gislaine Rossetti Madureira Machado, Letícia Sophia Rocha Longhi, Magalí Teresinha Behar, Patrícia Alejandra |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Barvinski, Carla Adriana Ferreira, Gislaine Rossetti Madureira Machado, Letícia Sophia Rocha Longhi, Magalí Teresinha Behar, Patrícia Alejandra |
dc.subject.por.fl_str_mv |
Ensino a distância Interdisciplinaridade Afetividade Interação social Prática pedagógica Tecnologia educacional |
topic |
Ensino a distância Interdisciplinaridade Afetividade Interação social Prática pedagógica Tecnologia educacional Affectivity Social interaction Distance Education Pedagogical practices |
dc.subject.eng.fl_str_mv |
Affectivity Social interaction Distance Education Pedagogical practices |
description |
This article presents an analysis of the possible contributions of the affective and social aspects to the development of pedagogical practices in the modality of Distance Education. The interactions of students in a Virtual Learning Environment (VLE) were observed and identified based on the use of specific instruments of affective and social analysis. The aim is to assist the teacher in the development of his pedagogical practices carried out through an VLE. The methodology used was the qualitative developed in a discipline at a public university in the south of Brazil in 2018. Twelve undergraduate students from different undergraduate courses participated in the study. The data were extracted from the Social Map and Affective Map tools available in ROODA VLE, used in the discipline. These tools enable a mapping of the student's affective and social profile, from the productions and interactions of the students in the VLE. The results point to the relevance of the support that the information provided by the maps can provide to the teacher. In this sense, they contribute to the decision of pedagogical practices, since they can corroborate the strategies adopted by the teacher or they can base the (re)orientation of the proposed activities in order to meet the affective and social demands of each student. The data obtained provided, in addition to a more in-depth discussion on the subject, the development of new resources as a system of recommendation of pedagogical strategies based on the social and affective aspects of the student. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-08-17T02:30:06Z |
dc.date.issued.fl_str_mv |
2019 |
dc.type.driver.fl_str_mv |
Estrangeiro info:eu-repo/semantics/article |
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info:eu-repo/semantics/publishedVersion |
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http://hdl.handle.net/10183/198090 |
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2411-2933 |
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001098150 |
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http://hdl.handle.net/10183/198090 |
dc.language.iso.fl_str_mv |
eng |
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eng |
dc.relation.ispartof.pt_BR.fl_str_mv |
International journal of innovation education and research. Dhaka. Vol. 7, no. 6 (June 2019), p. 18-28 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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