Digital fluency and the construction of pedagogical strategies for distance learning

• Autor(a) principal: Akazaki, Jacqueline Mayumi
• Data de Publicação: 2020
• Outros Autores: Poegere, Ester Morsoletto, Sigal, Carla Bueno, Machado, Letícia Sophia Rocha, Silva, Kétia Kellen Araújo da, Behar, Patrícia Alejandra
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Institucional da UFRGS
• Texto Completo: http://hdl.handle.net/10183/221354
• topic: Ensino a distância; Digital Competences; Digital Fluency; Pedagogical Strategies; Distance Education

The objective of the study is to identify Pedagogical Strategies (PS) that can contribute to the construction of Digital Fluency in the Distance Learning (DL) context. Technological changes in society include their own set of knowledge, skills, and attitudescalled Digital Competences(DC). Specifically, in distance learning, digital fluency is considered paramount since it is related to the use of technologies where the subject feels digitally active, especially with regard to the production of content/materials for the virtual environment. This can be divided into five specific competences: Content Production, Data Protection, Networking, Virtual Resilience, andTeamwork. Thus, PSwere created from the analysis of competences in order to assist the instructorsto build them with their students in the DL environment. This study used a qualitative methodology based on an interpretative approach. The instrument used for data collection was an online questionnaire evaluating the Pedagogical Strategies for the Digital Fluency Competence. The target audience of the research was 90 specialists in the area of distance learning who responded and suggested changes to thePS. The results enabled the development of a framework with 46 Pedagogical Strategies divided into the 5specific competences of Digital Fluencyto aid teachers in meetingstudents’needs