Teaching and learning in Distance Education: an exploratory study from the perspective of tutorial practices
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Data de Publicação: | 2016 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/16 |
Resumo: | Distance Education (DE) constitutes a teaching modality rapidly expanding worldwide. It accounts with a polyteaching team, often composed of a teacher course content, trainer, instructor and several tutors who work face-t-face at a Distance Education On-site Center or online in the Learning Virtual Environments (LVE). This research aims to study the main successful tutorial practices implemented in the context of distance education in two higher education institutions, identifying its theoretical foundation and relevant approaches in order to propose principles that may benchmark the tutorial practices in different contexts. It is a descriptive exploratory study, with a qualitative approach, using as data collection procedures an online survey and a participatory research, carried out in two higher education institutions located in Brazil. From among the findings, it is emphasized that in the sample of 60 surveyed tutors have a modal age of 26.7 years old, with 3.2 experience years as weighted average; 71.7% (43) have a postgraduate degree (specialization level); 61.7% (37) had participated above two continuing education courses in the last two years. The surveyed tutors have a weighted average of 108.7 students supervised and 80% (48) tutors use to answer the student’s solicitations up to 24h. The most used tutorial practices by surveyed tutors are the inaugural lectures, 58.3% (35); seminars and conferences, 43.3% (26); study groups, 35% (21) and revision classes, 21.7% (13). The study concludes that the principles should guide the tutorial mediation practice in DE is related with the establishment of affective and educational relationship with the student; the diversification of the tutorial practice; the quick feedback to students demands; monitoring the activities of students and regular participation of the tutor in continuing education programs in distance education. |
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Teaching and learning in Distance Education: an exploratory study from the perspective of tutorial practicesEnseñar y aprender en la Educación a Distancia: un estudio exploratorio en la perspectiva de las prácticas tutorialesEnsinar e aprender na Educação a Distância: um estudo exploratório na perspectiva das práticas tutoriaisDistance educationTutorTutor practicePedagogical mediationEducação a DistânciaTutoriaPrática tutorialMediação pedagógica.Educación a distanciatutoríaPráctica tutorialMediación pedagógica.Distance Education (DE) constitutes a teaching modality rapidly expanding worldwide. It accounts with a polyteaching team, often composed of a teacher course content, trainer, instructor and several tutors who work face-t-face at a Distance Education On-site Center or online in the Learning Virtual Environments (LVE). This research aims to study the main successful tutorial practices implemented in the context of distance education in two higher education institutions, identifying its theoretical foundation and relevant approaches in order to propose principles that may benchmark the tutorial practices in different contexts. It is a descriptive exploratory study, with a qualitative approach, using as data collection procedures an online survey and a participatory research, carried out in two higher education institutions located in Brazil. From among the findings, it is emphasized that in the sample of 60 surveyed tutors have a modal age of 26.7 years old, with 3.2 experience years as weighted average; 71.7% (43) have a postgraduate degree (specialization level); 61.7% (37) had participated above two continuing education courses in the last two years. The surveyed tutors have a weighted average of 108.7 students supervised and 80% (48) tutors use to answer the student’s solicitations up to 24h. The most used tutorial practices by surveyed tutors are the inaugural lectures, 58.3% (35); seminars and conferences, 43.3% (26); study groups, 35% (21) and revision classes, 21.7% (13). The study concludes that the principles should guide the tutorial mediation practice in DE is related with the establishment of affective and educational relationship with the student; the diversification of the tutorial practice; the quick feedback to students demands; monitoring the activities of students and regular participation of the tutor in continuing education programs in distance education.La Educación a Distancia (EaD) se constituye en una modalidad de enseñanza en franca expansión en todo el mundo. Cuenta con un equipo polidocente de profesores, a menudo compuesta por profesor contador, formador, instructor y tutores que actúan presencialmente en los Polos de EaD o en los ambientes virtuales. Este trabajo tiene como objetivo estudiar las principales prácticas tutoriales exitosas implementadas en el ámbito de la EaD en dos instituciones de enseñanza superior, identificando su fundamentación teórica, enfoques relevantes a fin de proponer principios que balizen los diversos modelos de prácticas tutoriales en distintos contextos. Se trata de un estudio exploratorio descriptivo, con abordaje cualitativo, que utiliza como procedimientos de recolección de datos un levantamiento online y una investigación participante, realizados en dos Instituciones de Enseñanza Superior en Brasil. Entre los resultados encontrados en la investigación de campo, se destaca que la muestra de 60 tutores encuestados presenta una edad modal de 26,7 años, con una media ponderada de 3,2 años de experiencia; El 71,7% (43) poseen un grado de escolarización lato sensu (especialización) y el 61,7% (37) participó por encima de dos cursos de formación continuada en los últimos dos años. Los tutores tienen una media ponderada de 108,7 estudiantes bajo su tutoría y el 80% (48) responden a las solicitudes de los estudiantes en hasta 24h. Las prácticas tutoriales más utilizadas por los tutores investigados son las clases inaugurales, el 58,3% (35); seminarios y conferencias, 43,3% (26); grupos de estudios, 35% (21) y clases de revisión, el 21,7% (13). El estudio concluye que los principios que deberían guiar la práctica de mediación tutorial en la EaD se relacionan con el establecimiento del vínculo afectivo-pedagógico con el estudiante; la diversificación de la práctica tutorial; la pronta devolución a las demandas de los estudiantes; el seguimiento de las actividades de los estudiantes y la participación regular del tutor en programas de educación continuada en la temática de la educación a distancia.A Educação a Distância (EaD) se constitui em uma modalidade de ensino em franca expansão em todo o mundo. Conta com uma equipe polidocente de professores, frequentemente composta por professor conteudista, formador, instrutor e tutores que atuam presencialmente nos Polos de EaD ou nos ambientes virtuais. Este trabalho tem como objetivo estudar as principais práticas tutoriais bem-sucedidas implementadas no âmbito da EaD em duas instituições de ensino superior, identificando sua fundamentação teórica, enfoques relevantes a fim de se propor princípios que balizem os diversos modelos de práticas tutoriais em distintos contextos. Trata-se de um estudo exploratório descritivo, com abordagem qualitativa, que utiliza como procedimentos de coleta de dados um levantamento online e uma pesquisa participante, realizados em duas Instituições de Ensino Superior no Brasil. Dentre os resultados encontrados na pesquisa de campo, destaca-se que a amostra de 60 tutores pesquisados apresenta uma idade modal de 26,7 anos, com média ponderada de 3,2 anos de experiência; 71,7% (43) possuem pós-graduação lato sensu (especialização) e 61,7% (37) participaram acima de dois cursos de formação continuada nos últimos dois anos. Os tutores possuem uma média ponderada de 108,7 estudantes sob sua tutoria e 80% (48) respondem às solicitações dos estudantes em até 24h. As práticas tutoriais mais utilizadas pelos tutores investigados são as aulas inaugurais, 58,3% (35); seminários e palestras, 43,3% (26); grupos de estudos, 35% (21) e aulas de revisão, 21,7% (13). O estudo conclui que os princípios que deveriam nortear a prática de mediação tutorial na EaD se relacionam com o estabelecimento do vínculo afetivo-pedagógico com o estudante; a diversificação da prática tutorial; a pronta devolutiva às demandas dos estudantes; o acompanhamento das atividades dos estudantes e a participação regular do tutor em programas de educação continuada na temática da educação a distância.Research, Society and Development2016-12-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1610.17648/rsd-v3i2.16Research, Society and Development; Vol. 3 No. 2; 92-114Research, Society and Development; Vol. 3 Núm. 2; 92-114Research, Society and Development; v. 3 n. 2; 92-1142525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/16/47Copyright (c) 2016 Eniel do Espirito Santoinfo:eu-repo/semantics/openAccessSanto, Eniel do Espirito2019-01-21T22:47:33Zoai:ojs.pkp.sfu.ca:article/16Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:25:43.651377Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Teaching and learning in Distance Education: an exploratory study from the perspective of tutorial practices Enseñar y aprender en la Educación a Distancia: un estudio exploratorio en la perspectiva de las prácticas tutoriales Ensinar e aprender na Educação a Distância: um estudo exploratório na perspectiva das práticas tutoriais |
title |
Teaching and learning in Distance Education: an exploratory study from the perspective of tutorial practices |
spellingShingle |
Teaching and learning in Distance Education: an exploratory study from the perspective of tutorial practices Santo, Eniel do Espirito Distance education Tutor Tutor practice Pedagogical mediation Educação a Distância Tutoria Prática tutorial Mediação pedagógica. Educación a distancia tutoría Práctica tutorial Mediación pedagógica. |
title_short |
Teaching and learning in Distance Education: an exploratory study from the perspective of tutorial practices |
title_full |
Teaching and learning in Distance Education: an exploratory study from the perspective of tutorial practices |
title_fullStr |
Teaching and learning in Distance Education: an exploratory study from the perspective of tutorial practices |
title_full_unstemmed |
Teaching and learning in Distance Education: an exploratory study from the perspective of tutorial practices |
title_sort |
Teaching and learning in Distance Education: an exploratory study from the perspective of tutorial practices |
author |
Santo, Eniel do Espirito |
author_facet |
Santo, Eniel do Espirito |
author_role |
author |
dc.contributor.author.fl_str_mv |
Santo, Eniel do Espirito |
dc.subject.por.fl_str_mv |
Distance education Tutor Tutor practice Pedagogical mediation Educação a Distância Tutoria Prática tutorial Mediação pedagógica. Educación a distancia tutoría Práctica tutorial Mediación pedagógica. |
topic |
Distance education Tutor Tutor practice Pedagogical mediation Educação a Distância Tutoria Prática tutorial Mediação pedagógica. Educación a distancia tutoría Práctica tutorial Mediación pedagógica. |
description |
Distance Education (DE) constitutes a teaching modality rapidly expanding worldwide. It accounts with a polyteaching team, often composed of a teacher course content, trainer, instructor and several tutors who work face-t-face at a Distance Education On-site Center or online in the Learning Virtual Environments (LVE). This research aims to study the main successful tutorial practices implemented in the context of distance education in two higher education institutions, identifying its theoretical foundation and relevant approaches in order to propose principles that may benchmark the tutorial practices in different contexts. It is a descriptive exploratory study, with a qualitative approach, using as data collection procedures an online survey and a participatory research, carried out in two higher education institutions located in Brazil. From among the findings, it is emphasized that in the sample of 60 surveyed tutors have a modal age of 26.7 years old, with 3.2 experience years as weighted average; 71.7% (43) have a postgraduate degree (specialization level); 61.7% (37) had participated above two continuing education courses in the last two years. The surveyed tutors have a weighted average of 108.7 students supervised and 80% (48) tutors use to answer the student’s solicitations up to 24h. The most used tutorial practices by surveyed tutors are the inaugural lectures, 58.3% (35); seminars and conferences, 43.3% (26); study groups, 35% (21) and revision classes, 21.7% (13). The study concludes that the principles should guide the tutorial mediation practice in DE is related with the establishment of affective and educational relationship with the student; the diversification of the tutorial practice; the quick feedback to students demands; monitoring the activities of students and regular participation of the tutor in continuing education programs in distance education. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-12-08 |
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://rsdjournal.org/index.php/rsd/article/view/16 10.17648/rsd-v3i2.16 |
url |
https://rsdjournal.org/index.php/rsd/article/view/16 |
identifier_str_mv |
10.17648/rsd-v3i2.16 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/16/47 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Eniel do Espirito Santo info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Eniel do Espirito Santo |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 3 No. 2; 92-114 Research, Society and Development; Vol. 3 Núm. 2; 92-114 Research, Society and Development; v. 3 n. 2; 92-114 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052821786329088 |