TRAINING FOR DISTANCE EDUCATION AND DIFFICULTIES OF IMPLEMENTING THE 20% OF TIME LOAD IN THIS MODALITY

• Autor(a) principal: BISCONCIM, LETICIA TONIETE IZEPPE
• Data de Publicação: 2018
• Outros Autores: JORGE, WELINGTON JUNIOR, CORREA, DANIELA FERREIRA, OLIVEIRA, EDUARDO ALVES DE
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: UNINGÁ Review
• Texto Completo: https://revista.uninga.br/uningareviews/article/view/2275
• topic: Educação a distância; Implementação dos 20%; Ensino-aprendizagem; Ead; Distance education; Implementation of the 20%; Teaching learning

The present study, when recognizing Distance Education (EaD) as an authentic model of comprehensive education in all regions of the world, sought to investigate the first challenges of implementing this new scenario, which goes beyond the limits of time and space, and needs to act in the context of diversity, of changes, transformations and multimodalities. The studies of Castells (1999), Kenski (2009), Buran (2012) and Kress (2003) refer to this scenario, helping to understand a networked society without limits to the reach of information. Thus, through a descriptive research, we sought to study a particular case, a specific system, understanding its operation and identifying the main difficulties in implementing the 20 percent of Distance Education. The students 'lack of adaptation and involvement with the process led to a low performance, showing that students' attitudes and their autonomy are essential for the good progress of ongoing studies in EaD.