Navegando por Assunto "Ensino a distância"

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Análise das concepções de estudantes/leitores sobre materiais didáticos impressos para EAD
(2018) Santos, João Kleber Rodrigues dos; Oliveira, Ana Paula Andrade de; http://lattes.cnpq.br/8433369549685490; http://lattes.cnpq.br/1909775535984826
Análise dos Impactos da Gestão do Tempo no Desempenho Acadêmico Através da Mineração de Dados Educacionais
(2023-03-29) Nascimento, Pricylla Santos Cavalcante do; Rodrigues, Rodrigo Lins; http://lattes.cnpq.br/5512849006877767; http://lattes.cnpq.br/2042576149331188
With technological advances, new challenges were born. Amongst them is the problem of identifying factors that corroborate with the good academic performance of students of distance learning courses. This work aims to analyze the impacts of time management on the academic performance of the student. For this, the K-means technique was used to group students in relation to their academic performance, a neural network was used to classify these groups according to the time management variables, and the SHAP method was used to interpret the classes obtained in an efficient way. The construction of this research uses data from distance learning courses extracted from the moodle platform of a public university in the state of Pernambuco. As a conclusion, it was possible to observe which characteristics of time management impact the student's academic performance positively.
Uma análise sobre educação remota: um estudo sobre seu impacto na aprendizagem de alunos de graduação em um momento de pandemia
(2021-03-29) Silva, Gilsimar de Assis; Ferreira, Jeneffer Cristine; http://lattes.cnpq.br/3000364145302421; http://lattes.cnpq.br/3056301281255227
This research seeks to promote the learning impacts of migration from face-to-face education to remote education due to the COVID-19 pandemic. Some points about remote education were exposed, for example: the ordinances that authorized the implementation of remote education, some technologies used in remote education and the difference between distance education, remote education and hybrid education. As a methodology, the hypothetical-deductive method is used. Still on the methodology for data collection, the extensive direct technique was used, that was, the application of questionnaires through the google form to 13 students of the 5th period of the courses of bachelor's degree in information system and bachelor's degree in information science the questions of the questionnaire consisted of dichotomous and multiple choice questions and lastly an extensive theoretical review on the subject was carried out. As a conclusion of this research, it was noted that the impacts on the learning of students who changed from face-to-face to remote education were external. However, the positive points of this situation are, already having a pilot remote education model to be used in other times of crisis.
Concepções sobre os papéis educativos, transposições didáticas e ensino de química no contexto da pandemia
(2020-11-06) Claudino, Alice da Silva Amaral; Silveira, Thiago Araújo da; http://lattes.cnpq.br/5110982163642369; http://lattes.cnpq.br/2798830185426782
In this work, we seek to analyze the didactic transpositions that occurred in the teaching and learning of chemistry in the scope of the education of the deaf in Remote Education. Understanding the role and concepts of the Sign Language Interpreter - ILS and the Chemistry teacher regarding their professional practices in building the knowledge of the deaf student, in a regular school. The research used a qualitative approach and used semi-structured interviews as a data source. For the interpretation of data we use the method proposed by Minayo, the hermetic-dialectic analysis (AHD), which understands the research subjects through all the implications: historical, sociocultural, political, economic and educational. As a result, we observed that there was no instruction or guidance on how to start Remote Education, thus demonstrating a gap in the noosphere of external didactic transposition. In face-to-face chemistry classes, visual aids were present and remotely the greatest difficulty is the impossibility of carrying out experiments. We also identified that the interpreter recognizes his role, but is covering and receiving charges that do not belong to the ILS function. Finally, we can conclude that a change is necessary in the teacher's conceptions, so as not to overload the interpreter and really inclusive actions should be considered together with the school, teacher and interpreter that will influence the teaching and learning of the deaf student.
Contribuições do Projeto Artes da UFRPE: uma possibilidade de integração do ensino, da pesquisa e da extensão na formação inicial de professor em artes visuais a distância.
(2021-07-31) Patello, Vera Conceição Alves; Melo, Énery Gislayne de Sousa; http://lattes.cnpq.br/2653085378828449; http://lattes.cnpq.br/6397865588491092
Contributions of the UFRPE Arts Project: a possibility of integrating teaching, research and extension in the initial training of professors in Visual Arts through distance education course. This document represents its main contributions to the UFRPE Arts Project in the initial training of professors in Visual Arts through distance education and aims to analyze these contributions as a possibility of integrating teaching, research and extension. The following specific objectives were also outlined: Describe the expected profile for initial training of professors in Visual Arts, which can be developed from the integration of teaching, researching and extension, identify the actions developed by the project and analyze how they contribute to this course. The study emerged from the students' experiences in an extension and research project through distance education course. In order to achieve the objective, a descriptive and exploratory. Data collection was performed using bibliographic research procedures and case study reports, which developed to be the Arts Project at UFRPE. The theoretical framework includes discussions about the history of art education in Brazil, the importance of university extension and its connection with the process of becoming a professional professor in Visual Arts. This document is arranged according with the National Curriculum Guidelines of the Undergraduate Course in Visual Arts, as well as the Distance Education Pedagogical Project of Visual Arts, and the studies of the arts’ researcher Ana Mae Barbosa. The obtained data indicates the skills and competences in the training of professors in Visual Arts, highlighting the importance of these three areas: teaching, extension and researching, and also, the actions of the project that promotes this type of training. Based on the presented discussions and its results, it can be considered that the UFRPE Arts project was of paramount importance for the student’s experiences – symbolic, social, as well as their own formation - and that the connection between theory, research and practice was extremely important in this training.
Desafios e possibilidades no ensino fundamental II com a pandemia do coronavírus: o uso de novos dispositivos da tecnologia como ferramenta didática
(2023-02-07) Motta, Marconi Henrique de Arruda; Mota, Adalmeres Cavalcanti da; http://lattes.cnpq.br/8012304290999299; http://lattes.cnpq.br/8575172164430513
The advance of the Coronavirus responsible for Covid-19, caused several changes in every social, economic and political context in the world. In the education sector, these transformations have caused changes in didactics and teaching methods, demanding from teachers a redefinition of the practices that aim to reach the students' learning in a way that does not harm their development. Therefore, this study aims to discuss the challenges and possibilities that the Coronavirus pandemic brought to the education sector, and to discuss the use of new technologies as teaching tools. The work was based on a bibliographic review and netnographic research, whose results identified a greater need for improvement and training of teachers to deal with the new educational demands, especially in Elementary School II as well as the integration of school-family in the context of education. The choice of this phase of education was due to the fact that, although the Law of Directives and Bases - LDB - recommends that the Elementary School can use complementary learning in emergency cases, it was noticed in practice gaps and difficulties related not only to teaching practices, but also to the apprehension of learning by students and the monitoring of parents. Suddenly, due to the coronavirus pandemic, teachers had to adjust their lesson plans, search for remote teaching strategies, as well as students and parents had to adapt spaces in their homes to adapt to this new challenging reality, which exposed the urgency in teaching didactic changes.
Docência e ambientes virtuais de aprendizagem em tempos de pandemia
(2021) Santos, Naylis Carla Nogueira dos; Sales, Júlia Victória Batista de; Cavalcanti, Jacqueline Santos Silva; http://lattes.cnpq.br/9841407418433772; http://lattes.cnpq.br/6291572477236630; http://lattes.cnpq.br/9938825980968174
Ensino remoto em tempos de Covid-19: uso de técnicas de gamificação em ambientes virtuais de aprendizagem
(2021-12-10) Conceição, André da; Araújo, Carlos Julian Menezes; http://lattes.cnpq.br/3156174527107999; http://lattes.cnpq.br/1983070386656147
It is a fact that covid19 caused several disorders in several areas and education was one of the most affected, as where before its activities were in person, it passed to be remote, thus becoming a problem for both teachers and students, because they had to adapt to a new routine without even having had a transitional time for that. Another aggravating factor is the discouragement, lack of motivation and the lack of engagement that the remote learning may entail for some, since distance learning does not have the physical presence of a tutor or something that encourages and motivates the performance of activities education, however, a solution that has gained expression in the educational environment. is gamification, which consists of assigning game elements to virtual environments in order to encourage interaction and engagement of students. This work aims to study gamification as a way to help distance learning, thus providing students with more motivation and engagement. in the curriculum activities. The work was developed in two parts: in the first form elements of gamification in Environment were studied through scientific articles. Learning Virtual (AVA) and also studied the difficulties that the teachers find in motivating and engaging students in distance learning activities. In the second part, an AVA Moodle was implemented, where a minicourse so that students could test the elements of gamification (Level UP, Progress Bar, H5P). In total there were 10 participants in different areas of the SA ber, in which they underwent a short course, where as they performed the activities tested the gamified elements. The last module of the short course was a questionnaire in order to know how was the experience with the gamified elements, preferences and other questions, below are some of the results obtained. There were several elements in the environment, in which we asked which were the most attractive and 90% of the participants chose the gamified elements over the nongamified. They were asked if they were satisfied with the gamified elements and 90% of the participants answered yes, they were also asked which of the elements gamified all used, the participant identified most and the Leve UP was chosen by 8 out of 10 participants. Another question was whether the gamification elements were effective, that is, they helped to continue the activities, in which 60% of people respond were fully effective and 30% responded that it was very effective. Finally the work allowed a theoretical and practical deepening on the concept of gamification, the use of gamification elements and a reflection on the difficulty of motivation and engagement by students in distance learning.
Escrita colaborativa no ensino da computação: o uso da Wikiversidade como estratégia de aprendizagem
(2022-10-07) Souza Júnior, Givanildo Alfeu de; Araújo, Carlos Julian Menezes; http://lattes.cnpq.br/3156174527107999; http://lattes.cnpq.br/4907081036880936
With all the technological advances and all their modernity, some educational institutions are still using essentially the same teaching and learning strategies to try to engage students in the learning process. We know that this is not about ignoring our existing teaching structures and means, but rather that we can insert and adapt different ways of learning, in a flexible and knowledge-sharing way. In educational contexts, working with the Wikiversity platform enables the collaborative production of educational resources among teachers and students, disseminating knowledge and research in an accessible and free way. The goal of the work was to investigate that, by using collaborative writing on Wikiversity, it is possible to make information available generating open educational resources, as well as to use this activity as a tool for teaching and learning. In view of this, we decided to report on an experience with a group of students in the Distance Education curricular unit in the Undergraduate and Bachelor courses in Computer Science at the Federal Rural University of Pernambuco. The meetings took place remotely due to the Covid-19 pandemic, where we set goals. During these, there was interaction with the platform’s tools, discussions of the contributions the group hoped to make, and elaboration of collaborative writing on Wikiversity.At the end of the course it was possible to notice that Wikiversity can be used as a teaching tool with a differential through collaborative writing. We concluded this phase of action research by reflecting on the issues involved and the processes that triggered it.
Explorando o sentimento no twitter sobre a implementação do ensino virtual no Brasil em face da covid-19 .
(2022-05-27) Leite, Felipe Antonio Alves; Belo, Ítalo César de Souza; Oliveira, Marcelo Iury de Sousa; http://lattes.cnpq.br/2328386382232459; http://lattes.cnpq.br/3240928244006916; http://lattes.cnpq.br/2530370455196055
The high risk of COVID-19 contamination made several countries take social distancing and isolation measures. As a result of these policies, virtual education was the alternative chosen by many schools and higher education institutions to continue their classes. However, that situation, COVID-19-induced, raised some questions about the adequacy of virtual learning concerning students' and teachers' expectations. This work conducted a study of sentiment analysis in Twitter messages to understand the feeling of Brazilian users (teachers and students) about the first months of virtual education in Brazil during a COVID-19 pandemic. Also, it was sought to identify the factors responsible for certain feelings and the consequences of virtual teaching at the beginning of the pandemic. In order to achieve these objectives, sentiment analysis was performed using an ensemble and the Active Learning technique to ensure better accuracy in the classification of the data and, consequently, have an understanding of the current scenario. When analyzing the data, the rejection of teachers and students concerning virtual education during the pandemic was noticeable. It is essential to highlight that factors responsible for this rejection were identified, such as excessive activities, mental exhaustion, and procrastination. In addition, it was found that the adoption of emergency remote teaching had consequences such as anxiety crises, emotional stress, low self-esteem, sleep deprivation, and depression.
Gêneros digitais e ensino: contribuições e desafios dos professores da rede municipal de ensino do distrito de Sitio dos Nunes, Flores - PE
(2020-10-28) Lima, Magda Tânia Alves de; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327; http://lattes.cnpq.br/4386975363602558
This study aims to report and analyze through a case study verifying, in principle, how digital genres are approached in the classroom, their contributions and also looks at the main challenges of Portuguese language teachers with the practices using technological instruments, in addition to the discussion of the literature contributing to this theme. It is taken as theoretical assumption the summary studies on the discussions of theorists like Bakhtin (2003), Marcuschi (2002), Dolz and Schneuwy (2004), among others, on the use of textual and new digital genres in the teaching of language. In view of the current framework of remote education, a section is devoted to comments on distance learning modalities as a result of the covid-19 pandemic that caused thousands of schools around the world to adopt active remote teaching methodologies. The theoretical basis was compared to the data collected through research with teachers in order to understand the current reality of teaching in Sítio dos Nunes - Flores - PE, as part of a panorama that is repeated in other municipalities, about the results obtained. We emphasize that there are still many problems when it comes to the use of technologies integrated into the classes, as there is a lack of adequate training for teachers to use these new media, as well as the structure that does not have sufficient technological devices.
Impacto causado pela pandemia do COVID-19 no rendimento acadêmico dos estudantes de educação física: um estudo de caso no curso de Licenciatura em Educação Física da UFRPE
(2022-06-03) Souza Filho, Waldomiro Severino de; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221
The suspension of face-to-face classes caused by the Covid-19 pandemic, led to the adoption and execution of the Exceptional Academic Period (PLE) in Brazilian federal public universities through the publication of Resolutions nº 85/2020 and after nº 185/2020. The Federal Rural University of Pernambuco, in compliance with these resolutions, started to offer, in remote format, curricular subjects and other activities, due to the suspension of face-to-face activities as recommended. With the provision of emergency remote teaching, the facilities and difficulties provided by its adoption in higher education began to be discussed. In view of this context, we start from the following concern: What are the impacts caused by the Sars-Cov-2 (Covid-19) pandemic on the academic performance of students of the Degree in Physical Education at the Federal Rural University of Pernambuco? To answer this question, the general objective was proposed to identify the impacts caused by the Sars-Cov-2 (Covid-19) pandemic on the Degree in Physical Education at UFRPE, and as specific objectives: 1- Identify the differences between the Remote Learning and Distance Learning (EAD); 2- Identify how the Degree in Physical Education was organized to fulfill the pedagogical activities and to account for its eminently practical character in the social distance imposed during the Covid-19 pandemic; and 3- Identify some positive and negative aspects that facilitated and/or were impediments to teaching activities during the Sars-Cov-2 (Covid-19) pandemic for teachers and students. The present study consists of a qualitative research that aims to produce information, we use as a strategy the case study, about a current phenomenon in a real context, the case of the Degree Course in Physical Education at UFRPE in the face of the Covid-19 pandemic. Documents produced by UFRPE and by the course in its collegiate were analyzed. The results found when we analyzed the technical report of the DEFIS Teaching Commission, and by the Structuring Teaching Nucleus, point out as a positive consequence for students the opportunity to complete the course and for teachers to take a course in the area of information technology and as a consequence negative: lack and/or difficulty in connecting to the internet, lack of computer, difficulty in concentration for students and teachers, lack of mastery of platforms and lack of pedagogical practice to work with practical subjects. These negative factors were some of the main impacting consequences for the academic performance of UFRPE students.
Monitoria na pandemia da COVID-19: desafios do ensino remoto emergencial
(2022-10-05) Santos, Letícia Oliveira Claizoni dos; Calábria, Ericka Maria de Melo Rocha; http://lattes.cnpq.br/3564220946174205; http://lattes.cnpq.br/5026411273691742
Potencialidades do Programa de Iniciação a Docência durante o período pandêmico: relato de experiência das intervenções do Núcleo de Biologia
(2025) Primo, Themis Paiva de Castro; Guilherme, Betânia Cristina; http://lattes.cnpq.br/3131730022364100; http://lattes.cnpq.br/0933098777826663
O Programa Institucional de Bolsa de Iniciação à Docência - PIBID surgiu com o objetivo de incentivar a formação de professores cumprindo um papel importante na inserção do aluno de licenciatura no meio acadêmico, podendo estar em contato com a escola e seu cotidiano. Durante o período de 2020 a 2022 o mundo passou por um período de distanciamento social causado pela pandemia de Covid. Situações básicas do cotidiano como ir a supermercados, sair para restaurantes, passear em shoppings e frequentar instituições de ensino sofreram transformações. Com isso, surgia a indagação: Como será esse novo período? De que forma serão desenvolvidas as aulas e os métodos avaliativos? Quais caminhos seguir para manter os alunos online? Diante de tantas dúvidas e mudanças repentinas, o PIBID Núcleo Biologia da UFRPE precisou ser reformulado para práticas que pudessem ser realizadas de maneira remota. A partir disso, surge este relato de experiência que busca analisar quais práticas relevantes foram desenvolvidas nas monitorias realizadas e de que forma foi percebida a participação dos estudantes nessas vivências. Foram analisados registros referentes ao período do Ensino Remoto Emergencial (ERE) a partir dos relatos de experiências documentais vivenciados pelo núcleo de Biologia no PIBID de Outubro de 2020 a Março de 2022, mantidos pela coordenadora do programa. A pesquisa foi de natureza qualitativa focando em práticas docentes com metodologias ativas do tipo Gamificação/Jogos e Atividades Baseada em Problemas (PBL). Nas metodologias ativas observadas estão aulas de campo virtuais, visitação a museus virtuais, jogos em plataformas online, organização de eventos e outros. Diante da demanda por novas metodologias de ensino, o período do ERE contribuiu para o desenvolvimento de olhar mais amplo para o que já se encontrava disponível na internet e ainda não era tão explorado na educação básica bem como, novas tecnologias para futuras demandas escolares.
Proposta de Sistema de Gerenciamento de Materiais Didáticos (Guias) para Polos da Universidade Aberta do Brasil
(2019) Vasconcelos, Jefferson Lacerda; Ferreira, Jeneffer Cristine; http://lattes.cnpq.br/3000364145302421; http://lattes.cnpq.br/3535626278515590
This paper aims to present a web system prototype for the management of didactic materials of Distance Education Centers. Through the elaboration of this one, it is possible to visualize the integration of the Poles and the Higher Education Institutions that compose them in the same environment, being able to supply with the current management needs of the didactic materials available to the libraries. This was raised through the analysis of requirements obtained at the Fishing Pole, which has the institutions: IFPE, UFPE and UFRPE. The research has a qualitative approach and the methodological strategies are through prototyping and case study. In order to verify the need for system development, an opinion poll was carried out. After that, the functions and their related actors, the attributes necessary for managing the guides and the functional, non-functional and functional requirements were studied. the business rules. Based on the data and what was presented, the prototype was elaborated, which can identify the real execution needs of the system since, besides having no computerized control of the material, there is also something that integrates in some way, the Institutions, the library and the Polo in the same virtual environment.
Relação de igualdade e a noção de equivalência: um estudo sobre a implementação de orquestrações instrumentais on-line em uma aula remota
(2022-06-09) Almeida, Matheus Souza de; Espíndola, Elisângela Bastos de Melo; http://lattes.cnpq.br/0367382856462792; http://lattes.cnpq.br/9512226706066185
In this essay, we aim to analyze the implementation of online instrumental orchestrations to study equality relations in a remote class with students from the 6th grade of Elementary School. We took as a theoretic-methodological framework the Instrumental Orchestration and Online Instrumental Orchestration models, considering the three components: didactical configuration, exploitation mode and didactical performance. The research took place in the scenario of the Supervised Internship, through a partnership between the intern of the mathematics discipline, the internship schoolteacher-supervisor and the essay advisor, in a federal state school. A composition of three immediate sequenced online instrumental orchestrations was designed using different orchestration modes: Guidance and explanation by the teacher, technical demonstration and Discussion between actors. In the synchronous class where we implemented these orchestrations, a group of 13 students from a 6th-grade class participated. Among the results obtained, we identified that, initially, some students attributed an operational perspective to equality relations. In terms of the remote teaching modality, we highlight the particularities that occurred in the synchronous classroom, for example, interactions between subjects through videoconference and the use of digital artefacts (slides, video, Equality Explorer: Basics etc.) for the topic study, which allowed broadening the discussions on the relations of equality in a relational perspective. In short, in this experience in initial teacher training, we found the importance of systematically planning the arrangement of the teaching environment for remote classes.
Vinculando perfis de engajamento ao desempenho acadêmico por meio de análise de redes sociais e análise de agrupamento nos dados de fóruns de discussão
(2021-11-18) Oliveira, Pamella Letícia Silva de; Rodrigues, Rodrigo Lins; http://lattes.cnpq.br/5512849006877767; http://lattes.cnpq.br/8863320225621574