Open AccessDiscent perspectives on the teaching and learning process in a technology course in legal services in distance education modality
Author(s) -
Priscila Santana Vieira,
Bernadete Lema Mazzafera
Publication year - 2021
Publication title -
revista tempos e espaços em educação
Language(s) - English
Resource type - Journals
eISSN - 2358-1425
pISSN - 1983-6597
DOI - 10.20952/revtee.v14i33.16017
Subject(s) - distance education , context (archaeology) , process (computing) , mathematics education , course (navigation) , psychology , modality (human–computer interaction) , higher education , descriptive statistics , pedagogy , computer science , engineering , mathematics , political science , paleontology , statistics , biology , aerospace engineering , operating system , human–computer interaction , law
The general objective of the study was to describe and analyze students' perspectives on the teaching and learning process in a technology course in legal services in distance education. The study also aimed to identify the profile of the student in the Legal Services course; describe the mastery of digital information and communication technologies by the students of the course; describe the teaching and learning process in the analyzed course; and to analyze the learning difficulties described by the students. Descriptive research with a quantitative and qualitative approach to data analysis was carried out with students from the second, third and fourth semesters of the technology course in Legal Services at a distance from a private university center in northern Paraná. The results obtained indicate that the greatest difficulties that students encounter in this context are of a personal nature. Within this category, academic difficulties predominate, followed by socioeconomic and structural difficulties that obtained the same percentage and difficulties in motivation. Despite indicating that the greatest learning difficulty is of a personal nature, when asked what could make them learn better, the majority indicated changes in instructional design.