Open AccessTHE MOBILITY OF PROFESSORS IN PERFORMING DISTANCE EDUCATION ACTIVITIES
Author(s) -
Madalena Pereira da Silva,
Marina Patrício de Arruda,
Marlene Zwierewicz,
Stéfano Frizzo Stefe,
Fernanda Cristina Silva Ferreira,
Anne Carolina Rodrigues Klaar,
Cristina Keiko Yamaguchi,
Alexandre Tripoli Venção,
Rodrigo Castelo Branco,
Diogo Felipe Steinheuser
Publication year - 2020
Language(s) - English
Resource type - Journals
ISSN - 2411-2933
DOI - 10.31686/ijier.vol8.iss4.2303
Subject(s) - tutor , distance education , constructive , perspective (graphical) , dimension (graph theory) , mathematics education , sociology , pedagogy , psychology , computer science , mathematics , artificial intelligence , process (computing) , pure mathematics , operating system
The article investigates the strategies used by Distance Education (DE) tutors to mobilize students in carrying out the activities available in the Virtual Learning Environment. To reflect on the mobility of tutors, learning theories outlined for Distance Education were revisited. The methodology consisted of a study applied at a university in southern Brazil. As a data collection instrument, a questionnaire was developed and applied to a group of tutor professors who work in DE. The testimonies obtained were analyzed to show the strategies used to mobilize students in the perspective of meaningful learning. The analysis showed that the terms mobilization and motivation are used interchangeably; the dimensions of meaningful learning (active, authentic, cooperation, constructive and intentional) are used to mobilize students, but not all dimensions have been captured in digital reports. This can be indicative of prioritizing one dimension over another. It was concluded that further investigations should be carried out to demystify the tutor's strategies regarding learning theories.