APRENDIZAGENS NA MODALIDADE EAD: A ÓPTICA DE ALUNOS DO CURSO DE LETRAS DE UMA INSTITUIÇÃO DE ENSINO SUPERIOR DO GRANDE ABC

• Ano de defesa: 2013
• Autor(a) principal: Mello, Patrícia Sosa
• Orientador(a): Duran, Marilia Claret Geraes
• Banca de defesa: Azevedo, Adriana Barroso de , Perrotti, Edna Maria Barian
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Metodista de São Paulo
• Programa de Pós-Graduação: PÓS GRADUAÇÃO EM EDUCAÇÃO
• Departamento: Educação
• País: BR
• Palavras-chave em Português: aprendizagens; Educação a distância; Tecnologia; Interação; Autonomia
• Palavras-chave em Inglês: learning; Distance education; Technology; Interaction; Autonomy
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.metodista.br/jspui/handle/tede/1024

Remarkable advances in communication and the widespread use of the internet have brought about innovative educational processes which strongly influence a growing number of learners. From such a perspective, the implementation of nationwide distance learning programs in Brazil has become potentially effective. This mode of learning is both technology and democracy-oriented and is bound to broaden horizons in the educational background. This study focuses on the perceptions of language distance learning students through the historical contextualization of the aforementioned mode in the world, in Brazil and at the institution chosen for investigation. The dissertation is based on qualitative research and the corpus emphasizes the answers to an exploratory questionnaire. Three categories were comprised in order to examine the answers content: the choice for distance learning, technology versus time availability and interaction through virtual learning environment (VLE), which shows the participants´ insights and considers factors regarding distance learning in relation to autonomy, organization and commitment. Significant aspects in the research demonstrate that distance learning at the institution under study has offered sound educational practices and useful technological resources which stimulate various interaction processes. Viewed from such an angle, distance learning students are thought to favorably respond to such stimuli and thus become critically responsible for expanding their knowledge.