Ambiente virtual de interação colaborativa para a melhoria da qualidade de ensino

• Ano de defesa: 2009
• Autor(a) principal: Trindade, Gustavo Ponçano
• Orientador(a): Ruiz, Adriano Rodrigues
• Banca de defesa: Altoé, Anair , Gebran, Raimunda Abou
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Ensino; Educação - Ambiente virtual; Interação colaborativa; Educomunicação
• Palavras-chave em Inglês: Education; Education - Virtual environment; Collaborative interaction; Educomunication
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/tede/handle/tede/30

This research intends to investigate how the computer technology, the Moodle platform, called Learning, has been used in an institution as a pedagogical tool, in order to assist students in interaction and collaborative learning. The theoretical foundation of this work consists, in particular, authors researching the possibilities that open up with the technologies of communication and information, among them José Manuel Moran. We opted for the quantitative and qualitative research, statistical data for which were the subject of interpretative care. This research presents an object of study a virtual platform known as Learn and their forms of use in the Faculty of Informatics of the State of Sao Paulo that includes three courses. Studies were conducted to quantify the accesses, which are realized by types of days and types of resources and thus it was possible to profile the use of Moodle for students and teachers in the key period indicated in the report. The research and analysis of data suggested that the use of virtual environment aid teaching was unsatisfactory, considering the various possibilities of resources it offers. All these features were classified into three major categories (management, interaction and collaboration), and only the first one meaningful participation. This proves that the computer and internet, at school, are still used only as an electronic substitute for the same tasks performed in the traditional model of education. Thus, teachers and students lose the chance to explore what computer, Internet and systems to better their teaching and pedagogical resources that lead to interaction and knowledge construction.