E-tutoring eXPerience: design do processo de formação de tutores de línguas para o ensino online

• Ano de defesa: 2024
• Autor(a) principal: Couto, Eduarda Ramos do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/001300001bq2p
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Tecnologias Educacionais em Rede; Centro de Educação
• Palavras-chave em Português: Educação a distância; Competências de tutores; Curso de formação; Línguas adicionais; Distance education; Tutoring skills; Training course; Additional languages; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/33457

With the evolution of teaching and learning technologies and methodologies that aim to democratize education, distance education (EaD) has been expanding more and more in all parts of the world. Given this context, the role of tutors becomes fundamental in the educational process in this modality, as it is their function to promote student monitoring, guidance in studies, adaptation to virtual learning environments and the use of technologies, developing actions that promote motivation and reflection, as well as assisting in the development of students' skills (Massuga et al., 2021; Guadarrama Cárdenas, 2021). Based on this scenario, the present research carried out in the Postgraduate Program in Networked Educational Technologies, at the Federal University of Santa Maria - UFSM, in the Research Line Development of Networked Educational Technologies, aims to investigate the process of training tutors, in order to describe the skills and abilities allowed to tutors of the Virtual Laboratory for Teaching and Learning of Languages - LabEOn at UFSM. In view of this, this qualitative, descriptive and interpretative study uses the Design Based Research (DBR) methodology and the Digital Artifacts Cyclical Design Model (MoDE) framework to develop an educational product in the form of a distance learning course. The research context is UFSM and includes professionals in training in the language area, working at LabEOn, linked to the research group Núcleo de Pesquisa, Ensino e Aprendizagem a Distância (NuPEAD) and tutors from Universidade Aberta do Brasil (UAB). The results demonstrate that the survey conducted in the bibliographic review dialogues with the skills and difficulties indicated in the responses to the diagnostic questionnaires, which had as participants tutors from UAB, LabEOn and the general public (formed by students, professors and staff from UFSM). The data collected, added to the bibliographic research, were developed for the development of the e-Tutoring eXPerience training for tutors. Based on the development of the course, it was concluded that the Learning Paths format allowed students the freedom to choose the content they wanted to study for their teacher training and explore the materials they considered important, fostering their autonomy. In addition, managing their studies promotes the development of skills and abilities that are allowed for their professional performance, encouraging self-directed learning. Thus, we believe that the course contributes to the training process of LabEOn tutors, so that new entrants to the laboratory can learn more systematically about the history of distance learning, the contexts of online tutoring, the different roles, functions and responsibilities of tutors, as well as what is expected of them in pedagogical mediation, ways of evaluating and giving feedback, encouraging students to learn languages in the distance learning modality.