Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Benetti, Lizzie Gonçalves Machado
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| Orientador(a): |
Ronca, Antonio Carlos Caruso
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/24337
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Resumo: |
Distance learning is constituted as a frankly expanding teaching modality in Brazil. This type of teaching is based on an education centered on the ideals of learning through the use of information and communication technologies, allowing students and professionals to be in different locations and times. Consequently, the student is expected to be autonomous, active and dedicated in order to achieve success in his academic journey. However, this conception of student requires skills and commitments which are often inexistent to some of these subjects, as they are still unaware of their role in this scenario. In this study, we aim to comprehend the challenges manifested by the students in the Pedagogy course, in the blended DL modality, from the perspective of the student, the tutor and teacher. We selected the qualitative method for the study, using the reflexive interview as a tool, based on a bibliographic research which had the cooperation of 4 students, 2 teachers and 2 face-to-face tutors, from the Pedagogy course of a private higher education institution. The data collected from the interviews was dealt with based on Content Analysis. Five categories were defined for analysis and discussion. From the results, the remarkable influences of the images built along the school trajectory from the face-to-face modality stand out; difficulties in handling and setting up virtual learning platforms; the relevance of a closer monitoring of the face-to-face tutor in their learning process and the communication frailty between online tutors and teachers; obstacles in the teachers‟ performance reflected on the course progress; absence of commitment and dedication to studies; and disparities in reading and writing skills compromising student performance. In view of the listed information, it is recommended to expand the studies on this issue as we understand that this will contribute to new reflections and improvements in the teaching quality |
