Facebook e Ambiente Virtual de Aprendizagem: uma análise da interação no processo pedagógico da Educação a Distância

• Ano de defesa: 2016
• Autor(a) principal: Mahlmeister, Leticia
• Orientador(a): Mattar Neto, João Augusto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Tecnologias da Inteligência e Design Digital
• Departamento: Faculdade de Ciências Exatas e Tecnologia
• País: BR
• Palavras-chave em Português: Facebook; Ambiente Virtual de Aprendizagem; Educação a Distância; Moodle; Blackboard; Interação
• Palavras-chave em Inglês: Learning Management System; Distance education; Interaction
• Área do conhecimento CNPq: CNPQ::ENGENHARIAS
• Link de acesso: https://tede2.pucsp.br/handle/handle/18205

This dissertation discusses the use of the social network site Facebook as a virtual environment for interaction and learning in Distance Education (DE). Its main objective is to contribute to the educational process of DE. As a conceptual reference, this work builds on the three main types of interaction in DE proposed by Michael Moore (Moore; Kearsley, 2001): student-instructor, student-student, and student-content. As methodology, it performs a bibliographic review of national and international surveys comparing the use of Learning Management Systems (LMS) such as Blackboard and Moodle, with the use of Facebook in DE. It also analyzes the results of the literature and brings together the data systematically, thereby facilitating future research on the topic. In addition, it synthesizes and describes the results of the review in order to ascertain whether the use of Facebook may or may not enhance education as an interaction and learning environment. It concludes that the use of Facebook as an interaction environment is significantly well accepted by students, particularly on the forms of student-instructor and student-student interaction, while LMS still contribute adequately to the individualized study, or student-content interaction. So, social networking sites can significantly contribute to the teaching of DE