A utilização da plataforma moodle para o apoio ao ensino presencial : um estudo exploratório em uma disciplina em nível de pós-graduação

• Ano de defesa: 2013
• Autor(a) principal: Santana, Antonio Luiz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Distance teaching; Information technology; Educational technology; Computer assisted teaching; Ensino à distância; Tecnologia da informação; Tecnologia educacional; Ensino auxiliado por computador; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/6053

The technological development and the constant emergency of new processes demand from the citizen an increasingly continuous training for personal communication as well as for their professional life. Thus, the access and mastering of the technological tools natually emerge as an alternative for the management of the knowledge in modern society where the role of both teachers and students tend to be questioned and considered. In this context, the purpose of this research was to investigate the use of the Moodle-based E-learning environments as a support to the face to face teaching in the subject Learning Methodologies in the Postgraduation Program in Physics Teaching-Professional Master s Degree of Universidade Federal do Espírito Santo in search of parameters and of a metric performance which contributed for the reconsidering of these roles. The investigation was conducted from the construction of a virtual classsroom for the subject in the Moodle Environment and the adoption of the exploratory case study methodology. The database consisted of information stemmed from the Moodle Platform reports, questionaires, interviews with the subject professor and enrolled students, besides the non-participant observation. The data analysis was developed in qualitative studies combined with elements of quantitave studies. The results rely on literature and reveal the engagement of both the subject professor and the enrolled students in the use of the virtual classroom. This fact allowed the design of parameters for an educational metric performance for the integration of e-learning environments as support to the face to face teaching, besides pointing guidelines on inclusion in educational practices in search of a learning society.