Aprendizagem de inglês instrumental online para grandes grupos: construção individual e coletiva do saber

• Ano de defesa: 2015
• Autor(a) principal: Renata Angelica Mendes de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Aprendizagem online; Grandes Grupos; Interação; Ensino a distância Ensino auxiliado por computador; Colaboração online; Língua inglesa Métodos de ensino; Comunicação mediada pelo computador; Interatividade; Ambientes virtuais compartilhados; Aprendizagem (Estratégias); Aprendizagem autônoma; Interação homem-maquina; Língua inglesa Ensino auxiliado por computador; Tecnologia educacional; Internet na educação
• Link de acesso: http://hdl.handle.net/1843/MGSS-9VKM4L

The quality of student interaction in online learning communities has been highlighted in the area of Distance Education for being an indication that leads to the success of the pedagogical teaching omputer-mediated. One of the challenges identified in studies from this area is toresearch a better understanding of factors that may facilitate interaction that aimed the construction of shared meaning in collaborative online content. Based on this understanding, I adopt as guiding principle of this study theories of interaction and interactivity, relationship, learning communities and online collaboration, as well as some connectivism (SIEMENS, 2000) and social constructivism (VYGOTSKY, 2000). In addition to these notions, I present a detailed review of social, cognitive, and instructional presence in the terms of the Communityof Inquiry Model by Garrison, Anderson and Archer (2000) that will guide the analysis and discussion of the data of this study. In this work, I research empirical evidence of the collective construction of knowledge through collaborative activities such as emergency, information literacy, adaptability in the collaborative online experience, as well as emergingstandards, factors and elements that can positively or negatively influence collaboration and building meaning in this context. To this end, the analysis of this study will be guided in posts of students in Blog and the interaction between the elements of the Community of Inquiry -CoI in forums and discussion groups divided by area, in two instrumental English courses 1 and 2, the IngRede Project, both offered in moodle platform, the Faculty of Letters for the academic community of UFMG, during the first half of 2011, the second half of 2012 and first half of 2013. I demonstrate, through the analysis of the data, that the interactions between the peers of the community and human-machine interaction emerge the autonomy and the colletivity that provide learning reading strategies of academic texts in English and the possibility of building the collective intelligence, from the construction of the Glossary and Virtual Library. I believe that a better understanding of the characteristics, operation and emerging standards such communities can contribute to discussions aimed at collaborative practices in virtual environment.