Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Pinto, Jéssica de Jesus |
| Orientador(a): |
Araújo, Alessandra dos Santos |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Não Informado pela instituição
|
| Programa de Pós-Graduação: |
Pós-Graduação em Ciência da Informação
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| 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://ri.ufs.br/jspui/handle/riufs/20529
|
Resumo: |
Digital Information and Communication Technologies are integrated into people’s daily lives, and the educational context is no exception, especially regarding distance education. The effective use of these technologies in the distance learning environment requires specific skills from educators, such as creating, modifying, managing, and sharing digital resources, as well as planning assessments suited to this mode of teaching. The Universidade Federal de Sergipe offers a Corporate Virtual Learning Environment called Capacite-se. Through this platform, the Pró-Reitoria de Gestão de Pessoas offers distance learning courses, aiming to promote the professional development of the institution's employees. In this context, this research aims to identify digital competencies in distance education through a study involving learning facilitators who work with Capacite-se, seeking to propose a training program tailored to their specific needs. The research adopted a mixed-methods approach, using both qualitative and quantitative methods, and was developed as a case study at the Universidade Federal de Sergipe. It employed participant observation, taking into account the researcher’s role as a member of the department responsible for Capacite-se, as well as a questionnaire with closed-ended questions to diagnose the digital competence level of content instructors. The questionnaire was based on the European Framework for the Digital Competence of Educators and its assessment tool titled SELFIEforTEACHERS, focusing on two of its six areas: digital resources and assessment. For data analysis, both simple descriptive analysis and Bardin’s content analysis (2016) were used for open-ended questions. The results indicated that instructors are at level B1 (Integrator) of digital competence, with lower overall averages in the areas of resource management, digital protection, and evidence analysis. It was also found that the length of time using digital technologies is related to the proficiency level of digital competence among content instructors, suggesting that practice is essential for developing these skills. Based on this data, a course was created as the product of this dissertation to develop these competencies, in addition to exploring content creation competencies and assessment strategies, which are fundamental to the role of a content instructor. The course’s reaction evaluation indicated general satisfaction, though it was suggested that some explanations could be clearer. Therefore, it is concluded that the product developed, by focusing on strengthening the weaker digital competencies identified in the initial diagnosis, contributed to enhancing the content instructors' roles, reinforcing their digital skills in the context of distance education. |
