Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
MIRANDA, Ana Clara Cavalcanti de
 |
| Orientador(a): |
LEÃO, Marcelo Brito Carneiro |
| Banca de defesa: |
LEITE, Bruno Silva,
CORREIA NETO, Jorge da Silva |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
|
| Departamento: |
Departamento de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9187
|
Resumo: |
This study seeks to understand the factors that can directly or indirectly influence the intention to use and subsequent use of a Virtual Learning Environment (VLE) in the light of the Unified Theory of Acceptance and Use of Technology (UTAUT). Distance Education (EAD) is a modality that raises discussions about the use of technologies since the end of the 20th century. Distance learning is a pre-planned teaching format, which makes use of techniques, methods and technologies, as well as combinations in the organizational and administrative model. In turn, UTAUT seeks to assess the degree to which a person accepts or rejects a given technology. For the theoretical deepening of the study, discussions were held with the literature on globalization and information and communication technologies, interrelating with the use of technology in the educational context. The application of the research was methodologically based on (UTAUT), being the object of this dissertation the Virtual Learning Environment of UFRPE (AVAUFRPE) and the subjects are professors and coordinators of the Licentiate of Science Teaching courses at UFRPE campus Recife. Quantitative and qualitative approaches were used and information was collected through a Survey and episodic interviews, with application of analyzes using Microsoft Excel and text. Overall, the results showed that both in the view of the professors and the coordinators of science teaching courses at UFRPE, they present a low acceptance of the use and intention of using the AVA-UFRPE according to UTAUT. Teachers do not realize that the studied environment minimizes the workload, and also does not minimize the teaching effort when used. Differences were identified in the perceptions of professors and coordinators of the four analyzed courses: in biology and mathematics courses, professors state that they exchange information and incentives about the AVA-UFRPE, although in general, professors say that there is no influence of hierarchical levels in the use of the AVA-UFRPE. In the chemistry and physics courses, a lower intensity of VLE was perceived. However, it is observed that they believe that the environment has interesting features to be implemented and claim that they lack more access experience in AVA-UFRPE in order to know it in its entirety. |
