Banca de DEFESA: CAMILA DE AGUIAR

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : CAMILA DE AGUIAR
DATE: 31/08/2023
TIME: 13:00
LOCAL: CEFET-MG campus II prédio 20 - Auditório 201
TITLE:

AFFECTIVENESS IN DISTANCE EDUCATION: A CASE STUDY IN A DEGREE COURSE

KEY WORDS:

Distance Education. Affectivity. Teaching and learning process

PAGES: 101
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

to emerge. Considering this recent theme, especially associated with Distance Education (EaD), the objective of this master's research was to analyze the affective relationships between EaD actors (students, teachers, tutors) and how they contribute to learning, involvement and student engagement. In the Theoretical Reference, according to the scholars who support these themes, it was explored about: Professional and Technological Education, EaD in Brazil, Affectivity in the learning process, the main actors of EaD, Social Presence, affective bonds and of the criteria that indicate an effective relationship in EaD. In this context, research with a qualitative approach was carried out and, according to the objective outlined, it was of the descriptive type. Regarding technical procedures, a case study was used. Finally, as a data collection instrument, the questionnaire was chosen. The research was carried out in five stages. In the first stage, there was a survey of the criteria that point to an affective relationship and how they promote affectivity; In the second stage, the identification of how the relationships between student-tutor, student-teacher, student-student occur was identified. In the third stage, it was verified whether the feedback of the activities received by the students are positive. In the fourth stage, it investigated the interventions of tutors, teachers and pedagogical staff and how they contribute to affectivity in the Virtual Learning Environment (VLE). And, finally, in the fifth stage, the identification of how students perceive the creation of affective bonds with their teachers and tutors during their learning was carried out. The results found allowed us to conclude that there is still a long way to go in order to favor affectivity in the distance teaching and learning process. It was found that teachers seek to provide different teaching strategies in order to contribute to the students' learning process. However, they are still unable to enhance relationships in order to establish an effective contact with students, using the tools available in the VLE, as it is exclusively through this environment that teachers establish contact with students. Therefore, there is still a gap to be filled for this process to be more interactive, less mechanized, and more effective.

COMMITTEE MEMBERS:
Interna - MARCIA GORETT RIBEIRO GROSSI
Externa ao Programa - IOMARA ALBUQUERQUE GIFFONI
Externo à Instituição - VANDERLEI SOELA