Suitable Asynchronous Distance Education for a Size for Working Groups in Informatics Teachers Training

2009 ◽  
Author(s):  
Kiriakos Patriarcheas ◽  
Spyridon Papaloukas ◽  
Michalis Xenos
Keyword(s):  
Distance Education ◽  
Working Groups ◽  
Teachers Training ◽  
Asynchronous Distance Education

Critical Elements of an Internet Based Asynchronous Distance Education Course

1998 ◽  
Vol 26 (4) ◽  
pp. 383-388 ◽  
Author(s):  
Margaret D. Anderson
Keyword(s):  
Distance Education ◽  
Present Article ◽  
Critical Elements ◽  
Asynchronous Courses ◽  
Course Format ◽  
Asynchronous Distance Education

Asynchronous distance education options are rapidly becoming attractive to a number of audiences for a variety of reasons. Unlike synchronous models, asynchronous courses do not require extensive technological or facilities support, they do not require laborious scheduling formulas or restrictive time commitments. They offer students freedom in choosing times and locations of engaging in the course, and can be conducted with hardware and software readily available to most students. The present article outlines some of the issues that need to be considered when developing an asynchronous distance course. It describes the components of a course currently being offered using this model, and concludes with a discussion of some problem areas that students and faculty may face when engaging in this new course format.

E-Learning and Multimedia Databases

2008 ◽  
pp. 1105-1112
Author(s):  
Theresa M. Vitolo ◽  
Shashidhar Panjala ◽  
Jeremy C. Cannell
Keyword(s):  
Distance Education ◽  
Knowledge Management ◽  
Teaching And Learning ◽  
Multimedia Databases ◽  
Remote Access ◽  
Learning Approaches ◽  
Mediated Learning ◽  
Organizational Training ◽  
E Learning ◽  
Asynchronous Distance Education

E-learning covers the variety of teaching and learning approaches, methodologies and technologies supporting synchronous or asynchronous distance education. While distance education is a concept typically used by conventional institutions of education to mean remote access and delivery of instruction, the concept of e-learning broadens the scope to all instances of learning using Web-mediated learning. The scope includes realizing learning organizations (Garvin, 1993), achieving knowledge management (Beccerra-Fernandez; Gonzalez & Sabherwal, 2004; Aussenhofer, 2002) and implementing organizational training.

Um Mapeamento das Dificuldades Encontradas pelos Alunos de Letras EaD no Trabalho com os Gêneros Multimodais na Escola

2017 ◽  
Vol 18 (3) ◽  
pp. 244
Author(s):  
Eliza Adriana Sheuer Nantes ◽  
Adriana Giarola Ferraz Figueiredo ◽  
Antonio Lemes Guerra Junior ◽  
Juliana Fogaça Sanches Simm ◽  
Ligia Fogolin Gargioni
Keyword(s):  
Distance Education ◽  
Digital Literacy ◽  
Classroom Practice ◽  
Virtual Learning Environment ◽  
Theoretical Contribution ◽  
Use Of Technology ◽  
Specific Discipline ◽  
Methodological Bias ◽  
Teachers Training ◽  
Learning With Technology

Esta pesquisa é vinculada ao projeto: “A exploração do fórum em ambiente virtual de aprendizagem enquanto ferramenta para o ensino” e, também, a um projeto de maior amplitude, “A formação de professores em cursos de licenciaturas EaD: do aprender com tecnologia ao ensinar com tecnologia”, ambos desenvolvidos junto à linha de pesquisa “Ensino de Linguagens e suas Tecnologias”, na Unopar, que tem por finalidade compreender as dificuldades envolvidas na abordagem de gêneros multimodais nas escolas de diferentes regiões, com base em um mapeamento dos problemas constatados por alunos da Educação a Distância, do Curso de Licenciatura em Letras. Para a coleta de dados se utilizou o fórum de uma disciplina específica, a partir de questionamentos direcionados por uma professora. Sob um viés metodológico predominantemente qualitativo, de caráter analítico descritivo, e com base em um aporte teórico ligado ao uso de recursos midiáticos na educação e, também, ao multiletramento, os resultados apontaram para três aspectos: (a) o uso inadequado da tecnologia; (b) a falta de estrutura necessária nas escolas; e (c) a necessidade de investimento no letramento digital dos professores. Foi possível concluir, assim, que os desafios para o trabalho com o multiletramento integram itens como: formação técnica, equipamentos, conexões, mudança de currículo, formação docente, culminando com a prática, em sala de aula, sendo tais aspectos evidenciados nas enunciações dos sujeitos da pesquisa, em suas postagens do fórum.Palavras-chave: Ensino. Gêneros Multimodais. Fórum. Tecnologia. EaD.AbstractThis work, associated to the project “The exploration of the forum in a virtual learning environment as a teaching tool”, and also to a largerproject, “The teachers’ training in EaD undergraduate courses: from learning with technology to teaching with technology”, both developedunder the line of research “Teaching of Languages and their Technologies”, at Unopar, aims to understand the difficulties involved in approachingmultimodal genres in schools in different regions, based on a mapping of the problems found by distance education students, of the degree coursein Languages. For the data collection, the forum of a specific discipline was used, based on questions directed by a teacher. Under a predominantlyqualitative methodological bias, with a descriptive analytical character, and based on a theoretical contribution linked to the use of mediaresources in education and also to multiliteracy, the results pointed to three aspects: (a) the inadequate use of technology; (b) lack of necessarystructure in schools; and (c) the need for investment in teachers’ digital literacy. It was possible to conclude, therefore, that the challengesfor working with multiliteracies go through such items as technical training, equipment, connections, curriculum change, teacher’s training,culminating with classroom practice, and this was manifested in the enunciations of the research’s subjects, in his or her forum posts.Keywords: Teaching. Multimodal Genres. Forum. Technology. Distance Education. 

scholarly journals Formação docente, reflexão e ação sobre a prática: as potencialidades de um curso EaD para coordenadores pedagógicos na formação de professores-orientadores / Teachers training, reflection and action on the practice: the potentialities of a distance education course for pedagogic coordinators in the teacher-advisors’ formation

2018 ◽  
Vol 21 (33) ◽  
pp. 53-73
Author(s):  
Natália Gil ◽  
Caterine Fagundes
Keyword(s):  
Distance Education ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
Teachers Training

Este artigo trata da formação docente e tem como objetivo refletir sobre as potencialidades e limites para a formação de professores-orientadores de curso EaD. Buscou-se discutir as potencialidades do exercício reflexivo em diversos âmbitos: na formação dos cursistas (coordenadores pedagógicos de escolas públicas do Rio Grande do Sul, que frequentaram esse curso), na formação de professores-orientadores destes cursistas e na formação docente das próprias autoras. Inicialmente, apresenta-se uma reflexão sobre aspectos da pesquisa na formação docente. Em seguida, descreve-se o desenvolvimento de duas das salas ambientes do curso. Por fim, destaca-se o direcionamento dado aos trabalhos, tendo em vista os objetivos de formação de professores-orientadores. A análise aponta para a evidência da insuficiência de tempo e ações no sentido da formação dos cursistas no sentido de prepará-los adequadamente para o desenvolvimento do TCC, ressaltando, por outro lado, a relevância da atuação no curso como processo de formação dos professores-orientadores.

Student Models Review and Distance Education

2011 ◽  
pp. 164-180
Author(s):  
Avgoustos A. Tsinakos
Keyword(s):  
Distance Education ◽  
Student Models ◽  
Asynchronous Distance Education

The current chapter is a review of the variety of student models that have been reported in the literature. The chapter can virtually be divided in two parts: The first part outlines a number of typical examples of student models that have been developed in order to indicate why these models have been developed, what are their uses and the achievements of student models in education. The second part discusses how the student models can be useful in distance education, what are the criteria for testing the applicability of such models and finally reports student models that may apply in asynchronous distance education

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