scholarly journals A EaD no Brasil e o Processo de Democratização do Acesso ao Ensino Superior: Diálogos Possíveis

EAD em FOCO ◽  
2015 ◽  
Vol 5 (3) ◽  
Author(s):  
Felipe Augusto Fernandes Borges
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Access To Higher Education ◽  
Public And Private ◽  
Reconstruction Process ◽  
Historical Process ◽  
The Public ◽  
E Learning ◽  
Almost All ◽  
Education In Brazil

A utilização da EaD como forma de democratizar o ensino superior no Brasil tem sido discutida por pesquisadores afetos aos mais diversos temas educacionais. Trazemos neste estudo uma breve retomada histórica demonstrando que os primeiros cursos de ensino superior no Brasil não se destinavam às consideradas classes subalternas. Esse processo histórico fez com que o ensino superior se tornasse algo quase restrito às classes dominantes. Apresentamos a EaD e sua legislação a fim de introduzir também a criação e implementação do Sistema Universidade Aberta do Brasil (UAB), política com vistas à democratização do acesso ao ensino superior. Elencamos alguns autores contrários ao uso da EaD como forma de democratizar o ensino no Brasil. Embora em direções diferentes, os autores contrários ao uso da EaD caminham quase sempre num mesmo viés. Um dos principais argumentos trazidos no bojo de suas argumentações contrárias é que a EaD estaria servindo apenas aos interesses mercantilistas? preconizados pela reestruturação do aparelho do Estado operacionalizado principalmente na década de 90. Tais autores desconsideram os avanços obtidos por meio da EaD, a despeito dos percalços e/ou dificuldades enfrentadas em tal modalidade. Sendo assim, trazemos autores favoráveis à implementação da EaD como política de democratização do ensino a fim de demonstrar como ela tem sido importante no processo histórico de democratizar o ensino superior em nosso país, ampliando suas vagas, avançando na questão do acesso e ainda interiorizando as IES públicas e privadas em praticamente todo o território nacional. Palavras-chave: EaD; Ensino a distância no Brasil; Democratização do ensino superior.  Distance Education in Brazil and the Access to Higher Education Democratization Process: Possible Dialogues AbstractThe use of E-learning as a way to democratize higher education in Brazil has been discussed by researchers concerned about the most diverse educational themes. We bring in this study a brief historic overview showing that the first higher education courses in Brazil were not destined to the classes considered subaltern. This historical process has made higher education to become something almost restricted to the dominant classes. We present E-learning and its legislation in order to introduce also the creation and implementation of Open University System of Brazil (UAB), with aiming the access to higher education democratization. We also mention some authors opposed to use of E-learning as a way to democratize the education in Brazil. Although in different directions, authors opposed to use of E-learning follow the same bias almost always. One of the main arguments is that E-learning was only serving the "mercantilist" interests recommended by the State reconstruction process which took place mainly in the 90s. Such authors disregard the advances obtained by education through E-learning, despite the difficulties faced in such modality. Therefore, we bring authors in favor of E-learning as education democratization policy implementation in order to demonstrate how E-learning has been important in the historical process higher education democratization in our country, increasing their number of vacancies, improving the issue of access and interiorizing the public and private Institutions of Higher Education in almost all the national territory. Keywords: E-learning; Distance Education in Brazil; Higher Education; Democratization.

scholarly journals Educação a Distância (EaD): Processos de Mediação e Uso das Tecnologias em uma Abordagem Transdisciplinar

EAD em FOCO ◽  
2015 ◽  
Vol 5 (3) ◽  
Author(s):  
Daniela Da Costa Britto Pereira Lima ◽  
Lívia Soares de Lima Sousa
Keyword(s):  
Higher Education ◽  
Access To Higher Education ◽  
Private Institutions ◽  
Public And Private ◽  
Reconstruction Process ◽  
Historical Process ◽  
The Public ◽  
E Learning ◽  
Almost All ◽  
Education In Brazil

A utilização da EaD como forma de democratizar o ensino superior no Brasil tem sido discutida por pesquisadores afetos aos mais diversos temas educacionais. Trazemos neste estudo uma breve retomada histórica, demonstrando que os primeiros cursos de ensino superior no Brasil não se destinavam às consideradas classes subalternas. Esse processo histórico fez com que o ensino superior se tornasse algo quase restrito às classes dominantes. Apresentamos a EaD e sua legislação a fim de introduzir também a criação e implementação do Sistema Universidade Aberta do Brasil (UAB), política com vistas à democratização do acesso ao ensino superior. Elencamos alguns autores contrários ao uso da EaD como forma de democratizar o ensino no Brasil. Embora em direções diferentes, os autores contrários ao uso da EaD caminham quase sempre num mesmo viés. Um dos principais argumentos trazidos no bojo de suas argumentações contrárias é de que a EaD estaria servindo apenas aos interesses mercantilistas? preconizados pela reestruturação do aparelho do Estado, operacionalizado principalmente na década de 1990. Tais autores desconsideram os avanços obtidos por meio da EaD, a despeito dos percalços e/ou dificuldades enfrentadas em tal modalidade. Sendo assim, trazemos autores favoráveis à implementação da EaD como política de popularização do ensino, a fim de demonstrar como ela tem sido importante no processo histórico de democratizar o ensino superior em nosso país, ampliando suas vagas, avançando na questão do acesso e, ainda, interiorizando as IES públicas e privadas em praticamente todo o território nacional.Palavras-chave: EaD; Ensino a distância no Brasil; Democratização do ensino superior.The EaD in Brazil and the Process of Democratization of Access to Higher Education: Possible DialoguesAbstractThe use of E-learning as a way to democratize higher education in Brazil has been discussed by researchers concerned about the most diverse educational themes. We bring in this study a brief historic overview showing that the first higher education courses in Brazil were not destined to the classes considered subaltern. This historical process has made higher education to become something almost restricted to the dominant classes. We present E-learning and its legislation in order to introduce also the creation and implementation of Open University System of Brazil (UAB), with aiming the access to higher education democratization. We also mention some authors opposed to use of E-learning as a way to democratize the education in Brazil. Although in different directions, authors opposed to use of E-learning follow the same bias almost always. One of the main arguments is that E-learning was only serving the "mercantilist" interests recommended by the State reconstruction process which took place mainly in the 90s. Such authors disregard the advances obtained by education through E-learning, despite the difficulties faced in such modality. Therefore, we bring authors in favor of E-learning as education democratization policy implementation in order to demonstrate how E-learning has been important in the historical process higher education democratization in our country, increasing their number of vacancies, improving the issue of access and interiorizing the public and private Institutions of Higher Education in almost all the national territory.Keywords: E-learning; Distance education in Brazil; Higher education; Democratization.

scholarly journals Consórcio Cederj: A História da Construção do Projeto

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Carlos Eduardo Bielschowsky
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Rio De Janeiro ◽  
New Technologies ◽  
Historical Context ◽  
The Public ◽  
History Of ◽  
E Learning ◽  
Traditional Institutions ◽  
Education In Brazil

O Estado do Rio de Janeiro, juntamente com as universidades públicas (federais e estaduais) sediadas neste estado, iniciou no período 1999-2000 a construção do consórcio Cederj. Neste artigo são apresentados alguns aspectos importantes que influenciaram decisivamente no planejamento inicial desse projeto, tais como o contexto histórico da Educação a Distância no Brasil e em outros países, a situação do ensino superior no Brasil à época, mostrando que a metodologia de Educação a Distância passava por uma transição entre instituições tradicionais? e instituições que iniciavam oferta de cursos com e-learning sob influência das novas tecnologias. É também descrito o desenho acadêmico do projeto inicial, com a distribuição de oferta de cursos semipresenciais no ensino superior nas instituições públicas e os resultados da implementação dos primeiros cursos, que geraram grandes desafios para a continuidade do projeto, considerado um dos casos mais bem-sucedidos dos dias atuais.Palavras-chave: Consórcio Cederj, Fundação Cecierj, História da EaD no Brasil, Darcy Ribeiro, e-learning, Ensino superior, Educação pública. Cederj Consortium: The History of Project ConstructionAbstractThe State of Rio de Janeiro, together with the public universities (federal and state ones) in this referred state, began in 1999-2000 the construction of the Cederj consortium. This article presents some important aspects that influenced decisively the initial planning of this project, such as the historical context of Distance Education in Brazil and in other countries, the situation of higher education in Brazil at the time, showing that the methodology of Distance Education went through a transition between "traditional" institutions and institutions that started offering e-learning courses under the influence of new technologies. It is also described the academic design of the initial project, with the distribution of the offer of blended courses in higher education in public institutions and the results of the implementation of the first courses, which generated great challenges for the continuity of the project, considered one of the most well case nowadays.Palavras-chave: Cederj consortium, Cecierj Foundation, History of EaD in Brazil, Darcy Ribeiro, e-learning, Higher education, Public education.

scholarly journals Socio-Technical Challenge in the Selection of the Remote E-Learning Platform

2021 ◽  
Vol 27 (2) ◽  
pp. 125-132
Author(s):  
Liviu Găină ◽  
Ioan-Dănuț Bălos
Keyword(s):  
Distance Education ◽  
Public And Private ◽  
The Public ◽  
Working Environments ◽  
Learning Platform ◽  
E Learning ◽  
Uncertain Future ◽  
Challenging Situation ◽  
Education Platform ◽  
Selection Of

Abstract The current pandemic context represents, without any doubt, the most serious challenge for all working environments, implicitly and educationally. Students and teachers alike are unwittingly deprived of such a natural meeting characteristic of the learning process in an amphitheatre or laboratory and thus put in the challenging situation of continuing their efforts to achieve the goal, by making the efficient use of the online environment in all its complexity (hardware infrastructure, educational platforms, accessibility to the internet connection). The article deals with the selection of the distance education platform by using a mathematical model of multi-criterial analysis of the factors involved. It is essential that education does not interrupt its course and continues to evolve, thus adding value to society. Moreover, our future, of all, depends on our ability to cope with the highest standards, the challenge created by distance education. By linking the skills of teachers and instructors, the potential of students and the optimization of IT resources, this desire is possible provided that each of the elements involved contributes to the achievement of the ultimate goal: preparing generations of young people for the uncertain future. The resilience of the public and private education system is dependent on the use of tools appropriate to the purposes assumed.

scholarly journals Regulação/avaliação da Educação Superior a Distância: multiplicidade de atores institucionais, labirinto de atos oficiais e avaliação regulatória

2018 ◽  
Vol 34 (1) ◽  
pp. 99
Author(s):  
Stella Cecilia Duarte Segenreich
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Public Policies ◽  
Exploratory Research ◽  
Public And Private ◽  
The Public ◽  
Educación A Distancia ◽  
Definition Of ◽  
Regulatory Evaluation ◽  
Institutional Actors

Resumo: Com base na definição de Cabrito sobre regulação, este relato de estudo objetiva relacionar a atuação de quatro atores institucionais do MEC, desde sua origem, com as políticas públicas relacionadas à regulação/avaliação da educação a distância, com destaque para sua atuação nos atos oficiais do último biênio. Trata-se de uma pesquisa exploratória, fruto da consulta a documentos legais e institucionais assim como artigos de periódicos. Os resultados demonstraram a pluralidade de atores institucionais atuando junto à EaD, a construção de um labirinto de atos oficiais e instrumentos de avaliação regulatória que mudam de acordo com as orientações governamentais vigentes, sugerindo a continuidade da pesquisa na realidade das universidades públicas e privadas.Palavras-chave: Educação Superior, Educação a Distância, Regulação/avaliação, Atores institucionais. Abstract: Based on Cabrito's definition of regulation, this study aims to relate the performance of four institutional actors of MEC, since its origins with the public policies related to the regulation/evaluation of distance education, especially its performance in official acts of the last biennium. This is an exploratory research that shows the results of the consultation of legal and institutional documents, as well as articles from periodicals. The results demonstrate the plurality of institutional actors related to distance education - EaD, and the construction of a labyrinth of official acts and instruments of regulatory evaluation that change according to the current governmental guidelines, suggesting the continuity of research in the reality of public and private universities.Keywords: higher education, distance education, regulation/evaluation, institutional actors Resumen: Con base en la definición de Cabrito sobre regulación, este informe de estudio objetiva relacionar la actuación de cuatro actores institucionales del MEC, desde su origen, con las políticas públicas relacionadas a la regulación / evaluación de la educación a distancia, con destaque para su actuación en los actos oficiales del último bienio. Se trata de una investigación exploratoria, fruto de la consulta a documentos legales e institucionales así como artículos de periódicos. Los resultados demostraron la pluralidad de actores institucionales actuando en la EaD, la construcción de un laberinto de actos oficiales e instrumentos de evaluación regulatoria que cambian de acuerdo con las orientaciones gubernamentales vigentes, sugiriendo la continuidad de la investigación en la realidad de las universidades públicas y privadas.Palabras clave: Educación superior, educación a distancia, regulación/evaluación, actores institucionales.

scholarly journals No Fees to Enroll Them All?

2020 ◽  
Vol 12 (Spring) ◽  
pp. 27-38
Author(s):  
Santiago Castiello-Gutiérrez
Keyword(s):  
Higher Education ◽  
Federal Government ◽  
College Access ◽  
Universal Access ◽  
The State ◽  
Educational Institutions ◽  
Access To Higher Education ◽  
Public And Private ◽  
The Public ◽  
Education In Mexico

Although it has one of the less expensive costs of attendance, universal access to higher education in México is still far away from becoming a reality. The federal government along with the public and private educational institutions have implemented different approaches to increase access but the gap among higher and lower strata of the population represented in HEIs seems to be widening. Recently, the federal government proposed to change the Constitution to include higher education as a right and therefore, compulsory. This essay intends to show a brief picture of the state of college access in Mexico as well as the implications of moving to a compulsory system. It ends with a series of recommendations for stakeholders to get involved in addressing the manifold issues pertaining to the state of college access and success in México.

Employees Attitude towards E-Learning in Banking Sector -An Empirical Study of Shivamogga District

2019 ◽  
Vol 118 (10) ◽  
pp. 88-106
Author(s):  
Dr.Mamatha. S.M ◽  
Mr.Panduranganagouda Honnali
Keyword(s):  
Banking Sector ◽  
Employee Performance ◽  
Private Bank ◽  
Public And Private ◽  
The Public ◽  
Body Of Knowledge ◽  
E Learning ◽  
Banking Structure ◽  
Bank Employees ◽  
Methods Of Learning

E-learning has become a global phenomenon and it is the central theme of many industries and organizations for the additional method of training which can complement traditional methods of learning. The practices of E-learning and Learning management system (LMS) in the banking sector make the drastic changes in the employee performance and their knowledge regarding job in the modern banking structure. This study provides a comprehensive body of knowledge about LMS and e-learning, in general, within the public and private bank in India. The main objective of this paper to understand and analyze the attitude of employees towards E-learning practices in banking sector in Shivamogga district. The data was analyzed by using exploratory factor analysis, based on the responses received from a random the sample 50 of the bank employees working in the private sector banks.

scholarly journals MOOCs as Disruptive Innovation in Higher Education

2018 ◽  
Vol 1 (1) ◽  
pp. 10-12
Author(s):  
Kamarudin Hussin
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Higher Education Institutions ◽  
Disruptive Innovation ◽  
Virtual Learning Environment ◽  
The Internet ◽  
Free Access ◽  
Access To Higher Education ◽  
E Learning

The advancement of technology in higher education is always perceived as a valuable innovation that create better impact to the society. The advent of the Internet for instance, has magnificently created important features in learning environment globally. Higher education community optimizes the Internet as an essential resource, communication platforms and dynamic tools in their core teaching-learning, research, consultation activities, entertainment and many others. Moreover, innovations such as mobile technology has successfully broadened access to the Internet and related online services and facilities. Higher education institutions as the hub for technology development and innovation have invested in virtual learning environment to support current needs of global population. Related to this fact, e- learning modules and contents are offered across universities, and interested learners in public communities are benefited by this opportunity. Educators and experts in higher education institutions are delivering their knowledge, discoveries and expertise via e-learning platforms and other supported technology. Equally important, e-learning has successfully expanded opportunities for lifelong and flexible learning, and offered a solution for practical issues and increasing student numbers. As a matter of fact, e-learning has been proposed as a promising way out for many complex issues such asfunding constraints, increasing demand and access to higher education while improving quality and high impact educational provisions in many countries. While addressing these issues, higher education administrators, educators, researchers and policy makers have developed responses in various frameworks. Initiatives such as Competency-Based Online Programs, development of open source materials, flipped classroom and Massive Open Online Courses (MOOCs) have contributed towards reducing cost of higher education as well as increasing access to higher education. MOOCs technology has proven its capability to reach massive audienceof about 30,000 students at a time. Across the globe, MOOCs offer free access to online course lectures, self- paced lessons, readings, problem sets, blogs, discussion boards, peer assessment and even online discussion group platforms for global students (Leon and Price, 2016). In 2017, MOOCs offered more than 9,400 courses with more than 500 MOOC based credentials according to data gathered by Class Central. Excitingly, MOOC platforms have recorded more than 81 million learners to date (Class Central, 2017).  

scholarly journals USE OF E-LEARNING TOOLS ON HIGHER EDUCATION INSTITUTIONS

2020 ◽  
Vol 8 (12) ◽  
pp. 805-810
Author(s):  
Alka Sharma ◽  
◽  
Hina Jain Gupta ◽  
Keyword(s):  
Higher Education ◽  
Quality Education ◽  
Educational Institutions ◽  
Learning Tools ◽  
Higher Educational Institutions ◽  
E Learning ◽  
Higher Educational ◽  
Almost All ◽  
The Impact ◽  
Quantitative And Qualitative Methods

In the last two decades, technology has evolved at a great pace and has influenced almost all spheres of life and education is no exception to it. Nowadays, most of the educational institutions are using various tools and equipments to impart education to the students. This paper has tried to explore the impact of e-education tools on thestudents in higher educational institutions. The sample consists of students enrolled in higher educational institutions. Both quantitative and qualitative methods have been adopted for data collection including questionnaires, semi-structured &open-ended interviews. Use of computer and internet was found to be one of the most important e-learning tools. The findings are expected to assist the higher educational institutions in framing their policies to impart quality education to the students.

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