Loading...
Publication
Ser estudante online : uma aproximação à experiência subjetiva do estudante online
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 675.68 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente estudo integra-se num contexto de aprendizagem online, tendo como foco
estudantes do 1.º e 2.º ciclos (licenciaturas e mestrados) da única instituição de ensino superior a distância portuguesa que oferece cursos exclusivamente em regime de eLearning - a Universidade Aberta que privilegia, no seu modelo pedagógico, o princípio da inclusão digital a par dos primados da flexibilidade e da interação.
O estudante online possui um perfil diferenciado do estudante do ensino presencial por ter responsabilidades familiares e profissionais. É um adulto que retoma a sua atividade como estudante, na maior parte dos casos, após vários anos de interregno.
Ser estudante online implica muito mais do que o simples acesso a um computador e a
internet. Implica, antes de mais, uma predisposição para aprender, comunicar e
expressar-se de forma diferente daquela que acontece nos contextos face-a-face. Implica
utilizar e manipular tecnologias num contexto em que os papéis dos estudantes e os dos professores são especialmente diferenciados dos assumidos no ensino presencial.
Pretende-se com o presente estudo conhecer as vivências dos primeiros dias online após
a chegada destes estudantes à sala de aula virtual, as suas principais dificuldades e
motivações e ainda compreender como estes estudantes vivem e interpretam as suas
experiências como estudantes online.
A metodologia utilizada é qualitativa e exploratória, revestindo a forma de estudo de
caso. Como instrumentos de recolha de dados procedemos a entrevistas online e à
análise de um fórum online de carácter social (o Café Virtual).
Não obstante as limitações do estudo, os resultados apontam para: 1) a existência de
alguma literacia digital prévia à entrada nos cursos online, mas emergem algumas
dificuldades de adaptação ao modelo de eLearning; 2) emoções fortes vividas nos
primeiros dias online; 3) dificuldades na procura de uma gestão equilibrada do tempo.
This study focuses in an online learning context taking as focus graduate and master students of the only Portuguese online university offering courses exclusively online. Universidade Aberta privileges in its pedagogical model the principle of digital inclusion alongside flexibility and interaction primacies. Online student has a different profile comparing to the face-to-face student. He has familiar and professional responsibilities. He’s an adult returning his activity as student, in most of cases, after several years of interregnum. Being an online student involves much more than the simple access to a computer and the internet. Implies, first of all, a predisposition to learn, communicate and express himself differently from what happens in face-to-face contexts. Implies using and manipulating technologies in a context in which the roles of students and teachers are specially differentiated of those that happens in face-to-face classroom. The aim of this study is to know the students’ experience in early online days, after their arrival to the virtual classroom, their main motivations and difficulties and also to understand how these students live and interpret their experiences as online students. The methodology used is qualitative and exploratory, taking the form of a case study. As data collection instruments we proceeded to online interviews and analysis of an online social forum (the Virtual Café). Despite the study limitations, the results point to 1) some previous digital literacy before the entrance in an online course but with difficulties in adapting to the eLearning model; 2) strong emotions experienced in the early online days; 3) difficulties in finding a balanced time management.
This study focuses in an online learning context taking as focus graduate and master students of the only Portuguese online university offering courses exclusively online. Universidade Aberta privileges in its pedagogical model the principle of digital inclusion alongside flexibility and interaction primacies. Online student has a different profile comparing to the face-to-face student. He has familiar and professional responsibilities. He’s an adult returning his activity as student, in most of cases, after several years of interregnum. Being an online student involves much more than the simple access to a computer and the internet. Implies, first of all, a predisposition to learn, communicate and express himself differently from what happens in face-to-face contexts. Implies using and manipulating technologies in a context in which the roles of students and teachers are specially differentiated of those that happens in face-to-face classroom. The aim of this study is to know the students’ experience in early online days, after their arrival to the virtual classroom, their main motivations and difficulties and also to understand how these students live and interpret their experiences as online students. The methodology used is qualitative and exploratory, taking the form of a case study. As data collection instruments we proceeded to online interviews and analysis of an online social forum (the Virtual Café). Despite the study limitations, the results point to 1) some previous digital literacy before the entrance in an online course but with difficulties in adapting to the eLearning model; 2) strong emotions experienced in the early online days; 3) difficulties in finding a balanced time management.
Description
Dissertação de Mestrado em Pedagogia do E-Learning apresentada à Universidade Aberta
Keywords
Ensino online Alunos de ensino a distância Emoções Elearning Integração escolar Comunidades virtuais Online student Online emotions Early online days University transition Elearning pedagogy
Pedagogical Context
Citation
Neves, Ana Maria - Ser estudante online [Em linha] : uma aproximação à experiência subjetiva do estudante online. Lisboa : [s.n.], [2014]. 188 p.