Loading...
Publication
A proximidade mediada : um estudo experimental em ambientes de aprendizagem online
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.23 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O ensino online tem vindo a mostrar, cada vez mais, as suas potencialidades e
vantagens, nos vários ramos da aprendizagem, sobretudo relacionadas com a maior
facilidade de acesso, sem os obstáculos do tempo e do lugar, principalmente quando
assíncrono. Todavia, pela sua novidade e rapidez com que os media na área dos CMC se
têm vindo a desenvolver, cada vez mais aperfeiçoados, ainda existe relativamente pouca
investigação e estudo relacionado com as formas de comunicação utilizadas pelo
professor/formador para conseguir atingir níveis altos de proximidade psicológica com e
entre os alunos, de modo a superar a barreira do médium em vez da sala de aula
presencial.
Este estudo examina pistas de proximidade visuais e linguísticas, altas em
contraste com baixas, utilizadas pelo professor/formador em contexto de aprendizagem
via CMC, de modo a analisar as percepções dos respondentes sobre: a proximidade em
geral, a presença social, o professor, o interesse pelos conteúdos programáticos e a
motivação para frequentar o curso. A investigação contou com uma amostra de 60
respondentes, na maioria professores do ensino não superior, com idades que variam
entre os 23 e 65 anos. O método experimental consistiu na manipulação de materiais
visuais e linguísticos, em quatro versões do mesmo curso, criadas na plataforma online
“Moodle”. Utilizámos, como instrumento de recolha de dados, um questionário por nós
elaborado a partir de modelos teóricos e experimentais constantes na literatura da
temática, de que salientamos os autores O´Sullivan, Gunawardena e McCroskey. Foi feita
uma análise estatística e de conteúdo dos dados recolhidos, tomando como referência os
conceitos temáticos subjacentes.
Os resultados do estudo vieram contribuir para dar mais evidência, entre outros,
ao facto de que a proximidade pode ser transmitida através de formas de comunicação
mediada por computador em ambiente de aprendizagem.
Online education has provided new opportunities for designing and implementing innovative computer supported learning environments enabling students to learn, independently of time and space. Although very promising especially in distance education, because of the novelty and speed with which the media in the area of CMC have developed, these new learning environments have also introduced a number of questions about the forms of communication used by the teacher to achieve high levels of psychological immediacy with the students, in order to shape receivers’ perceptions of senders. This study examines the relative influence of linguistic and presentational forms of mediated immediacy cues on receivers’ perceptions of message senders. The research involved a sample of 60 respondents, mostly school teachers, with ages ranging between 23 and 65 years old. The design was a 2x2 between-subjects design, one independent variable being linguistic immediacy with two levels of manipulation (high and low) and the other presentational immediacy with two levels (high and low). As a procedure, four versions of a course were created at the e-learning software platform "Moodle". To validate this investigation, a set of 7-step bipolar semantic differential type scales questionnaire was created to assess six measures dealing with constructs related to immediacy, or to aspects of it, as reference measures, namely: O’Sullivan et al. (2004) immediacy scale; Gunawardena (1995) social presence indicators; McCroskey & Young (1981) source credibility scale; McCroskey et al. (1996) affective learning scale; Teven & McCroskey (1997) perceived caring scale. To analyse the data, simple statistics correlations were computed using ANOVA, Dunnet T3 and POST HOC analyses. The study results demonstrate, like O’Sullivan et al. (2004:484) that “immediacy can be conveyed via CMC… and reinforces a more accurate understanding of people’s capacity to connect and affiliate via CMC…”.
Online education has provided new opportunities for designing and implementing innovative computer supported learning environments enabling students to learn, independently of time and space. Although very promising especially in distance education, because of the novelty and speed with which the media in the area of CMC have developed, these new learning environments have also introduced a number of questions about the forms of communication used by the teacher to achieve high levels of psychological immediacy with the students, in order to shape receivers’ perceptions of senders. This study examines the relative influence of linguistic and presentational forms of mediated immediacy cues on receivers’ perceptions of message senders. The research involved a sample of 60 respondents, mostly school teachers, with ages ranging between 23 and 65 years old. The design was a 2x2 between-subjects design, one independent variable being linguistic immediacy with two levels of manipulation (high and low) and the other presentational immediacy with two levels (high and low). As a procedure, four versions of a course were created at the e-learning software platform "Moodle". To validate this investigation, a set of 7-step bipolar semantic differential type scales questionnaire was created to assess six measures dealing with constructs related to immediacy, or to aspects of it, as reference measures, namely: O’Sullivan et al. (2004) immediacy scale; Gunawardena (1995) social presence indicators; McCroskey & Young (1981) source credibility scale; McCroskey et al. (1996) affective learning scale; Teven & McCroskey (1997) perceived caring scale. To analyse the data, simple statistics correlations were computed using ANOVA, Dunnet T3 and POST HOC analyses. The study results demonstrate, like O’Sullivan et al. (2004:484) that “immediacy can be conveyed via CMC… and reinforces a more accurate understanding of people’s capacity to connect and affiliate via CMC…”.
Description
Dissertação de Mestrado em Pedagogia do E-Learning apresentada à Universidade Aberta
Keywords
Ensino a distância Ensino virtual Comunidades virtuais Comunicação interpessoal Comunicação virtual Immediacy Verbal and nonverbal interpersonal communication, CMC Social presence Credibility of the sender Perceived caring