Análise das Interações de Orientadores no Moodle durante a disciplina de Trabalho de Conclusão de Curso a Distância

• Cristian Cechinel Universidade Federal de Pelotas

DOI: https://doi.org/10.5753/cbie.wie.2014.46

Abstract

The present work describes the analysis of interactions of professors inside a Learning Management System during the Final Undergraduate Project distance discipline. Data about the logs of professors were collected, preprocessed and analyzed in order to observe different aspects of their interactions such as their use of forums and chats and their average number of interactions dedicated per students guided. It was possible to observe that the average number of interactions per student is directly associated to the number of students advised by the professors, and that the two available forms of communication (synchronous and asynchronous) played equally roles during the guidance process.

References

Agudo-Peregrina, Á. F., S. Iglesias-Pradas, M. Á. Conde-González and Á. Hernández-García (2014). "Can we predict success from log data in VLEs? Classification of interactions for learning analytics and their relation with performance in VLE-supported F2F and online learning." Computers in Human Behavior 31(0): 542-550.

Anderson, T., R. Liam, D. R. Garrison and W. Archer (2001). "Assessing teacher presence in a computer conferencing context." Journal of the Asynchronous Learning Network 5(2): 17.

Andresen, M. A. (2009). "Asynchronous discussion forums: success factors, outcomes, assessments, and limitations." Journal of Educational Technology & Society 12(1).

Bassett, P. (2011). "How Do Students View Asynchronous Online Discussions As A Learning Experience?" Interdisciplinary Journal of E-Learning & Learning Objects 7.

Beer, C., K. Clark and D. Jones (2010). Indicators of engagement. Curriculum, technology & transformation for an unknown future. Proceedings ascilite Sydney 2010.

Benfatti, E. d. F. S. S., C. Gomes, C. M. d. Costa, L. L. Brasil and S. d. P. Ávila (2013). Orientação de TCC em Ambiente Virtual de Aprendizagem: Uma Pesquisa Ação. X Congresso Brasileiro de Ensino Superior a Distância (ESUD 2013). Belém (Pará), UNIREDE.

Cechinel, C., L. Bilhalva and M. Kuskoski (2013). Trabalho de Conclusão de Curso a Distância: Aspectos Quantitativos da Utilização do Ambiente Virtual de Aprendizagem pelos Orientadores. XVIII Congreso Internacional de Informática Educativa (TISE) Nuevas Ideas en Informática Educativa, Porto Alegre.

Hrastinski, S. (2008). "Asynchronous and synchronous e-learning." Educause quarterly 31(4): 51-55.

Jayaprakash, S. M., E. W. Moody, E. J. Lauría, J. R. Regan and J. D. Baron (2014). "Early Alert of Academically At-Risk Students: An Open Source Analytics Initiative." Journal of Learning Analytics 1(1): 6-47.

Offir, B., Y. Lev and R. Bezalel (2008). "Surface and deep learning processes in distance education: Synchronous versus asynchronous systems." Computers & Education 51(3): 1172-1183.

Primo, L. and C. R. d. O. e. Silva (2007). A Prática de Orientação a Distância na Elaboração de TCCs.

Schultz, R. A. (2003). The effectiveness of online synchronous discussion. Proceedings of the informing science and information technology joint education conference, Finland.

Silva, J. A. R. e., F. B. d. Oliveira and L. Mourão (2012). Uma Comparação entre Cursos a Distância e Presencial. 18° CIAED Congresso Internacional ABED de EaD "Histórias, Analíticas e Pensamento "Aberto" – Guias para o Futuro da EAD", São Luís (Maranhão).

Swan, K. (2003). "Learning effectiveness online: What the research tells us." Elements of quality online education, practice and direction 4: 13-47.