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Competências do e-formador num ambiente de aprendizagem online
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Orientador(es)
Resumo(s)
Com a aplicação das tecnologias ao contexto de educação e formação
surgem novos ambientes e novos desafios ao processo de ensino e aprendizagem.
O ensino a distância incorporou a tecnologia nas suas práticas e o e-leaming surge
como uma nova área educativa, nela as tecnologias de informação e comunicação são
utilizadas como meios de comunicação e de interacção que são a base de aprendizagens.
Falamos pois em comunidades de aprendizagem on-line onde se procuram aprendizagens
assentes no trabalho colaborativo, em processos activos de construção do conhecimento e
que incentivem à reflexão pessoal.
Neste contexto os papéis atribuídos aos formandos e e-formadores alteraram-se,
quando comparados com modelos de ensino tradicionais, implicando novas exigências
tanto aos primeiros como aos segundos.
Tal situação gera um campo de investigação pertinente e apelativo para o
aprofundamento e estudo de novos contextos educativos.
É pois objectivo da nossa investigação procurar compreender como é que os e-formadores
perspectivam as suas competências num ambiente de aprendizagem online,
que estratégias mais e menos valorizam e também identificar semelhanças e diferenças
entre o formador presencial e o e-formador.
Para responder a tal objectivo procurámos fazer uma triangulação de dados,
assente na recolha dos mesmos com base na revisão de literatura, na resposta a um
questionário e a entrevistas. A população alvo foram e-formadores.
Foi portanto adoptada uma abordagem mista de forma a conferir ao estudo maior
profundidade e rigor. Dos resultados obtidos verificámos que o e-formador é essencialmente um gestor
das aprendizagens, que não só planeia e gere a formação e as interacções dentro de um
ambiente de aprendizagens on-line e por isso forçosamente as suas funções apresentam
semelhanças mas também diferenças quando comparadas com um formador presencial.
With the use of the technologies within the education and training contexts new environments are developed and new challenges are posed to the learning and teaching process. Distance learning incorporated technology in its practice and e-leaming appears as a new educational area, in which the Information and Communication Technologies are used as a means of communication and interaction. These are the foundations of learning. We thus speak of on-line learning communities, in which learning is based on collaborative work and on active processes of knowledge construction that stimulate personal reflection. In this context the roles given to learners and e-trainers change, especially when compared to those of the traditional teaching models. This implies new requirements from both cases. Such situation generates a pertinent and appellative field of research where the depth and the study of the educational contexts are concern. The purpose of our research is thus to understand how e-trainers regard their competencies in an online learning environment and which strategies they value. It is also our aim to identify the similarities and the differences between an on-site and an online trainer. To answer these questions we tried to triangulate the collected data with reference to the review of the literature, the answers provided in the questionnaire and the interviews conducted by us. The target audience of our research were e-trainers. A blended approach was therefore adopted as a way of conferring the study a greater depth and precision. From the collected data we were able to verify that the e-trainer is essentially a manager of learning, who not only plans but also manages the training and the interactions within the on-line learning environment. Hence, the functions of the e-trainer inevitably display some similarities and also some differences when compared to those of the onsite trainer.
With the use of the technologies within the education and training contexts new environments are developed and new challenges are posed to the learning and teaching process. Distance learning incorporated technology in its practice and e-leaming appears as a new educational area, in which the Information and Communication Technologies are used as a means of communication and interaction. These are the foundations of learning. We thus speak of on-line learning communities, in which learning is based on collaborative work and on active processes of knowledge construction that stimulate personal reflection. In this context the roles given to learners and e-trainers change, especially when compared to those of the traditional teaching models. This implies new requirements from both cases. Such situation generates a pertinent and appellative field of research where the depth and the study of the educational contexts are concern. The purpose of our research is thus to understand how e-trainers regard their competencies in an online learning environment and which strategies they value. It is also our aim to identify the similarities and the differences between an on-site and an online trainer. To answer these questions we tried to triangulate the collected data with reference to the review of the literature, the answers provided in the questionnaire and the interviews conducted by us. The target audience of our research were e-trainers. A blended approach was therefore adopted as a way of conferring the study a greater depth and precision. From the collected data we were able to verify that the e-trainer is essentially a manager of learning, who not only plans but also manages the training and the interactions within the on-line learning environment. Hence, the functions of the e-trainer inevitably display some similarities and also some differences when compared to those of the onsite trainer.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em Tecnologias Educativas), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2007
Palavras-chave
Teses de mestrado - 2007 Tecnologia educativa Tecnologias da informação Ambientes de aprendizagem E-learning