Dissertations / Theses on the topic 'Quality of distance education'

This paper looks at the qualitative study of distance learning at Lesotho College of Education. In 2002 the college was tasked by the Government of Lesotho with the provision of distance education to unqualified and under-qualified teachers. It is the experiences, feelings and observations of the professional learners as they progress through the distance teacher education programme. It looks at the internal quality assurance process within the college. Student support is enhanced by short contact sessions on a weekend at centre level where tutors provide assistance once a month. All professional learners meet at the college at the end of each semester for a week long contact session followed by the examinations. Semi-structured interviews were used to elicit experiences, feelings and observations about the programme. The results indicate that whilst there are challenges, there are lots of positives within the programme.<br>Dissertation (MEd)--University of Pretoria, 2013.<br>gm2014<br>Science, Mathematics and Technology Education<br>unrestricted

This applied dissertation was designed to provide better access to current information for best practices in kindergarten to Grade 12 (K-12) online learning. Virtual schooling is becoming a mainstream option for high school students, especially when some courses are not offered in every traditional school. Despite its increased popularity, very few studies had been conducted in K-12 virtual schooling. There was a need for more research based on the perspectives of adolescent students to understand the importance of quality interactions that can bridge the psychological and communications gap that may result when the learner and teacher are separated by time and distance. A quantitative study was conducted at a district-level high school located in the southeastern area of Florida to understand the relationship between adolescent students’ perceptions of the quality and level of learner-teacher, learner-learner, and learner-content interactions; academic achievement; and satisfaction in an online course. Transactional distance theory was used to explain if the quality interactions utilizing synchronous and asynchronous tools have the potential to increase the dialogue within this online course, thereby, reducing the transactional distance. Data was gathered by using a nonexperimental, self-reported, Web-based interaction preferences survey of approximately 50 high school students. Descriptive and nonparametric inferential statistical methods were used to guide, interpret, and analyze students’ responses from this survey.

This training manual serves as a valuable tool to enhance instructional redesign and curriculum development of face-to-face (F2F) courses, materials and platforms into e-learning and mobile learning for all universities and colleges in the continent of Africa. It is designed for aspiring e-learning and mobile learning course developers who are desirous of developing, implementing and sustaining e-learning and m-learning platforms to promote teaching, learning, service and community.<br>https://dc.etsu.edu/etsu_books/1068/thumbnail.jpg

Changes in computer and communication technology have sparked an educational revolution. For over 20 years, higher education, as a whole, has been adapting to the changing educational landscape. Christian theological education, which is not immune to changing educational realities, has also been adapting to decentralized educational tendencies and experiencing rapid growth in distance and online learning. Christian theological education appears to be a decade or so behind higher education in its contemporary adaptation to online learning,. Questions that higher education began asking over a decade ago about online learning are now part of the contemporary conversation within Christian online theological education. One of those questions asks, “What are standards of quality for Christian online theological education?” The purpose of this study was to identify standards of quality in Christian online theological education as well as issues related to implementing these standards of quality. This study was originally planned as an explanatory, sequential mixed methods study. Due to circumstances encountered during the administration of the originally planned study, this study’s approach had to be adapted to the descriptive survey research method. This study was conducted among an expert sample of distance learning professionals from within Association of Theological Schools (ATS) accredited schools. As indicated by distance learning professionals at ATS-accredited schools, this study: (a) identified 24 standards of quality for Christian online theological education, (b) discovered insights on how well these leaders perceive they are implementing quality standards, and (c) identified areas of both success and challenge when trying to implement quality standards in Christian theological education. These research findings led to two conclusions and produced seven key themes for Christian online theological education. The implications of these findings and suggestions for future research were discussed in order to help Christian theological education not only survive the educational revolution it is immersed in, but to thrive within it.

Distance-based partnerships are being increasingly used in health care and have previously been described to facilitate the training of nurses, researchers, and occupational therapists.1–6 In 2013, the Society of Hospital Medicine’s newly published guidelines for pediatric hospital medicine (PHM) programs indicated that strong leadership is critically important to a program’s success. Many smaller children’s hospitals have very few dedicated pediatric hospitalists, and these hospitalists might not have formal leadership or quality improvement (QI) training, resources, or dedicated time for QI work because of their clinical responsibilities. Similarly, pediatric residency programs at smaller institutions might lack robust inpatient QI experiences for their trainees. Leaders at Cincinnati Children’s Hospital Medical Center (Cincinnati) were approached by leaders at Niswonger Children’s Hospital (Niswonger) to complete a needs assessment of Niswonger’s inpatient program. Niswonger is a 69-bed children’s hospital colocated with Johnson City Medical Center, an adult hospital. These hospitals are located in a suburban area with a large rural catchment area. Both the adult and children’s hospitals are part of a larger health system, Mountain States Health Alliance. Niswonger is affiliated with East Tennessee State University (ETSU) Department of Pediatrics, which provided the majority of physician staffing. The needs assessment, completed in 2012, consisted of several site visits, observation of inpatient rounds, interviews with Niswonger faculty and staff, evaluation of available historical data, and collection of new data. Two main gaps in clinical care and training at Niswonger were identified. The first was the need for a dedicated hospitalist program with providers who did not have competing clinical responsibilities. The general pediatric inpatient unit was historically staffed by several ETSU faculty members, all of whom had primary responsibilities in other areas such as intensive care, outpatient primary care, and infectious disease and none of whom were dedicated pediatric hospitalists. These physicians would typically conduct inpatient teaching rounds in the morning and then resume other clinical responsibilities. The second was the need for QI training for the 19 residents in the ETSU pediatric residency program, an Accreditation Council for Graduate Medical Education requirement.

Distance education (DE) in Brazilian higher education level has been growing since the early 2000. This educational method has been becoming more popular, due to its geographic and space flexibility as well as for its potential to take education to remote areas; that is, to people who would not be able to access a traditional face-to-face institution. Additionally, this growth leads to an increase in competition, which enhances the need to assess results. For this purpose there are models in the educational field that help the evaluation of programs, as well as models in the business field which use a marketing perspective and are rarely applied in educational services. Thus, this dissertation aims to evaluate DE considering students\', instructors\' and institutional (coordinators\' points of view) perceptions under a services marketing perspective. A case study was conducted considering Open University of Brazil Public Management undergraduate course. Study followed three phases. In the first phase a survey was conducted in order to acquire students\' perceptions of course quality, image, satisfaction and loyalty. In the second phase, a survey was conducted considering professors and tutors in order to acquire their attitudes toward technology and DE. Finally, in the third phase coordinators were interviewed in order to understand course\'s characteristics and their view of problems and potential strengths. Ten universities member of the Open University participated of the study, which totalizes 593 students, 120 instructors and nine coordinators. Students\' sample presented favorable perceptions of course quality, satisfaction, image, loyalty and institutional support. There is significant relationship between perceived quality and student satisfaction, as well as satisfaction and quality, directly and indirectly, influence student loyalty. Finally, image regarding the Open University influences course perceived quality. In addition, in this case there are similar proportion of men and women and male students showed slightly higher satisfaction and loyalty to the course. Instructors\' sample did not show relationship among attitudes and participation in DE nor among perceptions of technology and DE use. However, in general, instructors\' attitudes are favorable on considered dimensions. Coordinators reported within the main reasons for DE adoption the opportunity to disseminate education to unprivileged areas. In addition; some difficulties found relate to infrastructure. Gap analysis showed coordinators have higher perception scores on quality dimensions than students. In general, results for the three stakeholders were positive; considered constructs showed satisfactory results, reinforcing importance of the study of DE under business perspective in order to identify weaknesses and strengths and to conduct modifications on course strategies and policies.<br>A educação a distância (EAD) no nível superior no Brasil tem observado grande expansão desde o início dos anos 2000. Esse método de ensino tem se popularizado, por sua flexibilidade geográfica e espacial e pela possibilidade de levar a educação a áreas remotas e, por conseguinte, a indivíduos que não teriam acesso a uma instituição tradicional. Adicionalmente, esse fenômeno de alto crescimento, implica aumento da competição no mercado educacional e, traz consigo, a necessidade de se avaliarem os resultados dessas iniciativas. Para tanto, há modelos na área de educação que subsidiam as avaliações de programa, bem como modelos da área de negócio, que aplicam uma perspectiva de marketing a essas avaliações, esses últimos pouco explorados na área educacional. Assim, esta tese tem como objetivo avaliar a educação a distância sob as perspectivas dos alunos, dos instrutores e da instituição (por meio de sua coordenação) sob uma perspectiva de marketing de serviços. Realizou-se um estudo de caso no curso de bacharelado em Administração Pública da Universidade Aberta do Brasil (UAB), incluindo três fases. A primeira fase consistiu de um survey realizado com alunos do curso de Administração Pública da UAB, a fim de aferir sua percepção de qualidade, imagem da instituição, satisfação com o curso e lealdade ao mesmo. A segunda fase consistiu de um survey com os instrutores, professores e tutores do curso, a fim de avaliar suas atitudes em relação à tecnologia e à EAD. Finalmente, a terceira fase consistiu da realização de entrevistas com os coordenadores de curso com vistas a compreender as características do curso e sua visão a respeito dos problemas e potenciais do curso a distância. Participaram do estudo dez universidades membros do sistema UAB, totalizando uma amostra de 593 alunos, 120 instrutores e nove coordenadores. A amostra de alunos apresentou percepções favoráveis acerca da qualidade do curso, satisfação, imagem, lealdade e apoio institucional. Observou-se relação significante entre a qualidade percebida e a satisfação do aluno, assim como influência da satisfação e da qualidade, de forma direta e indireta, sobre a lealdade do estudante. Finalmente, a imagem sobre o sistema UAB influencia a percepção de qualidade sobre o curso. Adicionalmente, no caso estudado há proporções parecidas de homens e mulheres e os homens mostraram satisfação e lealdade ligeiramente maiores que suas colegas do gênero feminino. Na amostra de instrutores não se identificou relação entre attitudes e participação na EAD nem entre a percepção sobre o uso da tecnologia e da EAD. Entretanto, observou-se que, em geral, as atitudes dos instrutores é favorável nas dimensões avaliadas. Os coordenadores reportaram que dentre as principais razões para a adoção da EAD nas instituições está a oportunidade de disseminar a educação em áreas desprivilegiadas. Ademais, algumas dificuldades encontradas são relacionadas à infraestrutura. A análise de gaps de qualidade revelou que os coordenadores possuem percepção mais favorável sobre a qualidade do curso do que os alunos. De forma geral, os resultados obtidos para os três stakeholders considerados foram positivos; os construtos avaliados mostraram resultados satisfatórios, o que reforça a possibilidade de se estudar a EAD sob a perspectiva de negócios, para que se identifiquem forças e fraquezas e que possam ser realizadas alterações nas estratégias e políticas do curso.

Online learning is taking our nation by storm and changing the face of education forever. By 2014 we are projected to have 10 million students taking at least one online class (Nagel, 2009). The online revolution is one of the greatest changes the field of education has seen in the last 25 years (Greenway & Vanourek, 2006). This major shift in education also represents a major shift in how our teachers are prepared and what great teaching looks like in online settings. The online classroom is distinctly different than the brick-and-mortar classroom, and success in the classroom does not necessarily translate into the online environment (Watson, Murin, Vashaw, Gemin, & Rapp, 2011). Our students deserve the best online teachers to ensure the potential of online learning is fulfilled (Cavanaugh, Gillan, Kromrey, Hess, & Blomeyer, 2004). Top quality online teachers are those who have mastered or can demonstrate the ability to quickly learn the specific skills of technology, online instructional design and delivery, communication, and online learning professional development. This study will explore and analyze the impact of the website K-12 Online Staffing Solutions on the recruitment, hiring, and induction practices for K-12 online administrators. Using the research and development research model, developed by Borg and Gall (1989), the website will undergo a series of qualitative feedback and product revision cycles with participants. The results of the study showed that the website tool was easy to use and impacted the practice of virtual school administrators in Oregon. The results have implications beyond virtual charter schools in Oregon. Online learning is growing and administrators need practical, accessible, and research based tools to successfully meet the need for online K-12 options.

Este trabalho estuda os requisitos técnicos e operacionais para que um gestor de um Centro de Educação a Distância (CEAD), em seus estágios iniciais de implantação e estruturação, possa planejar e organizar suas atividades e fundamentar a decisão de seu planejamento estratégico, em particular aquelas relacionadas às diversas equipes multidisciplinares que compõem o setor. Trata-se de um estudo interdisciplinar, que agrega as contribuições das áreas de informática na educação, ensino a distância, educação profissional e tecnológica e gestão da qualidade, a partir de uma visão sistêmica de todos os elementos que constituem a educação a distância. Foi realizada pesquisa exploratória, tomando-se como estudo de caso as atividades de planejamento e implantação de um CEAD, em uma instituição de ensino superior, com vocação consolidada na educação profissional e tecnológica. Utilizou-se o método de Desdobramento da Função Qualidade (QFD) como ferramenta para extrair as demandas de qualidade esperadas dos produtos e serviços ofertados, na visão dos clientes internos - equipes multidisciplinares - do CEAD.<br>This work studies the technical and operational requirements related to a center of distance education, in its early foundations, in order to improve management and strategic decision, particularly the ones related to the multidisciplinary teams that compose this sector. It is an interdisciplinary study, which aggregate the contribution of informatic in education, distance education, technological and professional education and quality management, for a systemic approach of all elements that constitute the distance education. It is presented an exploratory research, based in case study about activities of planning and implant of CEAD, in a college, acknowledged in technological and professional education. The Quality Function Deployment (QFD) method was applied to extract products and services quality requirements, through the eyes of internal clients - multidisciplinary teams - of the CEAD.

Модернізація вітчизняної освіти передбачає впровадження системи управління якістю та організації в навчальних закладах спеціалізованих структур, що здійснюють контроль ефективності процесу навчання.

Made available in DSpace on 2018-06-18T13:27:07Z (GMT). No. of bitstreams: 0 Previous issue date: 2017<br>O ensino a distância tem-se proliferado mundialmente em grandes proporções, inclusive na área da saúde, e para melhor atender a todos os públicos, os órgãos responsáveis pela educação do país, vem trabalhando fortemente com a questão da qualidade do ensino. Preocupados com a formação e com as ofertas dos cursos a distância, muitos foram os alcances ao longo dos anos. Recentemente, foi publicada a Resolução nº 1, de 11 de março de 2016, que estabelece as Diretrizes e Normas Nacionais para a Oferta de Programas e Cursos de Educação Superior na Modalidade a Distância. A partir de então, as Instituições de Ensino que se propuserem a fornecer educação nesta modalidade poderão seguir estes indutores, bem como sendo base para as políticas e processos de avaliação e de regulação dos cursos e das Instituições de Educação Superior (IES). Contudo, levando em consideração a grande oferta dos cursos de pós-graduação na área da saúde, por meio da modalidade a distância, torna-se premente, a avaliação destes cursos. Objetivo: identificar e analisar os critérios de qualidade para Educação Permanente em Saúde, na modalidade a distância, no curso de Especialização em Saúde da Família, ofertado pela UNA-SUS/UNIFESP, por meio da percepção dos sujeitos de pesquisa, sendo eles os alunos, tutores e coordenadores deste curso, analisar o projeto pedagógico do curso e comparar os critérios ressaltados nas falas dos participantes, com os indutores de qualidade sugeridos pelo Ministério da Educação. Método: Pesquisa descritiva, exploratória e qualitativa, que seguiu os seguintes passos metodológicos: pesquisa bibliográfica e pesquisa empírica, a fim de que ambas pudessem fornecer dados importantes acerca dos critérios de qualidade adotados pelo curso de Especialização Saúde da Família da UNA-SUS, emergiram então dos participantes à percepção da qualidade ao ensino a distância na educação permanente em saúde. Resultados: Após análise dos dados, verificou-se algumas particularidades relacionadas à educação permanente em saúde, destacadas pelos participantes da pesquisa, que devem ser tratadas e trabalhadas de forma exclusiva e gradativamente, também foi possível observar uma proximidade entre os critérios de qualidade indutores já divulgados pelo Ministério da Educação, nas expressões dos participantes desta pesquisa. Considerações Finais: Com os resultados, foi possível definir possíveis critérios de qualidade para educação permanente em saúde, na modalidade a distância, ficando estes disponíveis como produto de entrega desta pesquisa, para nortear e auxiliar instituições de ensino que ofertam cursos na área da saúde nesta modalidade.<br>The distance education has been proliferated globally in large proportions, including in the health area, and to serve better all the public, the responsible agencies of education in the country has been working hard on the issue of quality education. Concerned about the formation and the offers of distance courses, many have been the advances over the years. Recently, Resolution nº 1 of March 11th, 2016, which establishes National Guidelines and Norms for the Offering of Programs and Higher Education Courses in Distance Mode, was published. Since then, the Education Institutions that proposed to provide education in this modality can follow these inductors, as well as being the base for the evaluation policies and processes and regulation of courses and Higher Education Institutions. However, taking into account the big offer of postgraduate courses in the health area, by the distance modality, it becomes urgent the evaluation of these courses. Objective: to identify and to analyze the quality criteria for Permanent Health Education, in the distance modality in the specialization course in Family's Health, offered by the UNA-SUS/UNIFESP, by the perception of the participants of the research, which were students, tutors and coordinators of this course; to analyze the pedagogical project of the course and to compare the emphasized topics in the speeches of the participantes with the inductors suggested by the Education Ministry. Method: Descriptive, exploratory and qualitative research, which followed these methodological steps: bibliographic research and empirical research, with the proposal that both could provide important data about the quality criteria adopted by the UNA-SUS' Family Health Specialization course. That is, the perception of the quality of the distance education in the permanent education in health emerged by the participants. Results: After analyzing the data, there were some particularities related to the permanent education in health, emphasized by the participants of the research, which must be treated and worked exclusively and gradually, it was also possible to observe a proximity between the quality criteria already divulged by the Education Ministry, in the speeches of the participants of this research. Considerações Finais: With the results, it was possible to define possible quality criteria for permanent health education in the distance modality, being available as a product of this research, to guide and help education institutions that offer courses in the health area in this modality.

Orientador: Sergio Ferreira do Amaral<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-08T11:10:38Z (GMT). No. of bitstreams: 1 Versuti_AndreaCristina_D.pdf: 1298226 bytes, checksum: 6210107edbb466df84cd28f25e9fd83c (MD5) Previous issue date: 2007<br>Resumo: Esta tese de doutorado tem como tema a investigação da qualidade em cursos a distância. O trabalho tem como base os referenciais de qualidade para cursos a distância do MEC (1998) e os indicadores elaborados pela NEA/Blackboard (2000), buscando verificar a adoção destes indicadores por uma Instituição de Ensino Superior (IES). Para tanto, investigou-se a percepção de coordenadores e docentes quanto à qualidade do curso semi-presencial para gestores, da rede de ensino estadual do Estado de São Paulo, oferecido pela UNICAMP, em parceria com a Secretaria Estadual de Educação. Esta pesquisa, realizada em 2006, ainda com o curso em andamento, está dividida em duas etapas: uma pesquisa quantitativa realizada por meio de questionários aplicados aos docentes do curso e uma pesquisa qualitativa, por meio de entrevistas, com roteiro pré-estruturado, realizada com coordenadores e supervisores dos módulos que compõem o curso. A análise qualitativa acerca da percepção dos coordenadores e supervisores com relação ao processo de constituição e gerenciamento do curso Gestores constatou que estes consideraram a experiência positiva, aprenderam com as dificuldades e procuram se adaptar aos prazos curtos e ao grande número de alunos (6000 alunos no período de um ano), reconhecendo como principais problemas estruturais, a terceirização do servidor e a falta de adequação do curso ao perfil, às características e limitações do público-alvo. A análise da percepção dos docentes em relação à qualidade do processo de ensino e aprendizagem mediado pelas ações no ambiente TELEDUC, constatou que esta foi positiva e que principalmente os docentes com idade a partir de 41 anos, mostraram-se satisfeitos com o funcionamento do ambiente, acreditando que este tenha propiciado adequadamente; a interação, a troca de experiências e a colaboração entre os participantes do curso<br>Abstract: This Doctorate Thesis has as subject the inquiry of quality in distance courses. This paper has as basis the referentials of quality for MEC distance courses (1998) and the elaborated indicators by NEA/Blackboard (2000), trying to verify the adoption of these indicators by a Higher Education Institution (HEI). For this, it was intended to investigate the coordinators and teachers¿ perception in relation to the quality of semi-presential course for managers from São Paulo state teaching system, offered by UNICAMP in partnership with the State Secretary of Education. This research, placed in 2006, with an ongoing course yet, is divided into two steps: a quantitative research accomplished through a questionnaire which was applied to course¿s teachers, and a qualitative research, through interviews, with a pre-structured script, accomplished with the coordinators and supervisors of the units which compose the course. The qualitative analysis about the coordinators and supervisors¿ perception in relation to the management and constitution process of Manager¿s course has showed up that these ones have considered the experience as positive, have learned with the vicissitudes and have attempted to fit themselves to the short terms and to the large amount of students (6000 students in one year period), recognizing as main structural problems the lack of adjustment of the course to the profiles and features but also restrictions of the target public and the employee outsourcing. According to the coordinators, it is fundamental that a critical evaluation of this first experience of the Institution must be done so that the same mistakes cannot be committed in future courses to be offered in a semi-presential modality. The teachers¿s perception about to quality of teaching-learning process mediated by the actions in TELEDUC was positive, mainly the teachers after the age of 41 years old, who have demonstrated satisfied to the environment working, believing that this one has provided the interaction, the exchanges of experience and the collaboration between all the course participants<br>Doutorado<br>Educação, Ciencia e Tecnologia<br>Doutora em Educação

[Truncated abstract] It is essential to attract, recruit and retain quality teachers in rural and remote schools for provision of quality education to rural and remote students. A robust body of research confirms that teacher quality contributes to quality of education (Darling-Hammond, 2000; Hay McBer, 2000; Kaplan & Owings, 2002; OECD, 2002; Ramsay, 2000). Staffing histories of rural and remote schools identify persistent difficulties in recruiting and retaining teachers, but previous research has failed to address the experiences and perspectives of rural and remote teachers from the earliest phases of appointment, tracking their experiences over time. In times and places of persistent teacher shortages, teacher quality of worklife issues are paramount. Factors impacting on teacher quality of worklife may impact on teacher retention, staffing levels and ultimately the quality of education for children. For these reasons, this study aimed to develop substantive theory about the experiences of teachers commencing appointments in rural and remote schools by investigating the perspectives of novice, interstate and overseas-qualified teachers. The study sought to develop understandings of rural and remote teachers quality of worklife. In order to achieve this aime, the experiences of 29 teachers were examined, in four categories of teachers likely to be appointed to rural and remote locations: young novices; mature-aged novices; interstate; and overseas-qualified teachers in a qualitative collective case study. ... Awareness of the variety of factors in multiple environments, and the complex interplay between them, helps to account for the diversity of perspectives and quality of worklife outcomes for rural and remote teachers. Two theories were generated from ten propositions. The first theory, Quality of Worklife for Rural and Remote Teachers: Person-Environment Fit to Multiple Environments, identified protective and risk factors associated with workrole, workplace, organisation, geographic and socio-cultural community environments. The theory recognises spillover between work and non-work life experiences, impacting on quality of teacher worklife; however, factors directly associated with worklife impacted most significantly on quality of worklife. The second theory, Processes of Adaptation to Multiple Rural and Remote Environments, identified processes (teacher expectations, evaluations of environments, responses to environments) and coping strategies (direct-action, palliative and avoidant) as leading to one of four outcomes: integration; resilient integration; disequilibrium; and withdrawal. The case study findings offer original understandings of experiences of teachers newly appointed to rural and remote schools, through the development of theory about multiple environments teachers encounter and processes of adaptation associated with their relocation to rural and remote areas. The findings have implications for theory, policy and practice, and contribute new dimensions to the general quality of worklife literature.

Lietuvoje informacinių technologijų nuotolinėms studijoms teikiamą naudą tyrinėjo daug mokslininkų, tačiau apie pačias jų panaudojimo nuotolinėse studijose sutinkamas problemas, užsimenama nepakankamai. Siekiant išsamesnių duomenų šia tema, darbe iškelta tyrimo problema – kaip informacinės technologijos įtakoja nuotolinių studijų kokybę. Taip pat iškeliama hipotezė – informacinių technologijų plėtojimas skatina švietimo įstaigų teikiamų nuotolinių studijų kokybės gerinimą. Darbo tikslas – atlikti informacinių technologijų įtakos nuotolinių studijų kokybei tyrimą, atskleisti ir pagrįsti informacinių technologijų plėtros svarbą. Darbo tikslui pasiekti, įgyvendinti šie uždaviniai: 1) pagrįstos informacinių technologijų, nuotolinių studijų, studijų kokybės sampratos; 2) panaudojant statistinius duomenis, aptarta ir išanalizuota informacinių technologijų įtaka švietimui; 3) apibrėžta informacinių technologijų teikiama nauda nuotolinių studijų kokybei, atskleistos jų integravimo į švietimo procesą problemos; 4) panaudojant anketinę apklausą, atlikta informacinių technologijų įtakos nuotolinių studijų kokybės gerinimui analizė. Uždaviniams atlikti, pasirinkti metodai: 1) Dokumentų, statistinių duomenų pagal temą analizė (Lietuvos informacinės visuomenės plėtros strategija 2011- 2013 m, valstybės pažangos strategijos „Lietuva 2030“ projektas, Lietuvos ir užsienio mokslinių tyrimų statistika, Lietuvos statistikos departamento ir Pasaulio banko duomenys); 2) Edukologijos... [toliau žr. visą tekstą]<br>Although the benefits of information technologies for distance learning have been researched by many Lithuanian scholars, but the problems that are encountered when using these technologies in the distance learningare mentioned insufficiently.In order to get comprehensive details on this topic, the following research problemof this thesis was raised: how doinformation technologies affect the quality of the distance learning. Moreover, the followinghypothesis arouse: development of information technologies encourages improvement of the quality of distance learning offered by educational institutions. The aim of the thesis: to carry out a study on the effect information technologies make on the quality of distance learning, to reveal and justify the importance of information technologies development. In order to achieve the aim of the thesis, the following tasks were implemented: 1) the concepts of information technology, distance learning andeducation quality were justified, 2) the impact of information technology on education was discussed and analyzed using statistical data, 3) the benefits of information technologieson distance learning quality were defined, andthe problems of their integration into the educational process were revealed, 4) an analysis onthe impact information technologies haveon the quality of distance learning was implemented using a questionnaire survey. Methodschosen for the implementation of the tasks: 1) Analysis of documents and statistical databy... [to full text]

O presente estudo contempla o tema da aprendizagem em ambientes virtuais de ensino. O objetivo geral foi analisar o relacionamento entre o estilo de aprendizagem e a preferência dos recursos utilizados em ambientes virtuais. Ademais, este estudo visa a contribuir com os procedimentos de acompanhamento, adaptações e melhorias dos ambientes virtuais estudados, o Moodle e o LaVie (Laboratório Virtual de Estatística). O trabalho possuiu caráter exploratório e descritivo. A pesquisa exploratória foi realizada por meio de estudo de caso, visando a análise da qualidade do ambiente virtual de ensino, foco deste trabalho. A pesquisa descritiva consistiu em correlacionar o estilo de aprendizagem e uma avaliação de alunos a respeito de atividades de e-learning empregadas na disciplina de Estatística Aplicada à Administração III do curso de graduação em Administração de Empresas da Faculdade de Economia, Administração e Contabilidade de Ribeirão Preto da Universidade de São Paulo (FEA-RP/ USP). Os resultados das análises indicaram a existência de relação positiva entre o estilo de aprendizagem e a preferência por alguns recursos de aprendizagem virtual, o que permitiu o desenvolvimento de um protocolo com estratégias e atividades de e-learning para favorecer e estimular os diferentes estilos de aprendizagem. A construção do protocolo de qualidade relacionado aos estilos de aprendizagem constituiu uma ferramenta de auxílio no planejamento e elaboração de programas de educação a distância.<br>The present study focuses on learning in virtual enviroments. The general objective was to make a correlation between learning style and the preference for some distance learning resources. Moreover, this study aims to contribute with following, adaptation and improvement procedures in the virtual enviroments that were part of this study, the Moodle and the LaViE (Laboratory of Statistics Applied to Administration). A qualitative exploratory case study was conducted for the quality analysis of learning virtual enviroments and a descritive study was conducted to asses the correlation between learning style and students evaluation of e-learning activities in University of Sao Paulo (School of Economics, Business and Accounting of Ribeirão Preto). The results showed a positive relationship between learning style and the preference for some e-learning resources, which permited a development of a protocol for distance learning programs, based on e-learning strategies and activities compatible with each learning style.

Однією з характеристик Болонського процесу, до якого приєдналися всі вищі навчальні заклади України є те, що виділяється все більше часу на самостійну роботу. Студенту необхідно вміти правильно себе організувати, щоб все вчасно встигнути засвоїти. Крім того, він повинен вміти швидко знайти необхідну інформацію.

Many students in South Africa are unable to cope with the academic demands of tertiary education as they are not fully prepared for Higher Education (HE). Various inefficiencies in the South African HE system have been identified, including low throughput rates, student dissatisfaction, unsatisfying graduation rates, learner dropouts, learner repetition, motivation, self–efficacy, attitude, personality differences, maturation, the retention of failing learners and unit costs. Student performance and satisfaction cause concern for the government and the HE sector. The purpose of this study is to understand student satisfaction amongst Open Distance Learning BEd Hons students. It further aims to improve student satisfaction and quality in the programme by recognising the context sensitive needs, expectations and experiences of students from different cultural–language groups, as well as constructing guidelines to improve satisfaction. The purposeful sampling consisted of Second year BEd Hons teacherstudents enrolled for open distance learning at the School for continuing teacher education (SCTE). A total of 34 students participated in the study. This number comprised of fifteen students from the focus–group interviews and nineteen students who completed open–ended questionnaires. Students were chosen according to three criteria dimensions: major language groups, gender and number of years teaching experience. This study followed a qualitative investigation of two semi–structured, open–ended focus–group interviews in the format of conversations, as well as documentary analysis of the teaching and learning policy of the North West University (NWU), and an open–ended questionnaire. The data were taperecorded for accurate transcription and analysed by using Atlas.ti. Through the use of Atlas.ti, I constructed categories of recurring patterns in the dataset, and explored the relationships of these categories. Different strategies were used to enhance validity and reliability respectively. The findings indicated that students’ satisfaction with HE environment is influenced by the quality of the programmes offered to them, communication between lecturers/facilitators and students, environment at the learning centres and the support that students received from HEI. The students in their capacity as clients with Higher education institutions (HEIs) are influenced by the support they receive from their work environment, as well as the level of appreciation they receive from HEI regarding their own culture and values. They also value iii the environment they experience during course facilitations at the HEIs. The various student attributes also play a significant part in their satisfaction levels towards the HEIs. Findings also highlighted that students were not satisfied with the support they received from the Open distance learning (ODL) unit. It is clear that the students’ perception of the quality of the programme influences their level of satisfaction. Students are mostly satisfied with the quality of the programme but they feel the communication as well the support from HEI and ODL is not adequate. The students indicated that HEI and ODL do not display sufficient understanding and concern for students. They feel there should be a greater commitment from HEI and ODL to understand and consider the profiles of the students. HEI and ODL should actively consider the background, culture, values, attributes, and personal, as well as domestic circumstances of their students. The BEd Hons programme is a valuable and popular programme, but the responsibility rests with both HEI and ODL to ensure that both the quality and delivery of this programme are enhanced and improved so as to guarantee higher levels of satisfaction amongst students.<br>Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2012.

The problem being investigated in this thesis is to understand and explain why some Setswana speaking students in the ACE-programme for Life Orientation who have voluntarily registered for a decentralised off-campus education programme at the NWU, continue to demand personal, face-to-face communication with their lecturers during the course of their studies. „Off-campus education‟ (also known as „distance education‟ and / or „decentralised education‟) is usually implemented in an attempt to afford more students the opportunity to improve their qualifications and skills – especially in the case of those students who, for a variety of reasons, may not be in a position to enrol for fulltime contact training. Off-campus education could help to serve the divergent education-related needs of poor, less privileged, geographically isolated, difficult-to-reach and deep rural communities. It could also assist with the teaching and learning of new knowledge and skills as far as its integrated use of contemporary technological developments is concerned. Besides UNISA, the North-West University is at present the biggest supplier of off-campus education programmes to practising teachers in the country. Despite the exponential increase in educational and technological developments in the late 20th and early 21st century, information and communication technology – within a broader South African context – is still not within reach of all the NWU‟s off-campus education students. Recent attempts to integrate contact education principles in off-campus education, led to the development of the (well-known) hybrid, namely „flexi-education‟. Over the past seven years or so, this state of affairs has slowly developed to the point where the number of registered, off-campus African education students at the NWU who insist (despite paper-based, electronic and mobile learning support) on demanding personal, face-to-face contact with their lecturers, has increased rapidly. It would furthermore seem that the use of, for example, internet and communication technology is increasing the existing gap between the African education student and his / her lecturer. This growing gap has already resulted in some registered African education students feeling increasingly isolated. The problem with the use of ICT in off-campus education is understood by some as leading to a situation where the ICT being implemented may, one day soon, replace the lecturer during scheduled contact facilitation sessions. Should that happen, it could mean that interactive communication and the social presence of the lecturer during scheduled contact facilitation sessions may be compromised and even permanently forfeited. The available body of scholarship does not adequately address the perceptions of students with regard to the importance of (a) the temporal-spatial, simultaneous presence of their lecturers and (b) social interactions during scheduled contact facilitation sessions. From the available literature, it is also not clear: why some students may want to entertain and maintain such perceptions, what the attitude of students with regard to social interaction and the social presence of their lecturers might be, or what role ICT could be playing in the life-world of off-campus students in South Africa. In an attempt to solve this intellectual conundrum and with a view to effecting naturalistic generalisation (and not statistical generalisation) I have decided, in light of the above, to implement and follow a multi-analytical research design (mixed methods, multi-analysis design) (Onwuegbuzie et al., 2009: passim; 117). Instead of me seeking to generalise my own research findings, I have decided to leave it to my readers to generalise the findings from their own experiences in the past (Onwuegbuzie et al., 2009: 120). This approach represents a kind of „fuzzy generalisation‟ (Ekiz, 2006:73) in the sense that something that has happened in one place could just as well be demonstrated to have happened somewhere else as well (ibid.). I have, therefore, undertaken both a quantitative as well as qualitative study in order to understand why Setswana speaking education students in the ACE-programme in Life Orientation would continue to demand personal, face-to-face contact with their lecturers, despite all the teaching and learning support that they are offered along the way. I have completed my research on the basis of (and in view of) my research aims. The same applies to the data that I have managed to capture and interpret. On the basis of these data, certain strategic guidelines for effective education in off-campus education programmes for practising teachers have then been drafted. My most important research findings include: Off-campus education is purposively delivered to the client, e.g. to the Setswana speaking student in his / her natural surroundings. Off-campus education should strive to care for the student and his / her contextualised needs. An authentic encounter between the off-campus lecturer and student should be allowed to take place. These encountering opportunities could assist in liberating the Setswana speaking student from all moral and ethical obligation of having to meet his / her lecturer and talking to him / her personally. No more moral burdening or social indebtedness should be placed on students to attend the scheduled contact facilitation sessions. The Setswana speaking student should be accompanied to feel and experience that s/he is unconditionally accepted and respected in his / her particular situation and locale. The Setswana speaking student should be able to feel and experience on a particularly deep interpersonal level the security that s/he has the right to belong to a particular off-campus education community (that is not only viewed as a communal society, but also managed as one). The University as service provider ought to create intimate, interactive spaces during scheduled contact facilitation sessions for all off-campus lecturers in order to afford their Setswana speaking students the opportunity to realise their ontic, social yearning for belonghesion. The Setswana speaking student experiences off-campus education as a process of social unity, as well as a social, communal learning community, together with his / her lecturers and fellow students. For this reason, scheduled contact facilitation sessions should be focusing (given the transactional nature of off-campus education) on communal, „perfect-fit education for us‟. Within a communal „perfect-fit‟ education community, the Setswana speaking student should be accompanied to adopt his / her reason for existence in the following manner: “We are, therefore I am.” Given the transactional nature of scheduled contact facilitation sessions (that should be focusing on transactional proximity, openness and sincerity within this communal „perfect-fit education for us‟) the Setswana speaking student does not wish the use of computer and internet technology to replace their ontic and socially cohesive, essential yearning for communal humanity and fellowship. It would seem that Setswana speaking students may not, necessarily, be less than ready for the implementation of ICT in their off-campus education programmes because they cannot afford it, but mainly because they do not yet regard computer and internet technology as part of their cultural furniture. Any attempt at implementing ICT in off-campus education should be considered and managed by universities with great circumspect, so that these students‟ social, ontic, and cohesively essential yearning and ever intensifying, deepening, socially-mutual attaching, fixative and reciprocally trusting attraction could be properly accounted for, and so that it may be managed satisfactorily on a curricular level. Off-campus education should, therefore, be based on the realisation of ontic „We-ness‟ where the members of this community continue to depend on each other and where the supply and delivery of off-campus education is constantly reformed and fine-tuned so that it may reflect an authentic collective learning community. Off-campus education should be focusing on a collectivist, communally searching, epistemological approach where human beings are constantly relating to their fellow human beings, playing different social roles and taking full responsibility for whatever may be needed to realise these students‟ off-campus studies successfully.<br>Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2011.

Many higher education Institutions commit themselves to e-learning because they believe in its effectiveness as an alternative to traditional face to face methods of delivery, e-learning may to some extent increase enrolment and reduce training costs while allowing students the flexibility to attend classes at convenient times and places. University of Dar es salaam (UDSM) being the prime public university in Tanzania wants to adopt e-learning techniques in courses delivery; however the establishment of e-learning requires systematic planning, design, development and evaluation in order to achieve successful implementation. Therefore there is a need for the UDSM to address critical issues that might be faced by academics and the students in future.The aim of this study was to identify a culturally appropriate model inclusive of the most effective strategies and policies required for the establishment of an Open Distance e-learning (ODeL) centre at the University of Dar es salaam (UDSM). The study examined factors and conditions that reveal the importance of the development of an ODeL centre at the University of Dar es salaam, as well as analysing expertise (skills and knowledge) of the university’s academic and technical staff. It also examines existing models of similar centres from universities in both developed and developing countries. A mixed method was adopted where data was collected using a variety of tools: survey; interviews and content analysis.This study has indicated that the University of Dar es salaam can successfully develop an ODeL centre and implement e-learning if optimal capabilities of the selected media and technology are utilised effectively and efficiently. To support the development and delivery of e-learning a number of staff with a variety of skills and appropriate Information Communication Technology infrastructure are required. UDSM and other institutions wishing to participate in e-learning should review their educational policies and formulate strategies to ensure sustainability and quality of delivery.

Made available in DSpace on 2016-04-27T14:31:17Z (GMT). No. of bitstreams: 1 Luis Antonio Volpato.pdf: 3300799 bytes, checksum: 8747a10d73c2d9c32fa75dd3dfe9e758 (MD5) Previous issue date: 2013-12-19<br>The objective of this thesis was to research the quality of online undergraduate programs in Administration offered by the major private Institutions of Higher Education (IHE) in Brazil, taking into consideration the growing demands in the workplace and the need for qualified professionals to meet these demands. The research study was designed to respond to two questions. 1) What is the notion of quality in Distance Education as identified in online undergraduate programs in Administration? 2) How is quality defined by administrators of the online undergraduate programs in Administration from the major private IHE in Brazil? In order to respond to the first question, a study was performed on the theoretical literature; the history of Distance Education in Brazil and other countries; the growth of Distance Education between 2000 and 2009; the theories and pedagogic approaches to Distance Education; the curriculum content; the history of the Administration profession; and Brazilian legislation pertaining to Distance Education. In order to respond to the second question, seven semi structured interviews were conducted with administrators from the major private IHE which offer online undergraduate programs in Administration in Brazil. Refinement of the results was obtained through an analysis of the interview content using the software, ATLAS TI. The results show that, firstly, the notion of quality in Distance Education is still based on a Taylorist point of view, inappropriate to more contemporary conceptualizations of the term which focus on the quality of process rather than on results. Secondly, for the IHE administrators, quality in Distance Education represents a subjective perception. The administrators have a pre-defined opinion of what constitutes quality in the Distance Education courses they offer, but they associate quality to the results. Noteworthy is that the perspective of the administrators is no different than that found in the literature on quality in Distance Education or in the evaluations proposed by the Ministry of Education<br>O objetivo desta tese foi o de pesquisar sobre a qualidade nos cursos de Bacharelado em Administração a distância, praticado nas principais IES privadas do Brasil, considerando que há crescentes demandas do mercado profissional e exigências de profissionais qualificados para atender esta demanda. A pesquisa realizada procurou responder as seguintes perguntas: 1) Qual o conceito de qualidade em EaD que pode ser identificado nos cursos de Bacharelado em Administração a distância? 2) O que é qualidade na visão dos gestores dos cursos de Bacharelado em Administração a distância das principais IES privadas do Brasil? Para responder a primeira pergunta foi realizado um estudo sobre o referencial teórico do tema, o histórico sobre EaD no Brasil e alguns países do mundo, o crescimento de EaD verificado na década 2000-2009, as teorias e as abordagens pedagógicas da EaD, um levantamento sobre Currículo, o histórico da profissão de Administração e a legislação pertinente a EaD no Brasil. Para responder a segunda pergunta foram realizadas sete entrevistas semiestruturadas com os gestores das principais IES privadas que ofertam cursos de Bacharelado em Administração a distância no Brasil. Para apurar os resultados foi realizada uma análise de conteúdo das entrevistas com a utilização do software ATLAS TI. Os resultados permitem concluir que, primeiro, o conceito de qualidade em EaD ainda é pautado por uma visão Taylorista, não condizente com a conceituação mais contemporânea do termo, que foca a qualidade no processo e não em resultados. Segundo, para os gestores das IES qualidade em EaD representa uma percepção subjetiva. Os gestores têm uma opinião formada sobre o que é qualidade para os cursos de EaD que oferecem, mas associam qualidade aos resultados. Vale ressaltar que a visão dos gestores não é diferente do que foi encontrado nos estudos realizados sobre qualidade em EaD, ou das avaliações propostas pelo MEC

Made available in DSpace on 2016-04-27T14:31:00Z (GMT). No. of bitstreams: 1 CLEISE FONSECA DE ABREU.pdf: 1125740 bytes, checksum: b9324d2e51302e65a8c789c15eeb8bc2 (MD5) Previous issue date: 2012-08-31<br>The expansion of higher education is a phenomenon that has occurred most sharply from the year 1940 with the reorganization of the countries in the postwar period. In Brazil, the Federal Constitution of 1988 and the interference of international organizations, begins to design a control legislation, certification and assessment of Higher Education. In 1996, with the enactment of the Guidelines and National Education, Distance Education - EAD gain status by type of schooling and has been growing by leaps and bounds, producing a series of legal acts to ensure its quality. The present study aims to analyze the situation of Higher Education Institutions offering the Bachelor in Education in Distance mode, in Santarem, a city located in western Pará state, with a view to assessing the MEC to authorize conducts courses this modality. This is a historical research because they want to understand the dynamics of expansion of higher education since the 1930s, with emphasis on the period from 1990 to 2010, and documentary, as it has the legal acts related to higher education in relation to Recognition of Higher Education Institution to work with EAD, Evaluation and Authorisation of course that the National Evaluation System - promotes SINAES. Presents a qualitative-descriptive approach when, from the Terms of Sanitation Deficiency - TSD, analyzes the situation in which these HEIs were at the time of its accreditation and authorization to work EAD. The research showed that although the official documents use the term generously quality assessment that the MEC has failed to authorize the start of course without the minimum conditions (concept 3) supply, as demonstrated by the Terms of Sanitation produced. The EAD practiced in the region has led to the achievement of diplomas, but urgently needs a serious evaluation of the MEC for the much-touted quality is not a dead letter<br>A expansão do Ensino Superior é um fenômeno que vem ocorrendo mais acentuadamente a partir dos anos de 1940, com a reorganização dos países no pós-guerra. No Brasil, a partir da Constituição Federal de 1988 e da interferência de organismos internacionais, começa a se delinear uma legislação de controle, certificação e avaliação da Educação Superior. Em 1996, com a promulgação da Lei de Diretrizes e Bases da Educação Nacional, a Educação a Distância - EAD ganha status de modalidade de ensino oficial e vem crescendo a passos largos, produzindo uma série de atos legais que buscam sua qualidade. O presente estudo tem como objetivo analisar a situação das Instituições de Ensino Superior que oferecem o curso de Pedagogia na modalidade a Distância, em Santarém, município situado na região Oeste do estado do Pará, tendo em vista a avaliação que o MEC realiza para autorizar cursos nessa modalidade. Trata-se de uma pesquisa histórica, pois pretende entender a dinâmica da expansão do Ensino Superior desde a década de 1930, com ênfase no período de 1990 a 2010, e documental, pois apresenta os atos legais relacionados ao Ensino Superior no que se refere ao Reconhecimento de Instituição de Ensino Superior para trabalhar com EAD, Autorização de Curso e a Avaliação que o Sistema Nacional de Avaliação SINAES promove. A presente dissertação apresenta uma abordagem qualitativo-descritiva quando, a partir dos Termos de Saneamento de Deficiência - TSD, analisa a situação em que essas IES se encontravam mesmo autorizadas para trabalhar EAD. A EAD praticada na região tem propiciado a obtenção de diplomas, demonstrando que tem cumprido o papel de expansão da educação superior, entretanto, os registros no sistema e-MEC demonstram que essas instituições cumpriram Termo de Saneamento, numa demonstração de que, em algum momento, não satisfaziam os padrões mínimos de qualidade determinados pelo MEC. Outra situação que chama a atenção é que, mesmo passados 4, 5 ou 6 anos de iniciados, alguns cursos não possuem Reconhecimento. Esses fatos põem em dúvida a qualidade do acompanhamento que o MEC tem realizado

En el actual escenario competitivo, algunas universidades optan por crecer a través de la oferta de programas en modalidad no presencial (a distancia, semipresencial, e-learning). La teoría de grupos estratégicos ha demostrado que la oferta de programas en formato no tradicional es parte de la dinámica competitiva del sector de educación superior. La literatura sobre calidad de servicio en educación superior es amplia y de gran contenido. Sin embargo, los estudios se han enfocado principalmente en el sector de educación superior tradicional (presencial), y son pocas las investigaciones que lo han hecho en el sector de educación superior a distancia. Sin embargo, la educación a distancia presenta particularidades y características que la diferencian de la educación tradicional. Por ello, el objetivo de esta tesis es el de analizar e identificar las dimensiones que deben ser consideradas para medir la calidad de servicio en educación superior a distancia, sobre la relación que existe entre la calidad de servicio y la satisfacción, y entre ésta última con la intención de comportamiento de los estudiantes, medida a través de la retención, la lealtad y la disposición a pagar. Las escalas propuestas y testadas han sido dos, una para medir la calidad, denominada “Calidad del Servicio de Educación Superior a Distancia” (DIHEQS, por sus siglas en inglés), y otra para medir la satisfacción, denominada “Satisfacción e Intención de Comportamiento en Educación Superior a Distancia” (SATSIB, por sus siglas en inglés). El estudio de campo se realizó en Chile entre los meses de julio del año 2013 y febrero del año 2015. Se aplicó una encuesta estructurada validada cualitativamente a través de entrevistas y focus groups, a 688 estudiantes de educación superior a distancia, pertenecientes a 8 universidades. De estas encuestas, resultaron válidas 622. A través de ecuaciones estructurales se concluye que el modelo DIHEQS es de naturaleza multidimensional, y se compone de las dimensiones: profesores y enseñanza, plan curricular y material de estudio, evaluación y feedback, administración y organización, plataforma funcional, plataforma emocional, apoyo institución, y social y laboral. Junto con lo anterior, se concluye que el modelo SATSIB es de naturaleza unidimensional, y se compone de los constructos: satisfacción, retención, lealtad, y disposición a pagar. También se encuentra una relación positiva entre los constructos DIHEQS y satisfacción, y que esta última impacta positivamente en la retención, lealtad, y disposición a pagar. Este trabajo contribuye a la literatura existente proponiendo y validando dos escalas, una de calidad y una de satisfacción de la educación superior a distancia, cubriendo el gap detectado de la escasez de estas propuestas. Además, permitirá no solo continuar con esta línea de investigación, sino que a un nivel aplicado los resultados son importantes para los directivos de universidades y los gestores públicos, ya que podrán usarlos para proponer planes de mejora de la calidad de los servicios que ofrecen e impactar en las políticas de educación superior. En definitiva, para mejorar el sistema universitario y, por ende, el nivel de conocimiento y desarrollo del país.

Made available in DSpace on 2015-04-22T22:11:07Z (GMT). No. of bitstreams: 1 Dissertacao-Silvia Andrea Brandao de Lima.pdf: 453873 bytes, checksum: 5e5ba6153c2ac8b11ae69b85d862c2ee (MD5) Previous issue date: 2008-10-13<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The education, today, requires alternatives to win the challenges to extend the productivity of the systems of education and the institutions of Superior Education, to guarantee quality of the education, to form professors adequately and to keep brought up to date them. In this search a process is had in the long-distance Education that would be a modality that substitutes the actual education and yes an alternative of education for Brazil, bringing up to date concepts and knowledge, not assisting in the permanent one taken of conscience of the professionals on the advances promoted in its specific areas e, mainly, generating continued processes of access to the knowledge accumulated for the humanity the millions of citizens. In this quarrel the considered pointers are analyzed as form to inquire the quality in the pedagogical process of EAD in the course of Science Politics of the State University of Amazon, being verified themselves: the support to the pupil and the professor; the infrastructure; the development of the course and evaluation of the pedagogical process. The collection of data was carried through next to the titular pupils, professors and assistants and coordinators of the course. After the analysis of the data we got resulted that they had signaled for significant pointers of quality what of certain form they knock down the myth of that the quality is precarious in long-distance ensign.<br>A educação, hoje, requer alternativas para vencer os desafios de ampliar a produtividade dos sistemas de ensino e das instituições de Ensino Superior, garantir qualidade da educação, formar adequadamente professores e mantê-los atualizados. Nesta busca tem-se na Educação à Distância um processo que seria não uma modalidade que substitua a educação presencial e sim uma alternativa de educação para o Brasil, atualizando conceitos e conhecimentos, auxiliando na permanente tomada de consciência dos profissionais sobre os avanços promovidos em suas áreas específicas e, principalmente, gerando processos continuados de acesso ao conhecimento acumulado pela humanidade a milhões de cidadãos. Nesta discussão analisam-se os indicadores propostos como forma de averiguar a qualidade no processo pedagógico de EAD no curso de Ciência Política da Universidade Estadual do Amazonas, verificando-se: o apoio ao aluno e ao docente; a infra-estrutura; o desenvolvimento do curso e a avaliação do processo pedagógico. A coleta de dados foi realizada junto aos alunos, professores titulares e assistentes e coordenadores do curso. Após a análise dos dados os resultados sinalizaram para indicadores de qualidade significativos o que de certa forma derrubam o mito de que a qualidade é precária no Ensino à Distância.

Submitted by NIRAVE REIGOTA CARAM null (nira_rc@hotmail.com) on 2017-07-27T00:10:38Z No. of bitstreams: 1 TESE NIRAVE CARAM REVISADA.pdf: 2356486 bytes, checksum: 596cdfa58986c17cb7cb781050754d89 (MD5)<br>Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-07-31T14:07:45Z (GMT) No. of bitstreams: 1 caram_nr_dr_arafcl.pdf: 2356486 bytes, checksum: 596cdfa58986c17cb7cb781050754d89 (MD5)<br>Made available in DSpace on 2017-07-31T14:07:45Z (GMT). No. of bitstreams: 1 caram_nr_dr_arafcl.pdf: 2356486 bytes, checksum: 596cdfa58986c17cb7cb781050754d89 (MD5) Previous issue date: 2017-06-27<br>O cenário atual é caracterizado por mudanças significativas devidas, entre outros fatores, à adoção de novas tecnologias nos campos social, econômico e cultural. A informação tornou-se produto valioso na sociedade contemporânea, a qual é mediada pelas Tecnologias de Informação e Comunicação (TIC). O campo educacional, acompanhando tais mudanças adaptou-se adotando novas tecnologias no ensino. Inovações tecnológicas facilitam a formação dos indivíduos, fomentando a discussão sobre o livre acesso e a democratização da educação. A modalidade a distância na educação superior se expandiu rapidamente, fazendo uso de Materiais Didáticos Audiovisuais (MDAs) de diferentes formatos para a transmissão do conteúdo. Atualmente, a Educação a Distância (EaD) é regulamentada no Brasil e possui diretrizes de qualidade traçadas pelo Ministério da Educação (MEC) em documentos oficiais. Neste contexto, surge a presente pesquisa para analisar a produção dos MDAs em Instituições de Ensino Superior (IES), avaliando a qualidade envolvida em seu processo de produção a partir da ótica das equipes multidisciplinares. Foi realizada uma revisão bibliográfica sobre a temática e, posteriormente, pesquisa documental com a finalidade de embasar o estudo e direcionar a fase empírica, etapa subsequente da investigação. A coleta qualitativa de dados foi realizada em duas IES que ofertam cursos na modalidade a distância, com o objetivo de avaliar a percepção de qualidade dos materiais a partir das entrevistas com os profissionais dos Núcleos de Educação a Distância (NEaDs): gestores, docentes conteudistas e produtores técnicos; e de análise de amostras de MDAs através do método de Análise de Conteúdo de Bardin. Foi possível concluir, por um lado, que a percepção de qualidade em EaD ainda não está suficientemente definida pelas IES, pois a implantação desta modalidade de ensino é trabalhosa e onerosa e, portanto, carece de muito planejamento e uma visão inovadora do conceito de educação por meio da virtualidade. Por outro lado, a expansão desta modalidade de ensino precisa de esforços do Governo Federal para atualização de balizadores sobre qualidade, os Referenciais de Qualidade para a EaD.<br>The current scenario is characterized by significant changes due to, among other factors, the adoption of new technologies in the social, economic and cultural fields. Information has become a valuable product in contemporary society, mediated by Information and Communication Technologies (ICT). The educational field, following such changes, was adapted adopting new technologies in the teaching. Technological innovations facilitate the training of individuals by fostering discussion about free access and the democratization of education. The distance modality in higher education expanded rapidly, making use of Audiovisual Didactic Materials (MDAs) of different formats for the transmission of the content. Currently, Distance Education (EaD) is regulated in Brazil and has quality guidelines drawn by the Ministry of Education (MEC) in official documents. In this context, the present research to analyze the production of MDAs in Higher Education Institutions (HEI) evaluates the quality involved in their production process from the perspective of the multidisciplinary teams. A bibliographic review was done on the subject and, later, documentary research with the purpose of supporting the study and directing the empirical phase, subsequent stage of the investigation. The qualitative data collection was carried out in two HEIs that offer courses in the distance modality, with the objective of evaluating the perception of quality of the materials from the interviews with the professionals of the Nucleuses of Distance Education (NEaDs): managers, content teachers and technical producers; and analysis of MDAs samples by the Bardin´s Content Analysis method. It was possible to conclude on the one hand that the perception of quality in EaD is still not defined enough by HEIs, since the implementation of this modality of education is laborious and costly and therefore lacks much planning and an innovative vision of the concept of education through of virtuality. On the other hand, the expansion of this modality of education needs the efforts of the Federal Government to update validators about quality, the Quality Guidelines for EaD.

Esta tese apresentada ao Programa de Pós-Graduação em Informática na Educação (PPGIE), linha de pesquisa ambientes informatizados e ensino a distância, tem como objetivo geral analisar os Fatores Críticos de Sucesso (FCS) relacionados com os elementos de gestão em cursos de educação a distância via internet. Como objetivos específicos busca identificar os FCS no gerenciamento dos recursos nos cursos em educação a distância via internet; e propor novos elementos que auxiliem o processo de gestão dos cursos de educação a distância via internet. Os elementos de gestão para a educação a distância (EAD) foram definidos com base na literatura e pela análise conjunta da autora e de especialistas. A partir disto destacam-se os elementos de gestão: qualidade, gerenciamento, infra-estrutura, recursos humanos, recursos financeiros, e modelo pedagógico. Estes elementos utilizados no protocolo do estudo de caso para a identificação dos FCS foram validados com especialistas em EAD e no Curso de Graduação em Administração a distância da Universidade Federal do Rio Grande do Sul (UFRGS). A metodologia da pesquisa é o estudo de casos-múltiplos baseado no Curso de Graduação em Pedagogia - Licenciatura (PEAD), e no Curso de Graduação Tecnológica - Planejamento e Gestão Para o Desenvolvimento Rural (PLAGEDER) da UFRGS. A partir dos resultados obtidos nos estudos de caso constatou-se que alguns dos FCS identificados não estavam associados aos elementos correspondentes. Verificou-se também, que um mesmo FCS está ou pode estar relacionado a mais de um elemento de gestão. Neste sentido, os FCS identificados foram resgatados e reagrupados nas categorias dos elementos de gestão. Estas constatações possibilitaram uma nova reflexão sobre os FCS e os elementos de gestão. A partir do resgate teórico, percebe-se a existência de FCS que, embora não tenham sido identificados na pesquisa, merecem uma atenção especial. Dessa forma, alguns fatores foram incorporados, por estarem relacionados com os novos elementos de gestão da EAD. Assim, apresentam-se os novos elementos para auxiliar o processo de gestão em cursos de educação a distância via internet são: qualidade do ensino, responsabilidade da coordenação do curso, gerenciamento dos recursos e modelo pedagógico do curso.<br>The general objective of this thesis, which was presented at the Graduate Program in Computer Science in Education (PPGIE), line of research computed environments and distance learning, is to analyze Critical Success Factors (CSF) associated with management elements in distance learning courses via the Internet. The specific objective is to identify CSFs in the management of resources in distance learning courses via the Internet and to propose new elements to help the management process in distance learning courses via the Internet. Management elements for distance learning (DL) were defined based on the literature and on a conjoint analysis by the author and specialists. The following management elements stood out: quality, management, infrastructure, human resources, financial resources and pedagogical model. These elements, used in the case study protocol to identify CSFs, were validated by specialists in DL and by the Distance Business Undergraduate Course of Universidade Federal do Rio Grande do Sul (UFRGS). The research methodology is the study of multiple cases based on the Undergraduate Course in Pedagogy - Teaching (PEAD) and on the Technological Undergraduate Course - Planning and Management for Rural Development (PLAGEDER) of UFRGS. Based on the results obtained from case studies, some CSFs identified were not associated with the corresponding elements. It was also observed that one CSF is or may be related to more than one management element. In this sense, identified CSFs were rescued and regrouped into the categories of management elements. Such findings allowed a new reflection on CSFs and management elements. Based on the theoretical background, there is an existence of CSFs that, although not being identified in the study, deserve special attention. Therefore, some factors were incorporated for being related to new management elements of DL. Thus, the new elements presented to aid the management process in distance learning courses via the Internet are as follows: teaching quality, responsibility of course coordination, resource management and course pedagogical model.

Submitted by Napoleana Barros Martins (napoleana_martins@hotmail.com) on 2016-08-01T15:04:07Z No. of bitstreams: 1 Dissertação Adão Marques dos Santos Cardoso.pdf: 5573273 bytes, checksum: 8f40811743ab6e0dd181e74f98bd4c97 (MD5)<br>Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-08-26T13:19:46Z (GMT) No. of bitstreams: 1 Dissertação Adão Marques dos Santos Cardoso.pdf: 5573273 bytes, checksum: 8f40811743ab6e0dd181e74f98bd4c97 (MD5)<br>Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-08-26T13:22:36Z (GMT) No. of bitstreams: 1 Dissertação Adão Marques dos Santos Cardoso.pdf: 5573273 bytes, checksum: 8f40811743ab6e0dd181e74f98bd4c97 (MD5)<br>Made available in DSpace on 2016-08-26T13:22:36Z (GMT). No. of bitstreams: 1 Dissertação Adão Marques dos Santos Cardoso.pdf: 5573273 bytes, checksum: 8f40811743ab6e0dd181e74f98bd4c97 (MD5) Previous issue date: 2015-12-23<br>Não informada<br>This study aims the creation of a practical activity of teaching model applicable to the Technical Course in Public Services of the Center of Technological Education of Amazonas (CETAM) in the distance education, held in twelve municipalities of Amazonas state, planned with the use of Bloom's Taxonomy, aiming to achieve the highest cognitive levels. Considering the regional characteristics, it was developed and implemented an educational activity focused on environmental context lived by the students, combining the concepts acquired in the virtual environment with the playfulness of a film; the development of an interdisciplinary project to generate a representative scenario of the knowledge acquired; project execution in a themed room format and ending with the presentation of an evaluation report. For this, the methodology used research was a study of qualitative and quantitative, the case study method, exploratory in nature, in which we analyzed the result of a planned activity to practice in distance education. It was used as a source, a structured survey questionnaire, with closed and open questions, based on the Likert scale and SERVQUAL, quantified and represented in tables and graphs. The data analysis was used for descriptive statistics, with absolute frequency calculation, relative and average, and inferential analysis. Therefore, this research emerges from the challenge of developing manufacturing activities from theory into practice in teaching distance mode. Thus aimed to analyze the results of a case, as regards its contribution to educational quality, improving learning course participants and therefore of their training. Bloom's Taxonomy gave objectivity to planning education, control of learning and assessing the performance of teacher students, thus enabling improvements in cognitive development. The teaching tools used in the movie and themed room have been evaluated by course participants as able to achieve the proposed objectives. The activity proved to be effective in contributing to the improvement of learning and the student's performance, encouraging self-learning and teamwork, as well as for vocational training of quality.<br>Este estudo objetiva a criação de um modelo de atividade prática de ensino aplicável ao Curso Técnico em Serviços Públicos do Centro de Educação Tecnológica do Amazonas (CETAM) na modalidade a distância (EaD), realizada em doze municípios do Estado do Amazonas, planejada com o uso da Taxonomia de Bloom, visando atingir os mais altos níveis cognitivos. Considerando as características regionais, foi elaborada e executada uma atividade de ensino com foco na contextualização do ambiente vivido pelos discentes, aliando os conceitos adquiridos no ambiente virtual com o lúdico de um filme. A elaboração de um projeto interdisciplinar para geração de um cenário representativo do conhecimento adquirido; a execução do projeto no formato de uma sala temática e finalizando com a apresentação de um relatório avaliativo. Para isso, a metodologia da pesquisa utilizada foi um estudo do tipo quali-quantitativo, pelo método de estudo de caso, de natureza exploratória, no qual analisa-se o resultado de uma atividade planejada para a prática no EaD. Foi utilizado como fonte, um questionário de pesquisa estruturado, com perguntas fechadas e abertas, baseado na escala Likert e SERVQUAL, quantificadas e representadas em tabelas e gráficos. A análise dos dados realizou-se por estatística descritiva, com cálculo de frequência absoluta, relativa e média, e por análise inferencial. Portanto, esta pesquisa emerge do desafio de desenvolver atividades transformadoras da teoria em prática na modalidade do ensino a distância. Assim, objetivou analisar os resultados de um caso concreto, no que concerne a sua contribuição para a qualidade educacional, a melhoria da aprendizagem dos cursistas e, consequentemente, de sua formação profissional. A Taxonomia de Bloom proporciou objetividade ao planejamento do ensino, ao controle da aprendizagem e a avaliação do desempenho dos cursistas, possibilitando assim melhorias no desenvolvimento cognitivo. As ferramentas didáticas utilizadas, o filme e a sala temática, foram avaliadas pelos cursistas como capazes de atingir os objetivos propostos. A atividade revelou-se eficiente na contribuição para a melhoria da aprendizagem e do desempenho do educando, estímulo a autoaprendizagem e ao trabalho em equipe, bem como para uma formação profissional com qualidade.

Перехід від класичних форм навчання до більш конкурентним формам дистанційного навчання базується на змінах як в організації учбового процесу, так і в підходах що до визначення якості освіти. Відбувається зміна пріоритетності показників в рейтинговій оцінці університетів, факультетів та викладачів.

У доповіді розглянуто практику комплексного впровадження та використання сучасних дистанційних технологій для підвищення якості навчального процесу в університеті з метою реалізації інноваційних, економічно-ефективних освітніх методів.The present work demonstrates practice of complex use of distance technologies for improvement of quality of educational process at university with a view of realization of innovative, economical, effective educational methods

У тезах доповіді запропоновано комплекс заходів, впровадження яких дозволить забезпечити право громадян України, іноземців, субʼєктів господарювання - замовників та держави на якісні освітні послуги. В тезисах доклада предложен комплекс мероприятий, внедрение которых позволит обеспечить право граждан Украины, иностранцев, субъектов хозяйствования - заказчиков и государства на качественные образовательные услуги.<br>In the abstracts of the report a set of measures, the implementation of which will ensure the right of citizens of Ukraine, foreigners, economic entities - customers and the state to quality educational services, was proposed.

Made available in DSpace on 2014-12-17T14:53:05Z (GMT). No. of bitstreams: 1 LucasABO_DISSERT.pdf: 3642189 bytes, checksum: dfbb19c21532e293bdb151d8a377e0d2 (MD5) Previous issue date: 2012-03-15<br>Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior<br>This dissertation has as objective at analyzing the students' perception about the quality of graduate courses distance of the Federal University of Rio Grande do Norte, which was motivated by the following research problem: the perception that graduate students of the distance of the UFRN have on the quality of the undergraduate? To this end, we sought to gather evidence for a satisfactory approach that addresses the complexity of the subject studied: quality management, distance learning and quality in the Higher Education Institutions. We chose to adopt as a research method, case study on the procedure of the research, exploratory research-descriptive about the objective and quantitative research when tackling the problem. The object of the study were six graduate courses distance UFRN/SEDIS, having as target the students of the courses. The sample was calculated using the Stratified sampling on which 217 students, the courses surveyed were selected. The survey instrument consisted of 21 structured questions, of which seven questions designed to identify the profile of students, seven issues of perceptions (manifest variables) on quality management in distance learning, where students have given values (responses) for 24 statements (which address the central theme of this dissertation) composite based on a 5-point Likert s scale, and six questions about general characteristics that may interfere with students' perception about the quality. Was used as statistical method (data analysis), descriptive statistics and exploratory factor analysis. The results show the identification of four latent factors (obtained by exploratory factor analysis), namely: (1) infrastructure and management - polo presence, (2) teaching-learning processes, (3) communication tools and integration; (4) tutors. We also observed that aspects related to infrastructure and management at the pole face had the lowest score among the factors observed, requiring special attention by the education institution. On the other hand, teachers and teaching learning processes were the items with better performance in the perception of students. It is concluded that the perception of students in relation to quality in distance education courses, the median is trending positive perception, ie the perception of overall quality of the courses is not assertive and unison, but tends to positive perception. Thus, the results, it is expected that the managers of the institution to focus attention on critical points in order to minimize them (or eliminate them) and maximize the positive aspects that are perceived by the students<br>A presente disserta??o tem como objetivo geral analisar a percep??o dos discentes quanto ? qualidade dos cursos de gradua??o a dist?ncia da Universidade Federal do Rio Grande do Norte, que foi motivada pelo seguinte problema de pesquisa: qual a percep??o que os discentes da gradua??o a dist?ncia da UFRN tem sobre a qualidade no curso de gradua??o? Para tanto, buscou-se reunir elementos para uma abordagem satisfat?ria que contemple a complexidade da tem?tica pesquisada: Gest?o da qualidade, educa??o a dist?ncia e qualidade nas Institui??es de Ensino Superior. Optou-se por adotar como m?todo de pesquisa, o estudo de caso quanto ao procedimento da pesquisa, a pesquisa explorat?ria-descritiva quanto ao objetivo e a pesquisa quantitativa quando ? abordagem do problema. O objeto de estudo foram os seis cursos de gradua??o a dist?ncia da UFRN/SEDIS, tendo como popula??o alvo os discentes dos cursos. A amostra foi calculada por meio da amostra estratificada aleat?ria em que 217 discentes, dos cursos pesquisados, foram selecionados. O instrumento de pesquisa foi composto por 21 quest?es estruturadas, das quais 7 quest?es destinadas para identifica??o do perfil dos discentes; 7 quest?es de percep??es (vari?veis manifestas) sobre a gest?o da qualidade na EAD, em que os discentes atribuiram valores (respostas) para as 24 afirmativas (que abordam a tem?tica central dessa disserta??o) compostas com base na escala Likert de 5 pontos, e 6 quest?es acerca de especificidades gerais que podem interferir na percep??o dos discentes acerca da qualidade. Utilizou-se, como m?todo estat?stico (an?lise de dados), a estat?stica descritiva e an?lise fatorial explorat?ria. Os resultados mostram a identifica??o de quatro fatores latentes (obtidas por meio da an?lise fatorial explorat?ria), a saber: (1) infraestrutura e gest?o polo presencial; (2) processos de ensino-aprendizagem; (3) ferramentas de comunica??o e integra??o; (4) tutores. Foi observado, ainda, que aspectos relacionados a infraestrutura e gest?o no polo presencial tiveram a menor avalia??o dentre os fatores observados, necessitando de aten??o especial por parte da Institui??o de Ensino. Por outro lado, os professores e os processos de ensino aprendizagem foram os itens com melhor desempenho na percep??o dos discentes. Conclui-se que a percep??o dos discentes, em rela??o ? qualidade nos cursos a dist?ncia, ? mediana tendendo para percep??o positiva, ou seja, a percep??o acerca da qualidade geral nos cursos n?o ? assertiva e un?ssona, mas tende para percep??o positiva. Assim, de posse dos resultados, espera-se que os Gestores da Institui??o foquem sua aten??o nos pontos cr?ticos afim de minimiza-los (ou elimina-los) e maximizem os aspectos que t?m percep??o positiva por parte dos discentes

"Get a university degree at home in your spare time!" proclaim the back covers of magazines. Is this distance education? In fact, what is distance education? There are many definitions of distance education in the literature. They represent distance educators' understanding of the field, and it is partly on the basis of this understanding that professionals develop progams and services. Do learners have the same understanding of distance education? If learners hold different views from educators, the discrepancy may create problems. Therefore, the writer investigated the conceptions of distance education held by learners who had recently begun distance studies at the university level. She interviewed fifteen learners and analyzed the interviews using phenomenography. This is a qualitative methodology with certain limitations which are discussed in the study. Phenomenogaphy attempts to reveal phenomena as they are perceived by individuals. Consequently, it was the most appropriate methodology to discover learners' conceptions of distance education. The investigator found four conceptions of distance education; they can be seen as a seed with a sprout. The kernel is distance education perceived as structure and learner actions; this conception is inward-looking. Around the kernel can develop two other conceptions: distance education as freedom and flexibility and distance education as difficulties counterbalanced by other factors. The fourth conception has two parts: distance education as a door opener (a) to future goals and (b) in everyday life. This is the sprout growing out of the kernel; it is an outward-looking conception. An analysis of the definitions of distance education in the literature revealed nine themes representing educators' understanding of distance education. There is a close relationship between these themes and two conceptions: "distance education as structure and learner actions" and "distance education as difficulties". On the other hand, important aspects of these and the other conceptions are not represented by the themes. Those missing aspects are all learner-centred. Although much is written about learners being the focus of distance education, the definitions in the literature indicate a drift from that ideal. It is time for educators to make distance education truly learner-centred.<br>Education, Faculty of<br>Graduate

This thesis is about distance education as work in campus universities. It seeks to understand how distance education arose and has been sustained in campus universities. The research uncovers that critical to the development and sustainability of distance education are the workers (academic and administrative) who believe and are committed to this form of provision for those who are otherwise unable to study. The literature on distance education rarely addresses the role of the distance education workers. Rather it suggests that distance education is very unlikely to develop, let alone be sustained, if the appropriate infra structure is not in place to support it. More recently a contrasting approach, ignoring policies and organisational structures, suggests that the wide scale adoption of learning technologies will mainstream distance education into conventional university provision. There will be little or no difference between the two methods of course delivery. My professional observation was that neither accounts could explain the vibrant and successful distance education that had grown bottom up within departments in campus universities in the UK. This provision, whilst successful, remained marginal to mainstream university teaching and learning. The research for this thesis took place between 2012 and 2015. It utilises an iterative ethnographically informed interview process and was in two stages. The first stage was concerned with ascertaining what ten internationally well known and successful leaders of distance education provision considered to be the critical factors for successful distance education provision. Called the leader/experts in the research, I had anticipated that they would stress leadership and management - and they did. However what emerged from these first stage conversations was that above all else it was the people who worked in distance education who made it take off and thrive. Thus whilst infra structure and technology were important, they were second order considerations for success. These leader/experts pointed to the team working and shared values of distance education workers and their role, as leaders in distance education, was to provide an enabling environment for distance education workers. The second and substantive stage of the research explores how 27 distance education workers in 6 departments in three UK campus universities, describe their work and why it is important to them. The analysis of the research data suggests that distance education workers, in all research sites, saw themselves as working in non hierarchical teams where all, regardless of grade or role, supported each other, worked cooperatively and learned together. This is described as the distance education community of practice and is seen by the distance education workers as very different to the typical (individualistic and competitive) ways of working in academic departments. In addition the interviewees all stressed their involvement and engagement with their distance education students, and emphasised that in all aspects of their work they were student centred. Interviewees also stressed their belief in the benefit of distance education, in particular emphasising the values of access. These core ideas and dispositions are described in the thesis as the distance education habitus. The distance education community of practice and distance education habitus give the distance education workers a sense of identity separate to their campus colleagues and explains their tireless efforts to 'work around' the systems and processes of the campus university, which are not designed to ensure the flexibility distance education students require for successful study. However all the interviewees, but most particularly in two of the universities (A and C), also reported that these ways of working were being eroded and stifled by changing managerial practices that promoted what were described as more 'efficient' ways of running the university. These managerial practices included technology led systems approaches to the management of all students, and changing requirements demanded of academic staff. The thesis concludes by drawing analogies with other public sector provision and noting the contradictions that whilst higher education policy makers are addressing the need for flexibility the operational management of universities are making this harder to achieve.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2019-03-18T19:12:04Z No. of bitstreams: 1 José Marcos Alves.pdf: 8358219 bytes, checksum: 2a46347e794efacfea82dc85cf1f5360 (MD5)<br>Made available in DSpace on 2019-03-18T19:12:04Z (GMT). No. of bitstreams: 1 José Marcos Alves.pdf: 8358219 bytes, checksum: 2a46347e794efacfea82dc85cf1f5360 (MD5) Previous issue date: 2018-12-14<br>The distance education modality (EaD) has gained increasing importance in work environments for the continuous training of professionals; however, it weighs on the EaD a stigma of being considered a modality of low quality. In the Brazilian Judiciary, the EaD is responsible for the initial and continuous training of magistrates and servants. Therefore, the present research aims at identifying the quality indicators used to guide and understand the excellence in the production and supply of distance courses in work environments. For which we analyzed the offer of the course Introduction to Socio-Environmental Issues, produced by the Judicial School of the Regional Labor Court of the 2nd Region (EJUD2). For this challenge, the following questions were raised regarding the research problem: What are the guidelines that guide the design and the implementation of EaD in Brazil and EJUD2? What are the quality benchmarks for the distance modality, based on the national guidelines and academic productions in the area? What is the importance and contribution of Instructional Design in the design of courses offered in EaD, especially in EJUD2? Among the evidenced quality indicators, which ones are applied in the courses offered in EAD at EJUD2 and, consequently, are responsible for the excellence pointed out by the students of these courses? In this context, the general objective was to identify and analyze such indicators in order to understand the excellence of the online course under consideration. As for the specific objectives, they aimed to: i. To raise the history and guidelines that guide the design and implementation of Distance Education in Brazil, as well as in the judicial school of the Regional Labor Court of the 2nd Region - SP; ii. to understand the quality references for the distance modality, from the national guidelines and academic productions in the area; iii. to analyze the importance and the contribution of Instructional Design in the quality of the content design and courses offered in EaD; iv. indicate which are the quality indicators evidenced in the courses offered in EAD in EJUD2 responsible for excellence in results. The research adopted a qualitative exploratory approach to a case study. For this, the data of the student reaction evaluations, the tutor's report, and a questionnaire interview with a person in charge of the instructional designers team and with coordinator manager of the EJUD2 were analyzed. The theoretical framework used to base this research was centered on, among other authors: Behar (2009), Corrêa (2007), Freire (1996), Pierre Lèvy (2003), Andrea Filatro (2008), Gardner (1995), Terçariol (2016), in addition to the Quality Reference for Distance Higher Education, Distance Learning Manual within the scope of EJUD2 and also official documents of higher bodies that regulate EAD in the judiciary. The research identified the production of contents as a fundamental point in the quality of EaD. In addition, it has been verified that audiovisual content, inherent of the technological advances, a current and enriching language, that allows to work the ludic. It is believed that this research contributes to the studies focused on the valuation of EaD in work environments in order to assist in the delineation of new paradigms of quality of this emergent modality in Brazil.<br>La modalidad de Educación a Distancia (EaD) ha ganado cada vez más importancia en los espacios laborales para la formación continuada de profesionales; sin embargo, pesa sobre la EaD un estigma de ser considerada una modalidad de baja calidad. En el Poder Judicial brasileño, EaD es responsable de la formación inicial y continuada de magistrados y servidores. Por eso, la presente investigación tiene por objetivo la identificación de los indicadores de calidad utilizados para orientar y comprender la excelencia en la producción y oferta de cursos a distancia en espacios laborales. Para ello, se analizó la oferta del curso Introducción a Temas Socioambientales, producido por la Escuela Judicial del Tribunal Regional del Trabajo de la 2ª Región (EJUD2). Para este desafío, se plantearon las siguientes cuestiones dirigidas al problema de investigación: ¿cuáles son las directrices que orientan el diseño y la implementación de la EaD en Brasil y en la EJUD2? ¿Cuáles son los referentes de calidad para la modalidad a distancia, a partir de las directrices nacionales y producciones académicas en el área? ¿Cuál es la importancia y la contribución del diseño educativo en la concepción de cursos ofrecidos en EaD, en especial, en la EJUD2? Entre los indicadores de calidad evidenciados, ¿cuáles son aplicados en los cursos ofrecidos en EaD en la EJUD2 y, consecuentemente, son responsables de la excelencia apuntada por los estudiantes de esos cursos? En este contexto, el objetivo general fue identificar y analizar tales indicadores, a fin de comprender la excelencia del curso en línea en cuestión. En cuanto a los objetivos específicos, se dirigieron a: i. En el caso de la educación a distancia en Brasil, así como en la escuela judicial del Tribunal Regional del Trabajo de la 2ª Región - SP; ii. comprender los referenciales de calidad para la modalidad a distancia, a partir de las directrices nacionales y producciones académicas en el área; iii. analizar la importancia y la contribución del Diseño Instruccional en la calidad de la concepción de los contenidos y cursos ofrecidos en EaD; iv. señalar cuáles son los indicadores de calidad evidenciados en los cursos ofrecidos en EaD en la EJUD2 responsables por la excelencia en los resultados. La investigación adoptó un enfoque cualitativo de carácter exploratorio de un estudio de caso. Para ello, se analizaron los datos de las evaluaciones de reacción de los estudiantes, informe del tutor, además de entrevista, por medio de un cuestionario, con un responsable del equipo de diseñadores instruccionales y con el gestor de la coordinadora de EaD de la EJUD2. En el caso de las mujeres, la mayoría de las veces, la mayoría de las veces, la mayoría de las veces, (2016), además de los Referenciales de Calidad para la Educación Superior a Distancia, del Manual de Enseñanza a Distancia en el ámbito de la EJUD2 y también de documentos oficiales de órganos superiores de los que regulan la EaD en el poder judicial. La investigación identificó la producción de contenidos como un punto fundamental en la calidad de la EaD. Además, se verificó que el contenido audiovisual, propio de los avances tecnológicos, mientras un lenguaje actual y enriquecedora, proporciona un trabajo más lúdico. Se cree que esta investigación contribuye a los estudios orientados a la valorización de la EaD en espacios laborales, a fin de auxiliar aún en el delineamiento de nuevos paradigmas de calidad de esa modalidad emergente en Brasil.<br>A modalidade de Educação a Distância (EaD) tem ganhado cada vez mais importância nos espaços laborais para a formação continuada de profissionais; contudo, pesa sobre a EaD um estigma de ser considerada uma modalidade de baixa qualidade. No Judiciário brasileiro, a EaD é responsável pela formação inicial e continuada de magistrados e servidores. Por isso, a presente pesquisa tem por objetivo a identificação dos indicadores de qualidade utilizados para nortear e compreender a excelência na produção e oferta de cursos a distância em espaços laborais. Para tanto, analisou-se a oferta do curso Introdução a Temas Socioambientais, produzido pela Escola Judicial do Tribunal Regional do Trabalho da 2ª Região (EJUD2). Para este desafio, levantaram-se as seguintes questões voltadas ao problema de pesquisa: quais são as diretrizes que norteiam a concepção e a implementação da EaD no Brasil e na EJUD2? Quais são os referenciais de qualidade para a modalidade a distância, a partir das diretrizes nacionais e produções acadêmicas na área? Qual a importância e a contribuição do Design Instrucional na concepção de cursos ofertados em EaD, em especial, na EJUD2? Dentre os indicadores de qualidade evidenciados, quais são aplicados nos cursos ofertados em EaD na EJUD2 e, consequentemente, são responsáveis pela excelência apontada pelos estudantes desses cursos? Nesse contexto, o objetivo geral foi identificar e analisar tais indicadores, a fim de compreender a excelência do curso online em apreço. Quanto aos objetivos específicos, eles visaram: i. Levantar o histórico e as diretrizes que norteiam a concepção e implementação da Educação a Distância no Brasil, bem como na escola judicial do Tribunal Regional do Trabalho da 2ª Região - SP; ii. compreender os referenciais de qualidade para a modalidade a distância, a partir das diretrizes nacionais e produções acadêmicas na área; iii. analisar a importância e a contribuição do Design Instrucional na qualidade da concepção dos conteúdos e cursos ofertados em EaD; iv. sinalizar quais são os indicadores de qualidade evidenciados nos cursos ofertados em EaD na EJUD2 responsáveis pela excelência nos resultados. A pesquisa adotou uma abordagem qualitativa de caráter exploratória de um estudo de caso. Para isso, foram analisados os dados das avaliações de reação dos estudantes, relatório do tutor, além de entrevista, por meio de questionário, com um responsável pela equipe de designers instrucionais e com o gestor da coordenadoria de EaD da EJUD2. O arcabouço teórico utilizado para a fundamentação desta pesquisa foi centrado em, entre outros autores, Behar (2009), Corrêa (2007), Freire (1996), Pierre Lèvy (2003), Andrea Filatro (2008), Gardner (1995), Terçariol (2016), além dos Referenciais de Qualidade para a Educação Superior a Distância, do Manual de Ensino a Distância no âmbito da EJUD2 e também de documentos oficiais de órgãos superiores do que regulamentam a EaD no poder judiciário. A pesquisa identificou a produção de conteúdos como um ponto fundamental na qualidade da EaD. Além disso, verificou-se que o conteúdo audiovisual, próprio dos avanços tecnológicos, enquanto uma linguagem atual e enriquecedora, proporciona um trabalho mais lúdico. Acredita-se que esta pesquisa contribua para os estudos voltados à valorização da EaD em espaços laborais, a fim de auxiliar ainda no delineamento de novos paradigmas de qualidade dessa modalidade emergente no Brasil.