Navegando por Palavras-chave "educação a distância"
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- ItemAcesso aberto (Open Access)Autonomy development and the classroom: reviewing a course syllabus(Pontifícia Universidade Católica de São Paulo - PUC-SP, 2008-01-01) Sprenger, Terezinha Maria [UNIFESP]; Wadt, Maria Paula Salvador; Universidade Federal de São Paulo (UNIFESP); Pontifícia Universidade Católica de São PauloIn this paper we describe the process of updating a course syllabus designed to foster the development of language teacher autonomy for course planning and materials preparation. Three main factors were taken into account: participants' reactions and evaluations concerning the first version of the course, the new context, and the developments in the literature related to learner and teacher autonomy. We draw on literature concerning learner and teacher autonomy (Little 2000; Lamb 2000; Benson 1997a, 1997b, 2001; Dam 1995; Aoki 2002), on Critical Pedagogy (Freire 1970, 1973, 1980, 1996) and on studies that deal with learner and teacher narratives (Benson et al. 2003; Benson 2005; Murphey et al. 2005; Karlsson & Kjisik 2007; Liberalli et al. 2003; Telles 2002, 2004). We conclude by raising some questions concerning the theoretical and practical decisions made in the second version of the course and their implications.
- ItemSomente MetadadadosAvaliação do desempenho do tutor na percepção do aluno e sua relação com as notas das provas presenciais do curso a distância de especialização em saúde da família da UNA-SUS/UNIFESP(Universidade Federal de São Paulo (UNIFESP), 2014-11-26) Coelho, Silvia Maria [UNIFESP]; Ramos, Monica Parente Ramos [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)Objective: This study aimed to analyze the correlation between the performance of tutors in the perception of students and students' grades in two residential proofs P1 and P2, the distance of the Course of Specialization in Family Health. Methods: Using quantitative method, based on a correlational study, we tried to verify the existence of a statistical relationship between the variables proposed in this study. The course examined in the survey was the first class (2010), Specialization in Family of Open University Health System in the Federal University of São Paulo Health - UNA-SUS | UNIFESP. An instrument for data collection with 27 items in digital format on Google Documents Form application used. This tool was developed to meet the quality of interaction with the tutor and the students mastery of content and use of teaching strategies, validated by Zerbini (2007) in his doctoral thesis. Results: The average age of students was 37.4 years, 83% female, 17% male and distributed among the professional categories: 52.2% nurses, 19.6% and 28.2% doctors dentists. The 27 items of the instrument were grouped into four categories: mediation, interaction, encouragement and knowledge related to the presence and mentioned in CoI (Community of Inquiry). Conclusions: Based on the survey sample of 408 students, no correlation between the average of the marks obtained in tests P1 and P2 and the performance of tutors in four categories related to its powers and duties found.
- ItemAcesso aberto (Open Access)Estilos de aprendizagem e educação a distância: um estudo dos estilos de profissionais do curso de especialização em saúde da família da Universidade Federal de São Paulo- UNIFESP(Universidade Federal de São Paulo (UNIFESP), 2014-06-30) Natel, Maria Cristina [UNIFESP]; Sigulem, Daniel [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)Learning through technology brings forth new ways of obtaining information and acquiring knowledge. Objective: The study herein aims to identifying the learning style of health professionals who attend the Specialization Course in Family Health at Universidade Aberta do Sistema Único de Saúde, Universidade Federal de São Paulo. Method: Quantitative approach to a study carried out to a convenience sample to map learning styles of health professionals. This sample has been designed to study the association of the variables such as gender (male and female), age in years and profession (nurse, physician and dentist) with each different learning style ( active, reflexive, theoretical and pragmatic). It has been inferred that the least prevalence found in the learning styles lies on 10% (0, 10) while the estimative error is 5% (0, 05) and the reliability level stands on 90% (or 10% significance level). SPSS® statistics program has examined the data of this study in univariate, bivariate and multivariate analyses. The learning style questionnaire Honey-Alonso – CHAEA has been used as the research tool. Result: The result regarding professional share in the sample indicated a predominance of nurses followed by dentists and then physicians. In the bivariate analysis, homogeneity has been identified regarding the share of learning styles. There is no relation between the variables age in years and learning styles. Concerning age by gender, a trend to younger women has been observed,and among nurses the number of women is higher than in other professions . In the multivariate analysis, it has been observed that physicians are associated with the reflexive style. Conclusion: This study has identified homogeneity regarding the share of learning styles, has revealed the correlation between the reflexive style and physicians, finally the predominance of nurses and a trend to younger women.
- ItemSomente MetadadadosSucesso e evasão em cursos de especialização a distância na área da saúde da UNIFESP(Universidade Federal de São Paulo (UNIFESP), 2014-06-30) Garbe, Gisele Grinevicius [UNIFESP]; Sigulem, Daniel Sigulem [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)Objective: Investigate factors associated with adoption (success) of students in the specialization courses in Nursing Management, Prenatal Care, Health and Indigenous and in Health Management, offered in distance education mode from the Federal University of São Paulo at Open University System of Brazil. Methods: After the closure of the four courses of specialization defined for the study, we applied an instrument specially developed for this study, to investigate the following members to the success of students in courses factors: experience, interest, relevance to professional activity, organization, satisfaction and adequacy. We also investigated the participation factor in travel, measured by collecting information on the course management environments. The information of the 439 students who answered the survey were subjected to statistical analysis for the association of factors to the success of students in the courses could be evaluated. Analyses were performed separately for each course and also for all four strokes. Results: The organization factor was a predictor of success in both the analysis of the four courses together as each course separately. In the analysis of the set of four courses the factors experience and the course offered in distance mode category were also predictors of success, reducing and increasing the chance of approval respectively. In the course Management in Nursing, beyond the organization, the experience proved predictive factor increasing the chance of success and the relevance factor was a predictor reducing the chance of this outcome. In the course of Indigenous Health, besides organizing the adequacy factor was a predictor of success. In analyzes seeking association between factors and success was not considered the participation factor in the course because it showed divergent parameters. Conclusions: A statistical model for the prediction of success was developed and among the covariates studied predictors of student success have been identified in the set of four courses and each separately.