Assistance in finding a pathway to distance education: guidelines to help lead the way, a description of the navigation strategy and necessary contributions

Authors

  • Suzi Samá Pinto Universidade Federal de Rio Grande
  • Débora Pereira Laurino Universidade Federal de Rio Grande

DOI:

https://doi.org/10.5944/ried.16.1.2057

Keywords:

online education, course follow up, undergraduate course

Abstract

This article focuses on the debate about Distance Education (DE) within the context of undergraduate courses. It aims to identify the progress and/or difficulties that occur during the development of this modality- thereby highlighting benefits that have not yet been fully explored. For this reason, students’ opinions were recorded in a questionnaire and later categorized and analyzed using the Discursive Textual Analysis method. Following this study, a number of issues were proposed concerning the dynamics of DE processes, such as: gathering of data related to (online) interactions, the flexibility of different levels of face-to-face education, the relationship among the various authors jointly involved in the analysis, as well as the digital technology used. For pedagogical action to be translated into dialogue, it was necessary for communication to be enhanced by means of active listening, and also for learning to be considered as a process that occurs in the act of doing and within the context of working and living.

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How to Cite

Samá Pinto, S., & Pereira Laurino, D. (2013). Assistance in finding a pathway to distance education: guidelines to help lead the way, a description of the navigation strategy and necessary contributions. RIED. Revista Iberoamericana De Educación a Distancia, 16(1), 27–56. https://doi.org/10.5944/ried.16.1.2057

Issue

Vol. 16 No. 1 (2013): Miscellany

Section

Research and Case Studies

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