Aprendizagem autônoma no contexto da Educação a Distânciaum olhar a partir da atividade orientadora de ensino

Abstract

In the present doctoral thesis, the central points on distance learning and autonomous learning will be exposed. Distance education is characterized by teaching and learning processes mediated by technologies in which teachers and students are separated spatially and/or temporally, conditioning for online education. In the online mode, students should develop autonomous learning skills such as mastery of technology, ability to seek relevant information on the network, apply information in real-world situations, work as a team and make decisions alone and in a group. From this, it can be stated that concepts of autonomous learning are important in distance education, and can enhance the use of interactive tools in the Virtual Environment of Teaching Learning, with the intention of optimizing teaching and consequently good results, even avoiding evasion and acting for effective learning, after the above, follows our starting questions: how does online education provide an autonomous education? The method of approach chosen for this research was qualitative and quantitative, the quantitative method complements and integrates with the qualitative approach, based on a mixed design of research. For the quantitative data, the descriptive, inferential, multivariable statistical technique was used, adapted to the nature of the variables included in the questionnaires, the information was always being related from the categories indicated by the studies of Activity Theory, Teaching Guiding Activity and Self-regulated Learning. Frequency analyses, Pearson’s correlation coefficient, trend measurements, central dispersion and finally analysis of the graphs compared to the hypotheses were performed. It was possible to observe in online education that students develop skills for autonomous learning with mastery of technologies in partnership with institutions and tutors and other subjects involved in the teaching process and that the didactic conception-distance learning, supported by traditional media and the most advanced communication and information technologies, requires a specific conception of teaching practice as well as differentiated strategies for the development of teaching-e-learning relations. It is concluded that from what was presented the autonomous study is not synonymous with individual study, it is collective and intentional, the exchanges are significant and spontaneously the teacher presents challenging situations directing them that is really significant, challenging a critical and questioning positioning. Thus, this work showed importance for the area of education and specifically for distance education because it presented concrete results on autonomy as a proposal for the realization of learning and retention of the student.