Virtual Environments and Communication Media ...€¦ · teaching/learning process." In other...
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European Journal of Scientific Research
ISSN 1450-216X / 1450-202X Vol. 152 No 1 March, 2019, pp. 77-84
http://www. europeanjournalofscientificresearch.com
Virtual Environments and Communication Media:
Identification of the Factors that can Influence in the Teaching-
Learning Process
Fábio Braun Silva PhD Student in Transport Engineering at UFRJ - Federal University of Rio de Janeiro
Professor at UERJ / UFRRJ
E-mail: [email protected]
Thiene Diniz Braun Silva Graduate in Marketing at UNIGRANRIO - University of Big River
Graduate Student in Pedagogy at UERJ - University of the State of Rio de Janeiro
E-mail: [email protected]
Abstract
This work had as primary objective to analyze the media of communication (videos,
audios, chats, forums) used in virtual environments by teachers, identifying how the use of
these media contributes to the teaching-learning process and the students' stay in the
institution. Therefore, a survey was made of the main factors that may contribute to the
teaching-learning and establish possible correlations between them. In this way, the factors
were analyzed in order to understand the variables according to the perception of the
teachers who do the daily use of their respective media. Thus, it was intended through the
results obtained, to identify how the use of the media can contribute relevantly in the
educational process.
1. Introduction In the present times, new technologies have been of vital importance in the development of new
academic practices, in order to contribute significantly to the process of teaching learning. In order to
properly analyze the factors that influence the educational process, related to virtual environments and
communication media, it is essential to identify which tools are most used and their importance in
student learning.
This study on the analysis of communication media is very relevant because it allows
identifying how the use of these media can contribute to the process of teaching-learning, as well as
surveying the main factors that can contribute to the teaching-learning process and establish possible
correlations between them.
The discovery of these contributions to the learning process is crucial because it provides the
professionals of the research institution with a critical analysis of the current practices used and,
consequently, a better adaptation of the tools used to the students' needs.
According to Mehlecke et al. (2003: 11), "Having environments rich in interactive tools is
important, but, more importantly, professionals are prepared to use these resources to promote the
interactions and cooperation of all those involved."
The need to develop studies on initiatives that can stimulate interaction and avoid the avoidance
of distance learning courses is hugely relevant as society is increasingly connected with digital
resources and the new information and communication technologies available. (CASTRO, 2008).
Virtual Environments and Communication Media: Identification of the Factors that can
Influence in the Teaching-Learning Process 78
According to Rodriguez (2011, p. 212), "Strategies that value and favor the various forms of
expression and enhance the ability to learn using different media, add a high value to the
teaching/learning process."
In other words, for the use of virtual learning environments to be as adequate as possible, in
order to enable better learning, it is essential to understand the potential of each didactic-pedagogical
tool, as well as the limitations existing in the different methods adopted. In this way, it is possible to
verify the importance of virtual environments and to improve the way in which the media is used in the
learning process, allowing a better understanding of the influence of the media in reducing school
dropout.
2. Methodology In this research, in addition to the bibliographical survey, the field research was used as a complement
to measure with greater accuracy the phenomenon studied. To carry out the research, the technique
used was that of content analysis, since this method can be used for both quantitative and qualitative
research. Data collection was performed through recorded interviews with teachers from higher
education institutions using a semi-structured script. The purpose of this instrument is to complement
the content analysis method. In this way, it is possible to identify different perspectives regarding the
studied subject.
The script used had open and closed questions, in order to allow the best adaptation to the
language of the interviewee. From that point, the questions elaborated aimed to identify the factors
related to the media that may influence the teaching and learning process, in order to establish possible
correlations and better understand the variables in the process. In order for the performed research to
have a higher degree of precision, it was critical to establish a sample that was significant for the
analysis of the results. Thus, considering the homogeneity of the information source, the sample
considered relevant for the proposed study was 30 interviews.
The choice of this quantity to represent the sample studied is justified to provide further
consistency, in order to avoid distortions in the results, since a very large or tiny sample could limit the
generalization of the results. The systematic draw process was done by the traditional method indicated
in the statistical books, based on the technique cited by the authors BUSSAB (2004), SILVA (1998)
and TRIOLA (1999), which consists of taking the population size and dividing it, the sample size hair
(N / n = a).
Thus, the research sought to verify with the teaching staff of higher education institutions what
factors may influence the learning-teaching process, so that the analysis performed from the answers
obtained can provide new perspectives on the subject studied.
3. Results and Discussion The questions asked the interviewees had the purpose of identifying the teachers' perception about how
communication media can influence the teaching-learning process. Such questions were important to
map succinctly how the use of the different tools can help in the process of knowledge construction in
distance education.
3.1. Relevance of Media
Through the interviews conducted, it was found that according to the perception of the teachers the use
of the forums is considered as extremely relevant for the development of the student that is inserted in
the educational environment at a distance, being fundamental in the construction of knowledge by the
same.
79
This tool is a great way to stimulate dialogue on the most diverse topics that can be addressed
in the course of the disciplines taught by teachers. Also, the forum allows more significant interact
between the participants, taking into account that it allows the analysis of the reflections carried out, as
well as the argumentation about the same in different moments since the student can access this tool on
different days and schedules within a p
Thus, the results reinforce the theory about communication media that indicates the tools cited
as quite relevant. Below is the graph that presents the results referring to the question about the
relevance of media:
Source: Own elaboration
As can be seen in the graph, approximately 57% of respondents reported that using forums in
distance education as being more relevant to student learning compared to other tools. The use of
videos as tools to s
From the results as mentioned earlier, it can be inferred that teachers consider the video less
relevant than the forum because of its particular and somewhat "passive" applicabilit
does not allow student interaction. In contrast, the forum allows the active participation of the student
and in turn provides the teacher with a more detailed perspective of the development of the student in
the proposed theme.
In other
However, the forum becomes more useful by allowing the consolidation of student learning as it makes
continuous reflections about shared knowledge.
Thus, when compared to t
tool mentioned by the interviewees as significant in student learning was Chat, better known as a chat
room. This tool presented a percentage of 13% in teachers' preference for relevance
process.
It is worth noting that the chat probably has presented a lower percentage about the forum,
precisely because it restricts the participants to the participation schedule, which in theory makes the
issue of flexibility unfeasible,
Finally, about 3% of respondents mentioned the video conference, which is widely used in the
business segment in e
purpose although there is a somewhat different conceptualization in the literature found.
3.2. Influence on the Teaching
It is essential to highlight that the factors reported reflecting the teachers' perception of how media can
influence the
can be limited and not contemplate all the possibilities found in everyday practice on the factors that
This tool is a great way to stimulate dialogue on the most diverse topics that can be addressed
in the course of the disciplines taught by teachers. Also, the forum allows more significant interact
between the participants, taking into account that it allows the analysis of the reflections carried out, as
well as the argumentation about the same in different moments since the student can access this tool on
different days and schedules within a p
Thus, the results reinforce the theory about communication media that indicates the tools cited
as quite relevant. Below is the graph that presents the results referring to the question about the
relevance of media:
Source: Own elaboration
As can be seen in the graph, approximately 57% of respondents reported that using forums in
distance education as being more relevant to student learning compared to other tools. The use of
videos as tools to stimulate the learning process presented a percentage of approximately 27%.
From the results as mentioned earlier, it can be inferred that teachers consider the video less
relevant than the forum because of its particular and somewhat "passive" applicabilit
does not allow student interaction. In contrast, the forum allows the active participation of the student
and in turn provides the teacher with a more detailed perspective of the development of the student in
the proposed theme.
In other words, the video is useful to assist in the practical presentation of some subject.
However, the forum becomes more useful by allowing the consolidation of student learning as it makes
continuous reflections about shared knowledge.
Thus, when compared to t
tool mentioned by the interviewees as significant in student learning was Chat, better known as a chat
room. This tool presented a percentage of 13% in teachers' preference for relevance
It is worth noting that the chat probably has presented a lower percentage about the forum,
precisely because it restricts the participants to the participation schedule, which in theory makes the
issue of flexibility unfeasible,
Finally, about 3% of respondents mentioned the video conference, which is widely used in the
business segment in e
ose although there is a somewhat different conceptualization in the literature found.
Influence on the Teaching
It is essential to highlight that the factors reported reflecting the teachers' perception of how media can
influence the teaching-
can be limited and not contemplate all the possibilities found in everyday practice on the factors that
This tool is a great way to stimulate dialogue on the most diverse topics that can be addressed
in the course of the disciplines taught by teachers. Also, the forum allows more significant interact
between the participants, taking into account that it allows the analysis of the reflections carried out, as
well as the argumentation about the same in different moments since the student can access this tool on
different days and schedules within a p
Thus, the results reinforce the theory about communication media that indicates the tools cited
as quite relevant. Below is the graph that presents the results referring to the question about the
As can be seen in the graph, approximately 57% of respondents reported that using forums in
distance education as being more relevant to student learning compared to other tools. The use of
timulate the learning process presented a percentage of approximately 27%.
From the results as mentioned earlier, it can be inferred that teachers consider the video less
relevant than the forum because of its particular and somewhat "passive" applicabilit
does not allow student interaction. In contrast, the forum allows the active participation of the student
and in turn provides the teacher with a more detailed perspective of the development of the student in
words, the video is useful to assist in the practical presentation of some subject.
However, the forum becomes more useful by allowing the consolidation of student learning as it makes
continuous reflections about shared knowledge.
Thus, when compared to the forum, the use of the videos was considered less relevant. Another
tool mentioned by the interviewees as significant in student learning was Chat, better known as a chat
room. This tool presented a percentage of 13% in teachers' preference for relevance
It is worth noting that the chat probably has presented a lower percentage about the forum,
precisely because it restricts the participants to the participation schedule, which in theory makes the
issue of flexibility unfeasible, which is one of the favorable points in distance courses.
Finally, about 3% of respondents mentioned the video conference, which is widely used in the
business segment in e-learning courses. In practice, e
ose although there is a somewhat different conceptualization in the literature found.
Influence on the Teaching-Learning Process
It is essential to highlight that the factors reported reflecting the teachers' perception of how media can
-learning process. In this way, it is possible that in some moments this perception
can be limited and not contemplate all the possibilities found in everyday practice on the factors that
This tool is a great way to stimulate dialogue on the most diverse topics that can be addressed
in the course of the disciplines taught by teachers. Also, the forum allows more significant interact
between the participants, taking into account that it allows the analysis of the reflections carried out, as
well as the argumentation about the same in different moments since the student can access this tool on
different days and schedules within a pre-established schedule.
Thus, the results reinforce the theory about communication media that indicates the tools cited
as quite relevant. Below is the graph that presents the results referring to the question about the
The graph I:
As can be seen in the graph, approximately 57% of respondents reported that using forums in
distance education as being more relevant to student learning compared to other tools. The use of
timulate the learning process presented a percentage of approximately 27%.
From the results as mentioned earlier, it can be inferred that teachers consider the video less
relevant than the forum because of its particular and somewhat "passive" applicabilit
does not allow student interaction. In contrast, the forum allows the active participation of the student
and in turn provides the teacher with a more detailed perspective of the development of the student in
words, the video is useful to assist in the practical presentation of some subject.
However, the forum becomes more useful by allowing the consolidation of student learning as it makes
continuous reflections about shared knowledge.
he forum, the use of the videos was considered less relevant. Another
tool mentioned by the interviewees as significant in student learning was Chat, better known as a chat
room. This tool presented a percentage of 13% in teachers' preference for relevance
It is worth noting that the chat probably has presented a lower percentage about the forum,
precisely because it restricts the participants to the participation schedule, which in theory makes the
which is one of the favorable points in distance courses.
Finally, about 3% of respondents mentioned the video conference, which is widely used in the
learning courses. In practice, e
ose although there is a somewhat different conceptualization in the literature found.
Learning Process
It is essential to highlight that the factors reported reflecting the teachers' perception of how media can
learning process. In this way, it is possible that in some moments this perception
can be limited and not contemplate all the possibilities found in everyday practice on the factors that
Fábio Braun Silva and Thiene Diniz Brau
This tool is a great way to stimulate dialogue on the most diverse topics that can be addressed
in the course of the disciplines taught by teachers. Also, the forum allows more significant interact
between the participants, taking into account that it allows the analysis of the reflections carried out, as
well as the argumentation about the same in different moments since the student can access this tool on
established schedule.
Thus, the results reinforce the theory about communication media that indicates the tools cited
as quite relevant. Below is the graph that presents the results referring to the question about the
The graph I: Relevance of media
As can be seen in the graph, approximately 57% of respondents reported that using forums in
distance education as being more relevant to student learning compared to other tools. The use of
timulate the learning process presented a percentage of approximately 27%.
From the results as mentioned earlier, it can be inferred that teachers consider the video less
relevant than the forum because of its particular and somewhat "passive" applicabilit
does not allow student interaction. In contrast, the forum allows the active participation of the student
and in turn provides the teacher with a more detailed perspective of the development of the student in
words, the video is useful to assist in the practical presentation of some subject.
However, the forum becomes more useful by allowing the consolidation of student learning as it makes
continuous reflections about shared knowledge.
he forum, the use of the videos was considered less relevant. Another
tool mentioned by the interviewees as significant in student learning was Chat, better known as a chat
room. This tool presented a percentage of 13% in teachers' preference for relevance
It is worth noting that the chat probably has presented a lower percentage about the forum,
precisely because it restricts the participants to the participation schedule, which in theory makes the
which is one of the favorable points in distance courses.
Finally, about 3% of respondents mentioned the video conference, which is widely used in the
learning courses. In practice, e-learning and distance education has the same
ose although there is a somewhat different conceptualization in the literature found.
Learning Process
It is essential to highlight that the factors reported reflecting the teachers' perception of how media can
learning process. In this way, it is possible that in some moments this perception
can be limited and not contemplate all the possibilities found in everyday practice on the factors that
Fábio Braun Silva and Thiene Diniz Brau
This tool is a great way to stimulate dialogue on the most diverse topics that can be addressed
in the course of the disciplines taught by teachers. Also, the forum allows more significant interact
between the participants, taking into account that it allows the analysis of the reflections carried out, as
well as the argumentation about the same in different moments since the student can access this tool on
established schedule.
Thus, the results reinforce the theory about communication media that indicates the tools cited
as quite relevant. Below is the graph that presents the results referring to the question about the
elevance of media
As can be seen in the graph, approximately 57% of respondents reported that using forums in
distance education as being more relevant to student learning compared to other tools. The use of
timulate the learning process presented a percentage of approximately 27%.
From the results as mentioned earlier, it can be inferred that teachers consider the video less
relevant than the forum because of its particular and somewhat "passive" applicabilit
does not allow student interaction. In contrast, the forum allows the active participation of the student
and in turn provides the teacher with a more detailed perspective of the development of the student in
words, the video is useful to assist in the practical presentation of some subject.
However, the forum becomes more useful by allowing the consolidation of student learning as it makes
he forum, the use of the videos was considered less relevant. Another
tool mentioned by the interviewees as significant in student learning was Chat, better known as a chat
room. This tool presented a percentage of 13% in teachers' preference for relevance
It is worth noting that the chat probably has presented a lower percentage about the forum,
precisely because it restricts the participants to the participation schedule, which in theory makes the
which is one of the favorable points in distance courses.
Finally, about 3% of respondents mentioned the video conference, which is widely used in the
learning and distance education has the same
ose although there is a somewhat different conceptualization in the literature found.
It is essential to highlight that the factors reported reflecting the teachers' perception of how media can
learning process. In this way, it is possible that in some moments this perception
can be limited and not contemplate all the possibilities found in everyday practice on the factors that
Fábio Braun Silva and Thiene Diniz Brau
This tool is a great way to stimulate dialogue on the most diverse topics that can be addressed
in the course of the disciplines taught by teachers. Also, the forum allows more significant interact
between the participants, taking into account that it allows the analysis of the reflections carried out, as
well as the argumentation about the same in different moments since the student can access this tool on
Thus, the results reinforce the theory about communication media that indicates the tools cited
as quite relevant. Below is the graph that presents the results referring to the question about the
As can be seen in the graph, approximately 57% of respondents reported that using forums in
distance education as being more relevant to student learning compared to other tools. The use of
timulate the learning process presented a percentage of approximately 27%.
From the results as mentioned earlier, it can be inferred that teachers consider the video less
relevant than the forum because of its particular and somewhat "passive" applicabilit
does not allow student interaction. In contrast, the forum allows the active participation of the student
and in turn provides the teacher with a more detailed perspective of the development of the student in
words, the video is useful to assist in the practical presentation of some subject.
However, the forum becomes more useful by allowing the consolidation of student learning as it makes
he forum, the use of the videos was considered less relevant. Another
tool mentioned by the interviewees as significant in student learning was Chat, better known as a chat
room. This tool presented a percentage of 13% in teachers' preference for relevance
It is worth noting that the chat probably has presented a lower percentage about the forum,
precisely because it restricts the participants to the participation schedule, which in theory makes the
which is one of the favorable points in distance courses.
Finally, about 3% of respondents mentioned the video conference, which is widely used in the
learning and distance education has the same
ose although there is a somewhat different conceptualization in the literature found.
It is essential to highlight that the factors reported reflecting the teachers' perception of how media can
learning process. In this way, it is possible that in some moments this perception
can be limited and not contemplate all the possibilities found in everyday practice on the factors that
Fábio Braun Silva and Thiene Diniz Brau
This tool is a great way to stimulate dialogue on the most diverse topics that can be addressed
in the course of the disciplines taught by teachers. Also, the forum allows more significant interact
between the participants, taking into account that it allows the analysis of the reflections carried out, as
well as the argumentation about the same in different moments since the student can access this tool on
Thus, the results reinforce the theory about communication media that indicates the tools cited
as quite relevant. Below is the graph that presents the results referring to the question about the
As can be seen in the graph, approximately 57% of respondents reported that using forums in
distance education as being more relevant to student learning compared to other tools. The use of
timulate the learning process presented a percentage of approximately 27%.
From the results as mentioned earlier, it can be inferred that teachers consider the video less
relevant than the forum because of its particular and somewhat "passive" applicability since the video
does not allow student interaction. In contrast, the forum allows the active participation of the student
and in turn provides the teacher with a more detailed perspective of the development of the student in
words, the video is useful to assist in the practical presentation of some subject.
However, the forum becomes more useful by allowing the consolidation of student learning as it makes
he forum, the use of the videos was considered less relevant. Another
tool mentioned by the interviewees as significant in student learning was Chat, better known as a chat
room. This tool presented a percentage of 13% in teachers' preference for relevance in the learning
It is worth noting that the chat probably has presented a lower percentage about the forum,
precisely because it restricts the participants to the participation schedule, which in theory makes the
which is one of the favorable points in distance courses.
Finally, about 3% of respondents mentioned the video conference, which is widely used in the
learning and distance education has the same
ose although there is a somewhat different conceptualization in the literature found.
It is essential to highlight that the factors reported reflecting the teachers' perception of how media can
learning process. In this way, it is possible that in some moments this perception
can be limited and not contemplate all the possibilities found in everyday practice on the factors that
Fábio Braun Silva and Thiene Diniz Braun Silva
This tool is a great way to stimulate dialogue on the most diverse topics that can be addressed
in the course of the disciplines taught by teachers. Also, the forum allows more significant interaction
between the participants, taking into account that it allows the analysis of the reflections carried out, as
well as the argumentation about the same in different moments since the student can access this tool on
Thus, the results reinforce the theory about communication media that indicates the tools cited
as quite relevant. Below is the graph that presents the results referring to the question about the
As can be seen in the graph, approximately 57% of respondents reported that using forums in
distance education as being more relevant to student learning compared to other tools. The use of
timulate the learning process presented a percentage of approximately 27%.
From the results as mentioned earlier, it can be inferred that teachers consider the video less
y since the video
does not allow student interaction. In contrast, the forum allows the active participation of the student
and in turn provides the teacher with a more detailed perspective of the development of the student in
words, the video is useful to assist in the practical presentation of some subject.
However, the forum becomes more useful by allowing the consolidation of student learning as it makes
he forum, the use of the videos was considered less relevant. Another
tool mentioned by the interviewees as significant in student learning was Chat, better known as a chat
in the learning
It is worth noting that the chat probably has presented a lower percentage about the forum,
precisely because it restricts the participants to the participation schedule, which in theory makes the
Finally, about 3% of respondents mentioned the video conference, which is widely used in the
learning and distance education has the same
It is essential to highlight that the factors reported reflecting the teachers' perception of how media can
learning process. In this way, it is possible that in some moments this perception
can be limited and not contemplate all the possibilities found in everyday practice on the factors that
Virtual Environments and Communication Media: Identification of the Factors that can
Influence in the Teaching
influence the construction of knowledge and the development
shows the results found:
Source: Own elaboration
teaching process according t
collaborative learning is the most significant factor, with a percentage of approximately 37%. Of
course, this variable was quite likely to be mentioned, given that in distance e
that the educational tools used to favor the joint construction of knowledge.
interviews that 33% of the teachers report that the media direc
knowledge. It is worth emphasizing that this construction of new knowledge is not necessarily carried
out collectively.
among
the teaching
interactivity between students is exceptionally valid when con
students have a generally sizeable geographic distance and the interaction occurs only by the
technological means used.
learni
since as the student is stimulated to construct new knowledge jointly or not, and the interactivity
between them is higher, as a natural consequence there i
of the characteristics
3.3.
Among the related factors as having the greatest impact on the teaching
issues were more frequent. In this sense,
direct influence on the way the educational practice occurs. Approximately 53% of respondents believe
that cultural factors have a significant impact on the educational process. The following ch
the main factors mentioned by teachers as being impacting in the learning process:
Virtual Environments and Communication Media: Identification of the Factors that can
Influence in the Teaching
influence the construction of knowledge and the development
shows the results found:
Source: Own elaboration
When analyzing the information in graph II, which shows how media can influence the
teaching process according t
collaborative learning is the most significant factor, with a percentage of approximately 37%. Of
course, this variable was quite likely to be mentioned, given that in distance e
that the educational tools used to favor the joint construction of knowledge.
Taking into account this perspective of collective learning, it was also observed in the
interviews that 33% of the teachers report that the media direc
knowledge. It is worth emphasizing that this construction of new knowledge is not necessarily carried
out collectively.
Another factor mentioned by teachers was that media could positively influence interactivity
among students. More precisely, 27% of respondents reported this characteristic as being important in
the teaching-
interactivity between students is exceptionally valid when con
students have a generally sizeable geographic distance and the interaction occurs only by the
technological means used.
With a lower incidence, there were reports about the development of the student's autonomy of
learning. In this case, it is possible to establish a correlation with the previously reported variables,
since as the student is stimulated to construct new knowledge jointly or not, and the interactivity
between them is higher, as a natural consequence there i
of the characteristics
3.3. Main Related Factors
Among the related factors as having the greatest impact on the teaching
issues were more frequent. In this sense,
direct influence on the way the educational practice occurs. Approximately 53% of respondents believe
that cultural factors have a significant impact on the educational process. The following ch
the main factors mentioned by teachers as being impacting in the learning process:
Virtual Environments and Communication Media: Identification of the Factors that can
Influence in the Teaching
influence the construction of knowledge and the development
shows the results found:
Source: Own elaboration
When analyzing the information in graph II, which shows how media can influence the
teaching process according t
collaborative learning is the most significant factor, with a percentage of approximately 37%. Of
course, this variable was quite likely to be mentioned, given that in distance e
that the educational tools used to favor the joint construction of knowledge.
Taking into account this perspective of collective learning, it was also observed in the
interviews that 33% of the teachers report that the media direc
knowledge. It is worth emphasizing that this construction of new knowledge is not necessarily carried
out collectively.
Another factor mentioned by teachers was that media could positively influence interactivity
students. More precisely, 27% of respondents reported this characteristic as being important in
-learning process. Thus, it is possible to infer that this positive influence on the
interactivity between students is exceptionally valid when con
students have a generally sizeable geographic distance and the interaction occurs only by the
technological means used.
With a lower incidence, there were reports about the development of the student's autonomy of
ng. In this case, it is possible to establish a correlation with the previously reported variables,
since as the student is stimulated to construct new knowledge jointly or not, and the interactivity
between them is higher, as a natural consequence there i
of the characteristics of a distance course
Main Related Factors
Among the related factors as having the greatest impact on the teaching
issues were more frequent. In this sense,
direct influence on the way the educational practice occurs. Approximately 53% of respondents believe
that cultural factors have a significant impact on the educational process. The following ch
the main factors mentioned by teachers as being impacting in the learning process:
Virtual Environments and Communication Media: Identification of the Factors that can
Influence in the Teaching-Learning Process
influence the construction of knowledge and the development
Graph II: Influence on the Teaching
When analyzing the information in graph II, which shows how media can influence the
teaching process according to the teachers' perception, it is possible to observe that most describe that
collaborative learning is the most significant factor, with a percentage of approximately 37%. Of
course, this variable was quite likely to be mentioned, given that in distance e
that the educational tools used to favor the joint construction of knowledge.
Taking into account this perspective of collective learning, it was also observed in the
interviews that 33% of the teachers report that the media direc
knowledge. It is worth emphasizing that this construction of new knowledge is not necessarily carried
Another factor mentioned by teachers was that media could positively influence interactivity
students. More precisely, 27% of respondents reported this characteristic as being important in
learning process. Thus, it is possible to infer that this positive influence on the
interactivity between students is exceptionally valid when con
students have a generally sizeable geographic distance and the interaction occurs only by the
technological means used.
With a lower incidence, there were reports about the development of the student's autonomy of
ng. In this case, it is possible to establish a correlation with the previously reported variables,
since as the student is stimulated to construct new knowledge jointly or not, and the interactivity
between them is higher, as a natural consequence there i
of a distance course
Main Related Factors
Among the related factors as having the greatest impact on the teaching
issues were more frequent. In this sense,
direct influence on the way the educational practice occurs. Approximately 53% of respondents believe
that cultural factors have a significant impact on the educational process. The following ch
the main factors mentioned by teachers as being impacting in the learning process:
Virtual Environments and Communication Media: Identification of the Factors that can
Learning Process
influence the construction of knowledge and the development
Influence on the Teaching
When analyzing the information in graph II, which shows how media can influence the
o the teachers' perception, it is possible to observe that most describe that
collaborative learning is the most significant factor, with a percentage of approximately 37%. Of
course, this variable was quite likely to be mentioned, given that in distance e
that the educational tools used to favor the joint construction of knowledge.
Taking into account this perspective of collective learning, it was also observed in the
interviews that 33% of the teachers report that the media direc
knowledge. It is worth emphasizing that this construction of new knowledge is not necessarily carried
Another factor mentioned by teachers was that media could positively influence interactivity
students. More precisely, 27% of respondents reported this characteristic as being important in
learning process. Thus, it is possible to infer that this positive influence on the
interactivity between students is exceptionally valid when con
students have a generally sizeable geographic distance and the interaction occurs only by the
With a lower incidence, there were reports about the development of the student's autonomy of
ng. In this case, it is possible to establish a correlation with the previously reported variables,
since as the student is stimulated to construct new knowledge jointly or not, and the interactivity
between them is higher, as a natural consequence there i
of a distance course
Among the related factors as having the greatest impact on the teaching
issues were more frequent. In this sense, it can be seen that the existing cultural differences have a
direct influence on the way the educational practice occurs. Approximately 53% of respondents believe
that cultural factors have a significant impact on the educational process. The following ch
the main factors mentioned by teachers as being impacting in the learning process:
Virtual Environments and Communication Media: Identification of the Factors that can
influence the construction of knowledge and the development
Influence on the Teaching-
When analyzing the information in graph II, which shows how media can influence the
o the teachers' perception, it is possible to observe that most describe that
collaborative learning is the most significant factor, with a percentage of approximately 37%. Of
course, this variable was quite likely to be mentioned, given that in distance e
that the educational tools used to favor the joint construction of knowledge.
Taking into account this perspective of collective learning, it was also observed in the
interviews that 33% of the teachers report that the media direc
knowledge. It is worth emphasizing that this construction of new knowledge is not necessarily carried
Another factor mentioned by teachers was that media could positively influence interactivity
students. More precisely, 27% of respondents reported this characteristic as being important in
learning process. Thus, it is possible to infer that this positive influence on the
interactivity between students is exceptionally valid when con
students have a generally sizeable geographic distance and the interaction occurs only by the
With a lower incidence, there were reports about the development of the student's autonomy of
ng. In this case, it is possible to establish a correlation with the previously reported variables,
since as the student is stimulated to construct new knowledge jointly or not, and the interactivity
between them is higher, as a natural consequence there is a stimulus to learning autonomous,
Among the related factors as having the greatest impact on the teaching
it can be seen that the existing cultural differences have a
direct influence on the way the educational practice occurs. Approximately 53% of respondents believe
that cultural factors have a significant impact on the educational process. The following ch
the main factors mentioned by teachers as being impacting in the learning process:
Virtual Environments and Communication Media: Identification of the Factors that can
influence the construction of knowledge and the development of the student. The following graph
-Learning Process
When analyzing the information in graph II, which shows how media can influence the
o the teachers' perception, it is possible to observe that most describe that
collaborative learning is the most significant factor, with a percentage of approximately 37%. Of
course, this variable was quite likely to be mentioned, given that in distance e
that the educational tools used to favor the joint construction of knowledge.
Taking into account this perspective of collective learning, it was also observed in the
interviews that 33% of the teachers report that the media directly influence the construction of new
knowledge. It is worth emphasizing that this construction of new knowledge is not necessarily carried
Another factor mentioned by teachers was that media could positively influence interactivity
students. More precisely, 27% of respondents reported this characteristic as being important in
learning process. Thus, it is possible to infer that this positive influence on the
interactivity between students is exceptionally valid when considering that in distance education
students have a generally sizeable geographic distance and the interaction occurs only by the
With a lower incidence, there were reports about the development of the student's autonomy of
ng. In this case, it is possible to establish a correlation with the previously reported variables,
since as the student is stimulated to construct new knowledge jointly or not, and the interactivity
s a stimulus to learning autonomous,
Among the related factors as having the greatest impact on the teaching
it can be seen that the existing cultural differences have a
direct influence on the way the educational practice occurs. Approximately 53% of respondents believe
that cultural factors have a significant impact on the educational process. The following ch
the main factors mentioned by teachers as being impacting in the learning process:
Virtual Environments and Communication Media: Identification of the Factors that can
of the student. The following graph
Learning Process
When analyzing the information in graph II, which shows how media can influence the
o the teachers' perception, it is possible to observe that most describe that
collaborative learning is the most significant factor, with a percentage of approximately 37%. Of
course, this variable was quite likely to be mentioned, given that in distance education it is imperative
that the educational tools used to favor the joint construction of knowledge.
Taking into account this perspective of collective learning, it was also observed in the
tly influence the construction of new
knowledge. It is worth emphasizing that this construction of new knowledge is not necessarily carried
Another factor mentioned by teachers was that media could positively influence interactivity
students. More precisely, 27% of respondents reported this characteristic as being important in
learning process. Thus, it is possible to infer that this positive influence on the
sidering that in distance education
students have a generally sizeable geographic distance and the interaction occurs only by the
With a lower incidence, there were reports about the development of the student's autonomy of
ng. In this case, it is possible to establish a correlation with the previously reported variables,
since as the student is stimulated to construct new knowledge jointly or not, and the interactivity
s a stimulus to learning autonomous,
Among the related factors as having the greatest impact on the teaching-learning process, cultural
it can be seen that the existing cultural differences have a
direct influence on the way the educational practice occurs. Approximately 53% of respondents believe
that cultural factors have a significant impact on the educational process. The following ch
the main factors mentioned by teachers as being impacting in the learning process:
Virtual Environments and Communication Media: Identification of the Factors that can
of the student. The following graph
When analyzing the information in graph II, which shows how media can influence the
o the teachers' perception, it is possible to observe that most describe that
collaborative learning is the most significant factor, with a percentage of approximately 37%. Of
ducation it is imperative
Taking into account this perspective of collective learning, it was also observed in the
tly influence the construction of new
knowledge. It is worth emphasizing that this construction of new knowledge is not necessarily carried
Another factor mentioned by teachers was that media could positively influence interactivity
students. More precisely, 27% of respondents reported this characteristic as being important in
learning process. Thus, it is possible to infer that this positive influence on the
sidering that in distance education
students have a generally sizeable geographic distance and the interaction occurs only by the
With a lower incidence, there were reports about the development of the student's autonomy of
ng. In this case, it is possible to establish a correlation with the previously reported variables,
since as the student is stimulated to construct new knowledge jointly or not, and the interactivity
s a stimulus to learning autonomous, in view
learning process, cultural
it can be seen that the existing cultural differences have a
direct influence on the way the educational practice occurs. Approximately 53% of respondents believe
that cultural factors have a significant impact on the educational process. The following chart shows
80
of the student. The following graph
When analyzing the information in graph II, which shows how media can influence the
o the teachers' perception, it is possible to observe that most describe that
collaborative learning is the most significant factor, with a percentage of approximately 37%. Of
ducation it is imperative
Taking into account this perspective of collective learning, it was also observed in the
tly influence the construction of new
knowledge. It is worth emphasizing that this construction of new knowledge is not necessarily carried
Another factor mentioned by teachers was that media could positively influence interactivity
students. More precisely, 27% of respondents reported this characteristic as being important in
learning process. Thus, it is possible to infer that this positive influence on the
sidering that in distance education
students have a generally sizeable geographic distance and the interaction occurs only by the
With a lower incidence, there were reports about the development of the student's autonomy of
ng. In this case, it is possible to establish a correlation with the previously reported variables,
since as the student is stimulated to construct new knowledge jointly or not, and the interactivity
in view
learning process, cultural
it can be seen that the existing cultural differences have a
direct influence on the way the educational practice occurs. Approximately 53% of respondents believe
art shows
81
Source: Own elaboration
In other words, the media should be used considering such differences, bec
will be possible to establish a closer approximation between the different participants.
the graph shows that more than half of the teachers interviewed believe that cultural factors have a
strong impact on the learning
Of course, a distance course allows people from different regions and cultures to interact, which
are an extremely positive factor, especially in the sharing of knowledge among the participants.
However, it is certainly predictable that there are
regions and obviously some cultural factors that may in some way impact the learning process.
percentage of approximately 27% of respondents indicated that the domain of technological tools is an
essential facto
In this context, it is quite plausible that teachers indicate that the domain of technological tools
has a significant impact on the teaching
imperative that the student know ho
effectively use existing virtual environments and media.
Already for 17% of the interviewed, the speed of connection is a fundamental factor because it
is a distance course.
progress of the activities, in general, is closely linked to the quality of the connection that the student
has during the studies.
Finally, a small percentage of respondents mentioned instructiona
In this sense, it is important to highlight that although the instructional design is considered a critical
factor by many theorists of the subject, in practice not always users, whether teachers or students, see
the benefits
3.4. Correlation between Different Media
When questioned about which media best correlate, the teachers interviewed stressed that the use of the
forum, video and chat as the main media that can be used together and that harm
Obviously, this does not mean that other media can not be used together and get good results, but that
these media that have been reported are the most commonly used.
different combinations can naturally
themes that can be better explored with the use of certain media over another.
In this context, it is up to the teacher to identify which tools may be most useful in the
educational process
significantly increases the learning capacity of the student and gives the teacher a wider range of
possibilities in the practice of teaching.
the correlation between the media according to the perception of the teachers interviewed and, as can
be seen from the graph, 53% of the interviewees consider that the use of the forum accompanied by
Source: Own elaboration
In other words, the media should be used considering such differences, bec
will be possible to establish a closer approximation between the different participants.
the graph shows that more than half of the teachers interviewed believe that cultural factors have a
strong impact on the learning
Of course, a distance course allows people from different regions and cultures to interact, which
are an extremely positive factor, especially in the sharing of knowledge among the participants.
However, it is certainly predictable that there are
regions and obviously some cultural factors that may in some way impact the learning process.
percentage of approximately 27% of respondents indicated that the domain of technological tools is an
essential factor in the process.
In this context, it is quite plausible that teachers indicate that the domain of technological tools
has a significant impact on the teaching
imperative that the student know ho
effectively use existing virtual environments and media.
Already for 17% of the interviewed, the speed of connection is a fundamental factor because it
is a distance course.
progress of the activities, in general, is closely linked to the quality of the connection that the student
has during the studies.
Finally, a small percentage of respondents mentioned instructiona
In this sense, it is important to highlight that although the instructional design is considered a critical
factor by many theorists of the subject, in practice not always users, whether teachers or students, see
the benefits of its adequate application.
Correlation between Different Media
When questioned about which media best correlate, the teachers interviewed stressed that the use of the
forum, video and chat as the main media that can be used together and that harm
Obviously, this does not mean that other media can not be used together and get good results, but that
these media that have been reported are the most commonly used.
different combinations can naturally
themes that can be better explored with the use of certain media over another.
In this context, it is up to the teacher to identify which tools may be most useful in the
educational process according to the subjects being treated.
significantly increases the learning capacity of the student and gives the teacher a wider range of
possibilities in the practice of teaching.
the correlation between the media according to the perception of the teachers interviewed and, as can
be seen from the graph, 53% of the interviewees consider that the use of the forum accompanied by
Graph III:
In other words, the media should be used considering such differences, bec
will be possible to establish a closer approximation between the different participants.
the graph shows that more than half of the teachers interviewed believe that cultural factors have a
strong impact on the learning process.
Of course, a distance course allows people from different regions and cultures to interact, which
are an extremely positive factor, especially in the sharing of knowledge among the participants.
However, it is certainly predictable that there are
regions and obviously some cultural factors that may in some way impact the learning process.
percentage of approximately 27% of respondents indicated that the domain of technological tools is an
r in the process.
In this context, it is quite plausible that teachers indicate that the domain of technological tools
has a significant impact on the teaching
imperative that the student know ho
effectively use existing virtual environments and media.
Already for 17% of the interviewed, the speed of connection is a fundamental factor because it
Apparently, the fact
progress of the activities, in general, is closely linked to the quality of the connection that the student
has during the studies.
Finally, a small percentage of respondents mentioned instructiona
In this sense, it is important to highlight that although the instructional design is considered a critical
factor by many theorists of the subject, in practice not always users, whether teachers or students, see
of its adequate application.
Correlation between Different Media
When questioned about which media best correlate, the teachers interviewed stressed that the use of the
forum, video and chat as the main media that can be used together and that harm
Obviously, this does not mean that other media can not be used together and get good results, but that
these media that have been reported are the most commonly used.
different combinations can naturally
themes that can be better explored with the use of certain media over another.
In this context, it is up to the teacher to identify which tools may be most useful in the
according to the subjects being treated.
significantly increases the learning capacity of the student and gives the teacher a wider range of
possibilities in the practice of teaching.
the correlation between the media according to the perception of the teachers interviewed and, as can
be seen from the graph, 53% of the interviewees consider that the use of the forum accompanied by
: Impact Factors in the Teaching
In other words, the media should be used considering such differences, bec
will be possible to establish a closer approximation between the different participants.
the graph shows that more than half of the teachers interviewed believe that cultural factors have a
process.
Of course, a distance course allows people from different regions and cultures to interact, which
are an extremely positive factor, especially in the sharing of knowledge among the participants.
However, it is certainly predictable that there are
regions and obviously some cultural factors that may in some way impact the learning process.
percentage of approximately 27% of respondents indicated that the domain of technological tools is an
In this context, it is quite plausible that teachers indicate that the domain of technological tools
has a significant impact on the teaching-learning process, considering that in distance courses it is
imperative that the student know how to handle the available technologies to a minimum. That can
effectively use existing virtual environments and media.
Already for 17% of the interviewed, the speed of connection is a fundamental factor because it
Apparently, the factor of connection speed is an important variable since the
progress of the activities, in general, is closely linked to the quality of the connection that the student
Finally, a small percentage of respondents mentioned instructiona
In this sense, it is important to highlight that although the instructional design is considered a critical
factor by many theorists of the subject, in practice not always users, whether teachers or students, see
of its adequate application.
Correlation between Different Media
When questioned about which media best correlate, the teachers interviewed stressed that the use of the
forum, video and chat as the main media that can be used together and that harm
Obviously, this does not mean that other media can not be used together and get good results, but that
these media that have been reported are the most commonly used.
different combinations can naturally have different implications. In this way, there are certain study
themes that can be better explored with the use of certain media over another.
In this context, it is up to the teacher to identify which tools may be most useful in the
according to the subjects being treated.
significantly increases the learning capacity of the student and gives the teacher a wider range of
possibilities in the practice of teaching. The following graph presents
the correlation between the media according to the perception of the teachers interviewed and, as can
be seen from the graph, 53% of the interviewees consider that the use of the forum accompanied by
Fábio Braun Silva and Thiene Diniz Brau
Impact Factors in the Teaching
In other words, the media should be used considering such differences, bec
will be possible to establish a closer approximation between the different participants.
the graph shows that more than half of the teachers interviewed believe that cultural factors have a
Of course, a distance course allows people from different regions and cultures to interact, which
are an extremely positive factor, especially in the sharing of knowledge among the participants.
However, it is certainly predictable that there are
regions and obviously some cultural factors that may in some way impact the learning process.
percentage of approximately 27% of respondents indicated that the domain of technological tools is an
In this context, it is quite plausible that teachers indicate that the domain of technological tools
learning process, considering that in distance courses it is
w to handle the available technologies to a minimum. That can
effectively use existing virtual environments and media.
Already for 17% of the interviewed, the speed of connection is a fundamental factor because it
or of connection speed is an important variable since the
progress of the activities, in general, is closely linked to the quality of the connection that the student
Finally, a small percentage of respondents mentioned instructiona
In this sense, it is important to highlight that although the instructional design is considered a critical
factor by many theorists of the subject, in practice not always users, whether teachers or students, see
When questioned about which media best correlate, the teachers interviewed stressed that the use of the
forum, video and chat as the main media that can be used together and that harm
Obviously, this does not mean that other media can not be used together and get good results, but that
these media that have been reported are the most commonly used.
have different implications. In this way, there are certain study
themes that can be better explored with the use of certain media over another.
In this context, it is up to the teacher to identify which tools may be most useful in the
according to the subjects being treated.
significantly increases the learning capacity of the student and gives the teacher a wider range of
The following graph presents
the correlation between the media according to the perception of the teachers interviewed and, as can
be seen from the graph, 53% of the interviewees consider that the use of the forum accompanied by
Fábio Braun Silva and Thiene Diniz Brau
Impact Factors in the Teaching-Learning Process
In other words, the media should be used considering such differences, bec
will be possible to establish a closer approximation between the different participants.
the graph shows that more than half of the teachers interviewed believe that cultural factors have a
Of course, a distance course allows people from different regions and cultures to interact, which
are an extremely positive factor, especially in the sharing of knowledge among the participants.
However, it is certainly predictable that there are significant differences between different
regions and obviously some cultural factors that may in some way impact the learning process.
percentage of approximately 27% of respondents indicated that the domain of technological tools is an
In this context, it is quite plausible that teachers indicate that the domain of technological tools
learning process, considering that in distance courses it is
w to handle the available technologies to a minimum. That can
Already for 17% of the interviewed, the speed of connection is a fundamental factor because it
or of connection speed is an important variable since the
progress of the activities, in general, is closely linked to the quality of the connection that the student
Finally, a small percentage of respondents mentioned instructiona
In this sense, it is important to highlight that although the instructional design is considered a critical
factor by many theorists of the subject, in practice not always users, whether teachers or students, see
When questioned about which media best correlate, the teachers interviewed stressed that the use of the
forum, video and chat as the main media that can be used together and that harm
Obviously, this does not mean that other media can not be used together and get good results, but that
these media that have been reported are the most commonly used. It is important to mention that the
have different implications. In this way, there are certain study
themes that can be better explored with the use of certain media over another.
In this context, it is up to the teacher to identify which tools may be most useful in the
according to the subjects being treated. Of course, the correlated use of the media
significantly increases the learning capacity of the student and gives the teacher a wider range of
The following graph presents
the correlation between the media according to the perception of the teachers interviewed and, as can
be seen from the graph, 53% of the interviewees consider that the use of the forum accompanied by
Fábio Braun Silva and Thiene Diniz Brau
Learning Process
In other words, the media should be used considering such differences, bec
will be possible to establish a closer approximation between the different participants.
the graph shows that more than half of the teachers interviewed believe that cultural factors have a
Of course, a distance course allows people from different regions and cultures to interact, which
are an extremely positive factor, especially in the sharing of knowledge among the participants.
significant differences between different
regions and obviously some cultural factors that may in some way impact the learning process.
percentage of approximately 27% of respondents indicated that the domain of technological tools is an
In this context, it is quite plausible that teachers indicate that the domain of technological tools
learning process, considering that in distance courses it is
w to handle the available technologies to a minimum. That can
Already for 17% of the interviewed, the speed of connection is a fundamental factor because it
or of connection speed is an important variable since the
progress of the activities, in general, is closely linked to the quality of the connection that the student
Finally, a small percentage of respondents mentioned instructional design as a relevant factor.
In this sense, it is important to highlight that although the instructional design is considered a critical
factor by many theorists of the subject, in practice not always users, whether teachers or students, see
When questioned about which media best correlate, the teachers interviewed stressed that the use of the
forum, video and chat as the main media that can be used together and that harm
Obviously, this does not mean that other media can not be used together and get good results, but that
It is important to mention that the
have different implications. In this way, there are certain study
themes that can be better explored with the use of certain media over another.
In this context, it is up to the teacher to identify which tools may be most useful in the
Of course, the correlated use of the media
significantly increases the learning capacity of the student and gives the teacher a wider range of
The following graph presents the detailed information about
the correlation between the media according to the perception of the teachers interviewed and, as can
be seen from the graph, 53% of the interviewees consider that the use of the forum accompanied by
Fábio Braun Silva and Thiene Diniz Brau
In other words, the media should be used considering such differences, because in this way it
will be possible to establish a closer approximation between the different participants. The analysis of
the graph shows that more than half of the teachers interviewed believe that cultural factors have a
Of course, a distance course allows people from different regions and cultures to interact, which
are an extremely positive factor, especially in the sharing of knowledge among the participants.
significant differences between different
regions and obviously some cultural factors that may in some way impact the learning process.
percentage of approximately 27% of respondents indicated that the domain of technological tools is an
In this context, it is quite plausible that teachers indicate that the domain of technological tools
learning process, considering that in distance courses it is
w to handle the available technologies to a minimum. That can
Already for 17% of the interviewed, the speed of connection is a fundamental factor because it
or of connection speed is an important variable since the
progress of the activities, in general, is closely linked to the quality of the connection that the student
l design as a relevant factor.
In this sense, it is important to highlight that although the instructional design is considered a critical
factor by many theorists of the subject, in practice not always users, whether teachers or students, see
When questioned about which media best correlate, the teachers interviewed stressed that the use of the
forum, video and chat as the main media that can be used together and that harmonize perfectly.
Obviously, this does not mean that other media can not be used together and get good results, but that
It is important to mention that the
have different implications. In this way, there are certain study
In this context, it is up to the teacher to identify which tools may be most useful in the
Of course, the correlated use of the media
significantly increases the learning capacity of the student and gives the teacher a wider range of
the detailed information about
the correlation between the media according to the perception of the teachers interviewed and, as can
be seen from the graph, 53% of the interviewees consider that the use of the forum accompanied by
Fábio Braun Silva and Thiene Diniz Braun Silva
ause in this way it
The analysis of
the graph shows that more than half of the teachers interviewed believe that cultural factors have a
Of course, a distance course allows people from different regions and cultures to interact, which
are an extremely positive factor, especially in the sharing of knowledge among the participants.
significant differences between different
regions and obviously some cultural factors that may in some way impact the learning process. A
percentage of approximately 27% of respondents indicated that the domain of technological tools is an
In this context, it is quite plausible that teachers indicate that the domain of technological tools
learning process, considering that in distance courses it is
w to handle the available technologies to a minimum. That can
Already for 17% of the interviewed, the speed of connection is a fundamental factor because it
or of connection speed is an important variable since the
progress of the activities, in general, is closely linked to the quality of the connection that the student
l design as a relevant factor.
In this sense, it is important to highlight that although the instructional design is considered a critical
factor by many theorists of the subject, in practice not always users, whether teachers or students, see
When questioned about which media best correlate, the teachers interviewed stressed that the use of the
onize perfectly.
Obviously, this does not mean that other media can not be used together and get good results, but that
It is important to mention that the
have different implications. In this way, there are certain study
In this context, it is up to the teacher to identify which tools may be most useful in the
Of course, the correlated use of the media
significantly increases the learning capacity of the student and gives the teacher a wider range of
the detailed information about
the correlation between the media according to the perception of the teachers interviewed and, as can
be seen from the graph, 53% of the interviewees consider that the use of the forum accompanied by
Virtual Environments and Communication Media: Identification of the Factors that can
Influence in the Teaching
videos enhances the teac
the sharing of information, experiences, and knowledge.
Source: Own elaboration
forum and the video allow a way of approaching the face
contact between the participants in a more human way.
correlation of media in t
probably related to the fact that these media can complement each other in some way.
although the chat has a purpose similar to that of the forum, it restricts the participation time and this can be
in some moments a limiter for users who seek flexibility in the educational modality from a distance.
would be the use of Chat together with the video. Finally, a small percentage, around 3% of
respondents, believe that other media may have a better correlation.
teachers' perception these two media are less relevant when compared to the joint use of the forum. In
other words, in the perception of the interviewees, the forum is undoubtedly the most significa
in the learning process, and its use allows the combination with other technological tools quite
effectively, so that research shows that for 80% of the
4. Final ConsiderationsRegarding the factors related
possible to identify that the forum, video, and chat are considered extremely relevant tools that
significantly aid the teaching
indicate a tendency to stimulate the learning process and when combined can be used in a more
relevant way.
development of the student since ther
communication make the practice of class is more in existing virtual environments.
out as collaborativ
students and the autonomy in learning. These factors prove to be significant under the teacher's
perception to define the level of influence exerted in the teaching
Virtual Environments and Communication Media: Identification of the Factors that can
Influence in the Teaching
videos enhances the teac
the sharing of information, experiences, and knowledge.
Source: Own elaboration
This finding may be directly related to the fact that in the dis
forum and the video allow a way of approaching the face
contact between the participants in a more human way.
correlation of media in t
probably related to the fact that these media can complement each other in some way.
In the correlation mentioned by the teachers between the forum and chat it is possible to noti
although the chat has a purpose similar to that of the forum, it restricts the participation time and this can be
in some moments a limiter for users who seek flexibility in the educational modality from a distance.
A percentage of 17% of the teach
would be the use of Chat together with the video. Finally, a small percentage, around 3% of
respondents, believe that other media may have a better correlation.
Considering the correlation report
teachers' perception these two media are less relevant when compared to the joint use of the forum. In
other words, in the perception of the interviewees, the forum is undoubtedly the most significa
in the learning process, and its use allows the combination with other technological tools quite
effectively, so that research shows that for 80% of the
4. Final ConsiderationsRegarding the factors related
possible to identify that the forum, video, and chat are considered extremely relevant tools that
significantly aid the teaching
indicate a tendency to stimulate the learning process and when combined can be used in a more
relevant way.
It is worth mentioning that in a distance course the use of such tools becomes essential for the
development of the student since ther
communication make the practice of class is more in existing virtual environments.
Regarding the factors related to influence in the teaching
out as collaborativ
students and the autonomy in learning. These factors prove to be significant under the teacher's
perception to define the level of influence exerted in the teaching
Virtual Environments and Communication Media: Identification of the Factors that can
Influence in the Teaching
videos enhances the teaching process
the sharing of information, experiences, and knowledge.
Source: Own elaboration
This finding may be directly related to the fact that in the dis
forum and the video allow a way of approaching the face
contact between the participants in a more human way.
correlation of media in t
probably related to the fact that these media can complement each other in some way.
In the correlation mentioned by the teachers between the forum and chat it is possible to noti
although the chat has a purpose similar to that of the forum, it restricts the participation time and this can be
in some moments a limiter for users who seek flexibility in the educational modality from a distance.
A percentage of 17% of the teach
would be the use of Chat together with the video. Finally, a small percentage, around 3% of
respondents, believe that other media may have a better correlation.
Considering the correlation report
teachers' perception these two media are less relevant when compared to the joint use of the forum. In
other words, in the perception of the interviewees, the forum is undoubtedly the most significa
in the learning process, and its use allows the combination with other technological tools quite
effectively, so that research shows that for 80% of the
4. Final ConsiderationsRegarding the factors related
possible to identify that the forum, video, and chat are considered extremely relevant tools that
significantly aid the teaching
indicate a tendency to stimulate the learning process and when combined can be used in a more
It is worth mentioning that in a distance course the use of such tools becomes essential for the
development of the student since ther
communication make the practice of class is more in existing virtual environments.
Regarding the factors related to influence in the teaching
out as collaborative learning variables, the construction of new knowledge, the interactivity between
students and the autonomy in learning. These factors prove to be significant under the teacher's
perception to define the level of influence exerted in the teaching
Virtual Environments and Communication Media: Identification of the Factors that can
Influence in the Teaching-Learning Process
hing process
the sharing of information, experiences, and knowledge.
This finding may be directly related to the fact that in the dis
forum and the video allow a way of approaching the face
contact between the participants in a more human way.
correlation of media in the learning process is the use of the forum together with Chat. This fact is
probably related to the fact that these media can complement each other in some way.
In the correlation mentioned by the teachers between the forum and chat it is possible to noti
although the chat has a purpose similar to that of the forum, it restricts the participation time and this can be
in some moments a limiter for users who seek flexibility in the educational modality from a distance.
A percentage of 17% of the teach
would be the use of Chat together with the video. Finally, a small percentage, around 3% of
respondents, believe that other media may have a better correlation.
Considering the correlation report
teachers' perception these two media are less relevant when compared to the joint use of the forum. In
other words, in the perception of the interviewees, the forum is undoubtedly the most significa
in the learning process, and its use allows the combination with other technological tools quite
effectively, so that research shows that for 80% of the
4. Final Considerations Regarding the factors related to teachers' perceptions regarding the relevance of the media, it was
possible to identify that the forum, video, and chat are considered extremely relevant tools that
significantly aid the teaching-learning process. These media alone are already relevant
indicate a tendency to stimulate the learning process and when combined can be used in a more
It is worth mentioning that in a distance course the use of such tools becomes essential for the
development of the student since ther
communication make the practice of class is more in existing virtual environments.
Regarding the factors related to influence in the teaching
e learning variables, the construction of new knowledge, the interactivity between
students and the autonomy in learning. These factors prove to be significant under the teacher's
perception to define the level of influence exerted in the teaching
Virtual Environments and Communication Media: Identification of the Factors that can
Learning Process
hing process -learning, so that the student has a better development regarding
the sharing of information, experiences, and knowledge.
Graph V: Media Correlation
This finding may be directly related to the fact that in the dis
forum and the video allow a way of approaching the face
contact between the participants in a more human way.
he learning process is the use of the forum together with Chat. This fact is
probably related to the fact that these media can complement each other in some way.
In the correlation mentioned by the teachers between the forum and chat it is possible to noti
although the chat has a purpose similar to that of the forum, it restricts the participation time and this can be
in some moments a limiter for users who seek flexibility in the educational modality from a distance.
A percentage of 17% of the teachers interviewed reported that the best correlation of media
would be the use of Chat together with the video. Finally, a small percentage, around 3% of
respondents, believe that other media may have a better correlation.
Considering the correlation reported on chat and video, it is possible to infer that in the
teachers' perception these two media are less relevant when compared to the joint use of the forum. In
other words, in the perception of the interviewees, the forum is undoubtedly the most significa
in the learning process, and its use allows the combination with other technological tools quite
effectively, so that research shows that for 80% of the
to teachers' perceptions regarding the relevance of the media, it was
possible to identify that the forum, video, and chat are considered extremely relevant tools that
learning process. These media alone are already relevant
indicate a tendency to stimulate the learning process and when combined can be used in a more
It is worth mentioning that in a distance course the use of such tools becomes essential for the
development of the student since there is a stimulus to autonomous learning and such media of
communication make the practice of class is more in existing virtual environments.
Regarding the factors related to influence in the teaching
e learning variables, the construction of new knowledge, the interactivity between
students and the autonomy in learning. These factors prove to be significant under the teacher's
perception to define the level of influence exerted in the teaching
Virtual Environments and Communication Media: Identification of the Factors that can
learning, so that the student has a better development regarding
the sharing of information, experiences, and knowledge.
Media Correlation
This finding may be directly related to the fact that in the dis
forum and the video allow a way of approaching the face-to
contact between the participants in a more human way. Already for 27% of the interviewees, the best
he learning process is the use of the forum together with Chat. This fact is
probably related to the fact that these media can complement each other in some way.
In the correlation mentioned by the teachers between the forum and chat it is possible to noti
although the chat has a purpose similar to that of the forum, it restricts the participation time and this can be
in some moments a limiter for users who seek flexibility in the educational modality from a distance.
ers interviewed reported that the best correlation of media
would be the use of Chat together with the video. Finally, a small percentage, around 3% of
respondents, believe that other media may have a better correlation.
ed on chat and video, it is possible to infer that in the
teachers' perception these two media are less relevant when compared to the joint use of the forum. In
other words, in the perception of the interviewees, the forum is undoubtedly the most significa
in the learning process, and its use allows the combination with other technological tools quite
effectively, so that research shows that for 80% of the interviewees this media is essential.
to teachers' perceptions regarding the relevance of the media, it was
possible to identify that the forum, video, and chat are considered extremely relevant tools that
learning process. These media alone are already relevant
indicate a tendency to stimulate the learning process and when combined can be used in a more
It is worth mentioning that in a distance course the use of such tools becomes essential for the
e is a stimulus to autonomous learning and such media of
communication make the practice of class is more in existing virtual environments.
Regarding the factors related to influence in the teaching
e learning variables, the construction of new knowledge, the interactivity between
students and the autonomy in learning. These factors prove to be significant under the teacher's
perception to define the level of influence exerted in the teaching
Virtual Environments and Communication Media: Identification of the Factors that can
learning, so that the student has a better development regarding
Media Correlation
This finding may be directly related to the fact that in the distance educational mode, both the
to-face environment, in order to make the
Already for 27% of the interviewees, the best
he learning process is the use of the forum together with Chat. This fact is
probably related to the fact that these media can complement each other in some way.
In the correlation mentioned by the teachers between the forum and chat it is possible to noti
although the chat has a purpose similar to that of the forum, it restricts the participation time and this can be
in some moments a limiter for users who seek flexibility in the educational modality from a distance.
ers interviewed reported that the best correlation of media
would be the use of Chat together with the video. Finally, a small percentage, around 3% of
respondents, believe that other media may have a better correlation.
ed on chat and video, it is possible to infer that in the
teachers' perception these two media are less relevant when compared to the joint use of the forum. In
other words, in the perception of the interviewees, the forum is undoubtedly the most significa
in the learning process, and its use allows the combination with other technological tools quite
interviewees this media is essential.
to teachers' perceptions regarding the relevance of the media, it was
possible to identify that the forum, video, and chat are considered extremely relevant tools that
learning process. These media alone are already relevant
indicate a tendency to stimulate the learning process and when combined can be used in a more
It is worth mentioning that in a distance course the use of such tools becomes essential for the
e is a stimulus to autonomous learning and such media of
communication make the practice of class is more in existing virtual environments.
Regarding the factors related to influence in the teaching-learning process, the following stand
e learning variables, the construction of new knowledge, the interactivity between
students and the autonomy in learning. These factors prove to be significant under the teacher's
perception to define the level of influence exerted in the teaching-learning
Virtual Environments and Communication Media: Identification of the Factors that can
learning, so that the student has a better development regarding
tance educational mode, both the
face environment, in order to make the
Already for 27% of the interviewees, the best
he learning process is the use of the forum together with Chat. This fact is
probably related to the fact that these media can complement each other in some way.
In the correlation mentioned by the teachers between the forum and chat it is possible to noti
although the chat has a purpose similar to that of the forum, it restricts the participation time and this can be
in some moments a limiter for users who seek flexibility in the educational modality from a distance.
ers interviewed reported that the best correlation of media
would be the use of Chat together with the video. Finally, a small percentage, around 3% of
ed on chat and video, it is possible to infer that in the
teachers' perception these two media are less relevant when compared to the joint use of the forum. In
other words, in the perception of the interviewees, the forum is undoubtedly the most significa
in the learning process, and its use allows the combination with other technological tools quite
interviewees this media is essential.
to teachers' perceptions regarding the relevance of the media, it was
possible to identify that the forum, video, and chat are considered extremely relevant tools that
learning process. These media alone are already relevant
indicate a tendency to stimulate the learning process and when combined can be used in a more
It is worth mentioning that in a distance course the use of such tools becomes essential for the
e is a stimulus to autonomous learning and such media of
communication make the practice of class is more in existing virtual environments.
learning process, the following stand
e learning variables, the construction of new knowledge, the interactivity between
students and the autonomy in learning. These factors prove to be significant under the teacher's
learning process.
Virtual Environments and Communication Media: Identification of the Factors that can
learning, so that the student has a better development regarding
tance educational mode, both the
face environment, in order to make the
Already for 27% of the interviewees, the best
he learning process is the use of the forum together with Chat. This fact is
probably related to the fact that these media can complement each other in some way.
In the correlation mentioned by the teachers between the forum and chat it is possible to noti
although the chat has a purpose similar to that of the forum, it restricts the participation time and this can be
in some moments a limiter for users who seek flexibility in the educational modality from a distance.
ers interviewed reported that the best correlation of media
would be the use of Chat together with the video. Finally, a small percentage, around 3% of
ed on chat and video, it is possible to infer that in the
teachers' perception these two media are less relevant when compared to the joint use of the forum. In
other words, in the perception of the interviewees, the forum is undoubtedly the most significant media
in the learning process, and its use allows the combination with other technological tools quite
interviewees this media is essential.
to teachers' perceptions regarding the relevance of the media, it was
possible to identify that the forum, video, and chat are considered extremely relevant tools that
learning process. These media alone are already relevant variables to
indicate a tendency to stimulate the learning process and when combined can be used in a more
It is worth mentioning that in a distance course the use of such tools becomes essential for the
e is a stimulus to autonomous learning and such media of
learning process, the following stand
e learning variables, the construction of new knowledge, the interactivity between
students and the autonomy in learning. These factors prove to be significant under the teacher's
82
learning, so that the student has a better development regarding
tance educational mode, both the
face environment, in order to make the
Already for 27% of the interviewees, the best
he learning process is the use of the forum together with Chat. This fact is
In the correlation mentioned by the teachers between the forum and chat it is possible to notice that
although the chat has a purpose similar to that of the forum, it restricts the participation time and this can be
ers interviewed reported that the best correlation of media
would be the use of Chat together with the video. Finally, a small percentage, around 3% of
ed on chat and video, it is possible to infer that in the
teachers' perception these two media are less relevant when compared to the joint use of the forum. In
nt media
in the learning process, and its use allows the combination with other technological tools quite
to teachers' perceptions regarding the relevance of the media, it was
possible to identify that the forum, video, and chat are considered extremely relevant tools that
variables to
indicate a tendency to stimulate the learning process and when combined can be used in a more
It is worth mentioning that in a distance course the use of such tools becomes essential for the
e is a stimulus to autonomous learning and such media of
learning process, the following stand
e learning variables, the construction of new knowledge, the interactivity between
students and the autonomy in learning. These factors prove to be significant under the teacher's
83 Fábio Braun Silva and Thiene Diniz Braun Silva
In this sense, it is important to emphasize that the factors reported by the teachers are somewhat
complementary since collaborative learning directly promotes the construction of new knowledge, as well
as the integration among the different students. Thus, although the student has greater autonomy in the
development of activities, the progression of learning occurs in a participatory and integrated way.
When analyzing the variables related to the teaching-learning process, it was possible to verify
that the teachers considered the impact of cultural factors on the educational process to be extremely
relevant. In the teachers' perception, such factors are even more significant than issues of a technical
nature such as the domain of technological tools and the speed of connection available for access to the
study platform. In other words, it can be inferred that in practice student performance is more
conditioned to subjective questions than technical factors.
Another important point is that contrary to some previous studies, for instructors interviewed,
the instructional design had little relevance in the teaching-learning process. However, it is necessary
to reinforce that all related factors can, when together, potentiate and consequently provide new
perspectives regarding the analysis performed.
In this way, it is very clear that in practice it is essential to understand the particularities of each
course, as well as the different knowledge, addressed, in order to achieve better results in student learning.
It should be mentioned that a large number of teachers interviewed indicated that the combined
use of different media is extremely relevant in the educational process and that even such correlation
can be carried out in different ways depending on the context worked. An easily observed conclusion is
that, in this sense, the particularities inherent to each theme plays a fundamental role in the adequate
choice of media, and it is, therefore, the duty of the teacher to analyze which combinations of media
best fit the work proposal adopted.
Finally, it is essential to highlight the correlations described by the teachers interviewed. When
analyzed the respective media, it was identified that the forum and video correlate very well. This fact
demonstrates that in the distance mode it is extremely important to use tools that refer users to human
contact characteristic of face-to-face courses. In this aspect, the forum plays this role very well, and the
video can significantly complement this interaction.
To a lesser extent, teachers highlight the forum together with "chat" as an interesting
correlation. Of course, by restricting users to specific times, chat is not very popular for users of
distance education, which in the vast majority of cases seek greater flexibility.
Finally, it is worth noting that it was possible not only to identify the factors that contribute
directly to the learning process but to correlate them in order to indicate how the combination of such
media can potentiate classroom practice. Thus, it was found that the media that allowed greater
interaction asynchronously were more productive.
Thus, this research represented an important reflection on the use of different media in virtual
environments that will undoubtedly assist educational professionals in the development of their activities.
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