The mobility of professors in performing distance education activities

• Madalena Pereira da Silva

  Postgraduate Program in Education at the University of Planalto Catarinense and Postgraduate Program in Basic Education at the University of Alto Vale do Rio do Peixe

  https://orcid.org/0000-0002-8886-2822 (unauthenticated)

  Author

• Marina Patrício de Arruda

  the University of Caxias do Sul

  Author

• Marlene Zwierewicz

  Postgraduate Program in Basic Education at the University of Alto Vale do Rio do Peixe

  https://orcid.org/0000-0002-5840-1136 (unauthenticated)

  Author

• Stéfano Frizzo Stefenon

  Electrical Engineering Course at Universidade do Planalto Catarinense

  https://orcid.org/0000-0002-3723-616X (unauthenticated)

  Author

• Fernanda Cristina Silva Ferreira

  Electrical Engineering Course at Universidade do Planalto Catarinense

  Author

• Anne Carolina Rodrigues Klaar

  National Industrial Training Service

  Author

• Cristina Keiko Yamaguchi

  Postgraduate Program in Environment and Health at the University of Planalto Catarinense and Postgraduate Program in Development and Society at the University of Alto Vale do Rio do Peixe

  Author

• Alexandre Tripoli Venção

  Electrical Engineering Course at Universidade do Planalto Catarinense

  Author

• Rodrigo Branco

  Electrical Engineering Course at Universidade do Planalto Catarinense

  Author

• Diogo Felipe Steinheuser

  Electrical Engineering Course at Universidade do Planalto Catarinense

  Author

The article investigates the strategies used by Distance Education (DE) tutors to mobilize students in carrying out the activities available in the Virtual Learning Environment. To reflect on the mobility of tutors, learning theories outlined for Distance Education were revisited. The methodology consisted of a study applied at a university in southern Brazil. As a data collection instrument, a questionnaire was developed and applied to a group of tutor professors who work in DE. The testimonies obtained were analyzed to show the strategies used to mobilize students in the perspective of meaningful learning. The analysis showed that the terms mobilization and motivation are used interchangeably; the dimensions of meaningful learning (active, authentic, cooperation, constructive and intentional) are used to mobilize students, but not all dimensions have been captured in digital reports. This can be indicative of prioritizing one dimension over another. It was concluded that further investigations should be carried out to demystify the tutor's strategies regarding learning theories.

1. Marina Patrício de Arruda, the University of Caxias do Sul

   Postgraduate Program in Education

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Copyright (c) 2020 Madalena Pereira da Silva, Marina Patrício de Arruda, Marlene Zwierewicz, Stéfano Frizzo Stefenon, Fernanda Cristina Silva Ferreira, Anne Carolina Rodrigues Klaar, Cristina Keiko Yamaguchi, Alexandre Tripoli Venção, Rodrigo Branco, Diogo Felipe Steinheuser

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