The mobility of professors in performing distance education activities 96 84

Abstract

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.