A utilização das ferramentas da plataforma moodle: pelos professores, tutores e alunos de geografia licenciatura a distância da UFAL

Abstract

Distance Learning relies on the creation and implementation of Virtual Learning Environments (AVAs), which provides education with new challenges that allow students and teachers / tutors to enter the digital age to enjoy the virtual tools. In view of this reality, this paper sought to present the following question: what are the expectations, advances and challenges of the UAB / UFAL distance learning teachers, tutors and students using the Moodle tools? In this way, we analyze how subjects used the Moodle tools in the teaching and learning processes. As methodological procedures, we used, initially, bibliographical surveys; Then we conducted semi-structured interviews and a questionnaire with nine (09) teachers, four (04) online tutors and five (05) face-to-face tutors. We applied a questionnaire with 44 students from the poles: Maceió, Arapiraca and Palmeira dos Índios. Data were analyzed for the semesters from 2014.2 to 2015.1 in the finished subjects. We perform the data collection, creation of graphs, analysis and the elaboration of tables with the descriptions of the analyzed categories and subcategories. In the theoretical framework, we reviewed Distance Education in Brazil, the Open University of Brazil - UAB, to understand the pathways of the EAD in UFAL, the Training of Geography Teachers in the distance modality, the Political Project Pedagogical - PPP of the Geography course Distance Learning in order to know the virtual tools contained and those used by teachers as users and as teaching tools in Virtual Learning Environments. The contribution of this work in a general way, will favor to the subjects of the research an adequate use of the tools of the platform Moodle, in particular in the context of graduation in Geography Degree EAD of UAB / UFAL. According to the data collected and analyzed (provided by tutors, teachers and students), we conclude that some advances have been observed: autonomous learning regarding the use of some virtual tools; Clear understanding of its purpose; Great practicality that the tools have when being used in the activities made available; Time and usability have made Moodle and tools' handling simpler and easier; Experience with other platforms and with computerized means. As a result of the analysis of the data, we have four teachers presented different difficulties: one teacher reported having little mastery of the virtual tools; Another said to have difficulties in adapting their classes and activities through these tools; Another reported not being able to insert videos in the environment with a long extension. Four tutors reported on the challenge of continually maintaining and developing interactivity in Moodle and creating in students the culture of accessing and manipulating Moodle and its tools on a daily basis. Already some students reported as challenges: disabilities in the area of computing, technologies, for not being able to insert images and follow the interactions in the Chat tool. In this way, we can affirm that interest, motivation and the availability of time to improve and learn to access and handle the tools available in the AVA / MOODLE are necessary to change this scenario, because society is increasingly craving for Search and improvement of new technological knowledge.