Avaliação de espaços virtuais de comunicação utilizados e redes de aprendizagem online

Abstract

The social transformations caused by TDIC, enhanced by the convergence of contents and the expansion of the communicational dimension, indicate a growing articulation between communicational and educational aspects. The examination of the existing online learning networks points to the dependence both on the didactic-pedagogical planning and strategy used and on the mobilization of several human (teachers, students, technicians) and non-human (programs, cognitive artifacts, languages ​​and knowledge) associated to make a virtual learning environment (VLE). However, the participating actors change each time the virtual space is (re) used in the educommunicative process. And when the actors change, when starting a new cycle of use, the efficiency of the environment also changes. This research sought to answer the following question: what elements and dimensions should compose an instrument for evaluating Virtual Communication Spaces (EVC) used in education to maintain active and durable online learning networks? Its objective was to carry out a survey to survey parameters with psychometric techniques to construct and scientifically validate an educational EVC assessment instrument. It used mixed experimental research, with collection and analysis of quantitative (psychometric) and qualitative data; the data were analyzed using Grounded Theory methods. The use of this theory as a method of analysis allowed to integrate procedures and generate the theory through elements such as concepts, categories, properties and dimensions. He associated Bruno Latour's Actor-Network Theory with elements of cognitive psychology. The use of these parameters in the analysis of TDIC as a cognitive technical artifact that facilitates learning in socio-technical networks contributed both to the theoretical foundation and to identify the elements and items and compose the proposed construct. Data collection was carried out through bibliographic and webgraphic research, online questionnaire in a focus group, application of an open data collection instrument, notes, interviews, comments, observations and content analysis of links on Internet pages. Based on the crossing of these data, the procedures for the construction and scientific validation of the Educom instrument - Educomunicational Toolbox were developed, with categories of analysis arising from the communicational, socio-technical and pedagogical dimensions. The dimensions and factors found helped to answer the research question and reinforce previous research. The analysis of the results using coding techniques generated a product composed of six phases. The initial five phases showed the difference between a scientifically validated instrument and an opinion instrument. The sixth phase, criterion analysis, presents a proposal for the practical use of the construct in the analysis of real learning interfaces, and allowed to indicate a methodological narrative to facilitate the examination of elements necessary for education to form and maintain groups in online networks. The instrument generated in the thesis thus presents a method to enable a more favorable context for the teacher to mediate networks, mobilize actors, solve problems and deal with the constant and unforeseen situations that arise in education with TDIC, in order to detail the need for new ones. associations / skills to stabilize / destabilize groups in online networks. In this sense, it also favors and broadens the understanding on how to keep learning groups in constant movement in order to preserve the existence of the group even in situations of changing cycles or actors. The aim of the performance of hybrid elements in sociotechnical networks contributes to remove the existing pressure from the teacher as the only one responsible for the efficiency of the VLE, ​​and has its effectiveness distributed as a task among the different human and non-human mediating actors participating in the group formation process learning methods used in education.