The reflective process of academic coordinators in an online course

The objective of this text is to review the reflective process of academic coordinators in a continuing education online course and confront the original findings of the study to the constitutive pilars of the Multiliteracies Pedagogy (Cope & Kalantzis: 2000). The data which made this reflection possible, collected and interpreted based on the Hermeneutic-Phenomenological Approach (Freire: 2006; van Manen: 1990), revealed that the themes which constituted the reflective process of coordinators in an online course, as well as the online course through which these data were collected seem to show proximity and alignment to the Multiliteracies Pedagogy pilars.

Palavras-chave:
situated learning; reflection; technology; multiliteracies