O AVEA deve fornecer feedback estruturado e imediato (Robb e Fisher, 2015ROBB, M.; FISHER, M. Functionality tools: time management approaches for facilitating an online course in Moodle. Teaching and Learning in Nursing, v. 10, n. 4, p. 196-199, 2015. https://doi.org/10.1016/j.teln.2015.05.002 https://doi.org/https://doi.org/10.1016/...
; Tuffley e Antonio, 2015TUFFLEY, D.; ANTONIO, A. Enhancing educational opportunities with computer-mediated assessment feedback. Future Internet, v. 7, n. 3, p. 294-306, 2015. https://doi.org/10.3390/fi7030294 https://doi.org/https://doi.org/10.3390/...
; Laflen e Smith, 2017LAFLEN, A.; SMITH, M. Responding to student writing online: Tracking student interactions with instructor feedback in a learning management system. Assessing Writing, v. 31, p. 39-52, 2017. https://doi.org/10.1016/j.asw.2016.07.003 https://doi.org/https://doi.org/10.1016/...
). |
Utilização de mecanismos de feedback do Moodle; feedbacks estruturados, realizados pelos colegas em atividades colaborativas. |
As atividades propostas devem influenciar a aprendizagem de forma colaborativa (Peachey, Jones e Jones, 2006PEACHEY, P.; JONES, P.; JONES, A. Encouraging student participation in an online course using “pull” initiatives. Electronic Journal of e-Learning, Reino Unido, v. 4, n. 1, p. 67-78, 2006.; Logan, 2012LOGAN, L. Replicating interactive graduate student writing workshops in the virtual classroom: best practices for meeting learning objectives and controlling costs. Journal of Applied Learning Technology, v. 2, n. 3, p. 11-15, 2012.; Stockleben et al., 2017STOCKLEBEN, B. et al. Towards a framework for creative online collaboration: a research on challenges and context. Education and Information Technologies, v. 22, n. 2, p. 575-597, 2017. https://doi.org/10.1007/s10639-016-9483-z https://doi.org/https://doi.org/10.1007/...
). |
Atividades colaborativas propostas por meio das ferramentas: fórum, laboratório de avaliação, glossário. |
Organização dos recursos de forma a incentivar a interação entre os atores envolvidos com o AVEA (Pavey e Garland, 2004PAVEY, J.; GARLAND, S. W. The integration and implementation of a range of “e-tivities” to enhance students’ interaction and learning. Innovations in Education and Teaching International, v. 41, n. 3, p. 305-315, 2004. https://doi.org/10.1080/14703290410001733276 https://doi.org/https://doi.org/10.1080/...
; Uys, 2010UYS, P. M. Implementing an open source learning management system: a critical analysis of change strategies. Australasian Journal of Educational Technology, v. 26, n. 7, p. 980-995, 2010. https://doi.org/10.14742/ajet.1029 https://doi.org/https://doi.org/10.14742...
; Merillat e Scheibmeir, 2016MERILLAT, L.; SCHEIBMEIR, M. Developing a quality improvement process to optimize faculty success. Journal of Asynchronous Learning Network, v. 20, n. 3, p. 159-172, 2016. http://dx.doi.org/10.24059/olj.v20i3.977 https://doi.org/http://dx.doi.org/10.240...
; Stockleben et al., 2017STOCKLEBEN, B. et al. Towards a framework for creative online collaboration: a research on challenges and context. Education and Information Technologies, v. 22, n. 2, p. 575-597, 2017. https://doi.org/10.1007/s10639-016-9483-z https://doi.org/https://doi.org/10.1007/...
). |
Integração das diversas tecnologias do AVEA em práticas colaborativas e individuais; disponibilização de material didático em diversos formatos (vídeos, imagens, podcasts, textos etc.). |
Redesenho da estrutura dos AVEA incentivando a inovação quanto ao método de organização (Lai e Savage, 2013LAI, A.; SAVAGE, P. Learning management systems and principles of good teaching: instructor and student perspectives. Canadian Journal of Learning and Technology, v. 39, n. 3, p. 21, 2013.; Power e Kannara, 2016POWER, J.; KANNARA, V. Best-practice model for technology enhanced learning in the creative arts. Research in Learning Technology, v. 24, p. 1-16, 2016. https://doi.org/10.3402/rlt.v24.30231 https://doi.org/https://doi.org/10.3402/...
; Linder, Bruenjes e Smith, 2017LINDER, K. E.; BRUENJES, L. S.; SMITH, S. A. Hybrid platforms, tools, and resources. New Directions for Teaching and Learning, v. 2017, n. 149, p. 27-36, 2017. https://doi.org/10.1002/tl.20224 https://doi.org/https://doi.org/10.1002/...
). |
Abordagem Modelo SECI (socialização, externalização, combinação e internalização). |
Otimização da elaboração e aplicação das atividades por meio das ferramentas do AVEA com base no gerenciamento de tempo (Richardson, 2005RICHARDSON, D.; WATTS, B. Experiences of using a virtual learning environment with aconcentrated class. International Journal Continuing Engineering Education and Lifelong Learning, v. 15, n. 1-2, p. 108-120, 2005. https://doi.org/10.1504/IJCEELL.2005.006796 https://doi.org/https://doi.org/10.1504/...
; Lai e Savage, 2013LAI, A.; SAVAGE, P. Learning management systems and principles of good teaching: instructor and student perspectives. Canadian Journal of Learning and Technology, v. 39, n. 3, p. 21, 2013.; Robb e Fisher, 2015ROBB, M.; FISHER, M. Functionality tools: time management approaches for facilitating an online course in Moodle. Teaching and Learning in Nursing, v. 10, n. 4, p. 196-199, 2015. https://doi.org/10.1016/j.teln.2015.05.002 https://doi.org/https://doi.org/10.1016/...
; Tuffley e Antonio, 2015TUFFLEY, D.; ANTONIO, A. Enhancing educational opportunities with computer-mediated assessment feedback. Future Internet, v. 7, n. 3, p. 294-306, 2015. https://doi.org/10.3390/fi7030294 https://doi.org/https://doi.org/10.3390/...
; Laflen e Smith, 2017LAFLEN, A.; SMITH, M. Responding to student writing online: Tracking student interactions with instructor feedback in a learning management system. Assessing Writing, v. 31, p. 39-52, 2017. https://doi.org/10.1016/j.asw.2016.07.003 https://doi.org/https://doi.org/10.1016/...
). |
Otimização por meio de feedback predefinidos; Utilização dos recursos do AVEA. |
Planejamento antecipado, boas habilidades organizacionais, maior atenção aos detalhes e melhores habilidades de comunicação escrita. (Lopez e Eldridge, 2010LOPEZ, G.; ELDRIDGE, S. A working prototype to promote the creation and control of knowledge in supply chains. International Journal of Networking and Virtual Organisations, v. 7, n. 2-3, p. 150-162, 2010.; Logan, 2012LOGAN, L. Replicating interactive graduate student writing workshops in the virtual classroom: best practices for meeting learning objectives and controlling costs. Journal of Applied Learning Technology, v. 2, n. 3, p. 11-15, 2012.; Merillat e Scheibmeir, 2016MERILLAT, L.; SCHEIBMEIR, M. Developing a quality improvement process to optimize faculty success. Journal of Asynchronous Learning Network, v. 20, n. 3, p. 159-172, 2016. http://dx.doi.org/10.24059/olj.v20i3.977 https://doi.org/http://dx.doi.org/10.240...
). |
Planejamento da disciplina com base no método PDCA (planejar, desenvolver, controlar, agir) e aplicações de atividades que incentivem a comunicação escrita. |