Fatores de presença social, cognitiva, afetiva e de ensino em cursos à distância

Abstract

The relevance of this study is in the investigation of teaching, affective, social and cognitive presence factors in distance education. Initially, the concept and classification of presence is addressed; later, elements of the formative context related to teaching, affective, social and cognitive presences are identified. This theme was addressed in order to understand how students and teachers of semi-distance courses offered by the Federal Institute of Education, Science and Technology of Ceará perceive, act and react to their interactions in the Virtual Teaching and Learning Environment used by the institution, social communities and face-toface meetings, and thereby identify factors related to teaching, affective, social and cognitive presence. Thus, understanding this process can favor the improvement of teaching and learning conditions, as well as the choice of technological means and the construction of the didactic material adopted in the training courses, in this case, in distance education. The research had as general objective to investigate the forms of presence manifestation, aiming to point out the factors that favor the perception of the presence of teaching, social, cognitive and affective in distance courses. The methodology of this work, characterized by a qualitative and exploratory approach, is designed with a focus on identifying teaching, affective, social and cognitive presence factors in distance courses. The study was organized in six moments, detailed in the following sections: identification/definition of presence indicators in the didactic material; expansion of indicators and research area; expansion of indicators related to administrative management; organization of indicators; validation of indicators and development of guidelines for the use of indicators. Among the considerations obtained, factors related to the communication and the pedagogical relationship between teacher and students favoring the reduction of transactional distance were noticed. In addition, the encouragement of collaboration between students, autonomy, self-learning, dialogue, interaction, time flexibility and program structure are considered, in this study, as variables that directly affect the perception of the most varied types of presence, amongst them: teaching, affective, cognitive and social.