A PRESENÇA DO PROFESSOR NO ENSINO A DISTÂNCIA

by SOUZA ÁVILA, ALESSANDRA DE

The main objective of this dissertation is to investigate the kind of interaction that occurs inthe classroom and in distance learning contexts, trying to detect the differences between one andthe other. Four aspects were examined: (1) student/teacher interaction; (2) student/studentinteraction; (3) student/content interaction; and (4) student/instrument interaction. The theoreticalbackground is based mainly on Vygotsky?s ideas, with an emphasis on the Activity Theory,following Leontiev and current development of the theory by Engestrom. The data werecollected during a semester, from two groups, one in the classroom and the other in a distancelearning course, both groups studying the same content. Different instruments were used,including a diary, questionnaires, classroom observation, interviews, and the distance learningplatform itself with its own tools (Teleduc). The results showed that, in terms of interaction,there are more differences than similarities between distance learning and classroom contexts.Among the differences, the following should be highlighted: there is a tendency in distancelearning contexts to eliminate the hierarchy between teacher and student; the role of the teacheras a facilitator is more important in virtual teaching; the tool is more relevant in distance learning.The conclusion is that although there are differences between the two forms of teaching, thesedifferences do not guarante e the efficiency of one over the other