| Revista: | Latin American Journal of Development |
| Base de datos: | CLASE |
| Número de sistema: | 000507124 |
| ISSN: | 2674-9297 |
| Autores: | Miranda, Naiola Paiva de1 |
| Instituciones: | 1Faculdade Evangelica de Tecnologia, Ciencias, Biotecnologia da CGADB, Rio de Janeiro. Brasil |
| Año: | 2021 |
| Periodo: | Jul-Ago |
| Volumen: | 3 |
| Número: | 4 |
| Paginación: | 1947-1954 |
| País: | Brasil |
| Idioma: | Portugués |
| Tipo de documento: | Artículo |
| Enfoque: | Analítico |
| Resumen en inglés | It was observed that the research presented in the final model provided by the multiple regression and comparing the standardized coefficients β, the conceptual dimension had the greatest weight in the composition of the evaluation scale score (β = 0.529), it was understood that conceptual knowledge is well represented in the evaluation of students towards tutors. The attitudinal knowledge reached a level of (β = 0.319), indicating a median line among the knowledge, which means that the degree of motivation is above average in relation to the results of theconceptual knowledge. The procedural knowledge was below the average of the conceptual knowledge, at a level of (β=0.233). The results pointed out that this level reveals that although the tutor receives everything ready, the methodologies and didactic strategies should be more intensified, as he/she needs to mediate with regard to adequate language, more intensified online social presence in the virtual learning environment, directed learning activities, and diagnostic, formative, and continuous assessment activities that regulate student learning |
| Resumen en portugués | Quanto ao saber atitudinal atingiu a um patamar de (β = 0,319), sinalizou a uma linha mediana entre os saberes, o que se concebe que o grau de motivação se encontra acima da média em relação aos resultados dos saberes conceituais. O saber procedimental apresentou-se abaixo da média que o saber conceitual, a um nível de (β=0,233). Os resultados apontaram que este nível revela que apesar de o tutor receber tudo pronto, as metodologias e estratégias didáticas devem ser mais intensificadas, pois precisa mediar no que concerne a linguagem adequada, presença social online mais intensificada no ambiente virtual de aprendizagem, atividades de aprendizagens direcionadas e atividades de avaliação diagnósticas, formativas e contínuas que regulem a aprendizagem do aluno |
| Disciplinas: | Educación |
| Palabras clave: | Educación superior, Educación a distancia, Evaluación educativa, Brasil, Educación semipresencial, Tutores, Evaluación de saberes, Mediación digital, Aprendizaje |
| Keyword: | Higher education, Distance education, Educational assessment, Brazil, Semi face to face education, Tutors, Knowledge evaluation, Digital mediation, Learning |
| Texto completo: | Texto completo (PDF) |
