ONLINE EDUCATION: SOME DIFFERENCES BETWEEN THE PEDAGOGICAL DISCOURSES AND THE ACTUAL PERCEPTION OF STUDENTS

Renata Luiza Costa, Alcides Hermes Thereza Júnior

Abstract


This paper presents the results from an empirical research about the importance that the teacher represents to learning as perceived by online students and as stated in some pedagogical discourses about online education. We also present the differences between those discourses and the students´ discourses. Based on Cultural-Historical Theory (DAVYDOV, 1988; LIBâNEO, 2004; 2011) and on Social Constructionism (LENOIR, 2009; 2014), this research was conducted under dialectical approach. Forty-six online students answered and commented the questionnaire. The results shows that, although some pedagogical discourses for online education state that in that education teachers are not necessary because students should be autonomous, 73% of the students interwied states they need a teacher to learn with no gaps.

Keywords: Online Education; Online Students Perception; Distance Education; Online Pedagogical-Didactic Mediation.

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DOI: https://doi.org/10.14571/brajets.v8.n1.91-100



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This work is licensed under a Creative Commons Attribution 3.0 Unported License.

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