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- W3201399663 abstract "This research sought to examine the appropriation of autonomy by learners, understood as an instance of authorship in the learning process over a course held in a virtual environment. The aim of the investigation was the Specialization Course in Pedagogical Coordination of the Federal University of Tocantins (Brazil) made available to 400 teachers from public schools. In the theoretical part, we sought to understand the concept of student autonomy in the learning process from the understanding of the new requirements of proactiveness and authorship mediated by digital technologies in education. It was necessary to understand how teachers wanted learners to behave in relation to the learning management as to whether the issue of autonomy was just a speech or if indeed, there was room for proactiveness and authorship of learners. With this purpose we departed for the experiential component of the course, where we performed a case study in order to investigate the management of learning from the appropriation ofautonomy by learners. The main source of data were the forums and memorials used to follow the course. A content analysis of 1,327 forum messages and 406 memorials were performed. The results indicated an authoritarian teacher profile with prevalence of issuing orders or messages that assumed dependence. Three levels of autonomy appropriation were identified: (i)the instrumental autonomy -the ability to resolve issues surrounding the learning process ; ( ii ) the conceptual cognitive autonomy -appropriation of new concepts ; (iii) the critical autonomy -change in the worldview that structures the ability to link theory and practice. We note that autonomy is manifested in four levels: dependence, proactivity, metacognitive learning and intervention , these are not static or exclusive levels . Based on this research we can state that a proposed curriculum for online courses should be different from the traditional, transmissive courses, guided by the learning management, and a strong pedagogical mediation. The integration of technology, content and teaching methodology, combined with a strong mediation is the mainstay of a proposed curriculum for the course in a virtual environment in order to promote appropriation of autonomy by learners." @default.
- W3201399663 created "2021-09-27" @default.
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- W3201399663 date "2014-01-01" @default.
- W3201399663 modified "2023-09-23" @default.
- W3201399663 title "A gestão da aprendizagem em ambiente virtual: The management of learning in a virtual environment" @default.
- W3201399663 hasPublicationYear "2014" @default.
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