Navegando por Autor "GARCIA, Marta Fernandes"

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    Escala de avaliação da qualidade de cursos de licenciatura a distância
    (2020) GARCIA, Marta Fernandes; SILVA, Dirceu da
    The article presents the process of construction and validation of a scale to evaluate the quality of distance learning teacher training courses. Four procedures were used: (1) review of the literature; (2) theoretical or face validation; (3) semantic validation and (4) statistical validation, through the Structural Equation Modeling, with the generation of a second-order construct (Quality) using SmartPLS 2.0 software. The Likert scale was structured based on the request to assign a grade between zero and 10 and made available on an online platform. The validation of the Distance Learning Teacher Training Course Evaluation Scale had a sample of 1,060 students from different undergraduate courses in Brazil. The final version was validated with 83 items and eight constructs. Data reliability tests, discriminant and predictive validity, indicator of path coefficients and effect size pointed out very adequate validation indicators. Therefore, the scale constitutes a reliable research instrument, contributing to the evaluation of distance learning teacher training courses.
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    Novos letramentos e docência na educação a distância
    (2017) GARCIA, Marta Fernandes; BUZATO, Marcelo El Khouri; RIEDO, Cássio Ricardo Fares; SILVA, Dirceu da
    This paper discusses the different models of literacy in language studies to consider social practices in higher distance education in Brazil. The study notes that the transliteracies theoretical model provides a useful reference for reflection and action upon critical appropriation of the technological apparatus of online distance education, as such a model contributes to overcoming practices and concepts typical of the instrumentalist, deterministic and utilitarian bias in distance education. By qualifying meaning making practices and modes as traversals of roles, media and languages by literate subjects that attempt to overcome a merely functional dimension of contemporary literacies, the transliteracies model supports educational actors involved in teaching in distance education in a more progressive and critical fashion, with the aim of breaking with training programs that have a purely marketing bias.