Abstract
Netnography is a research procedure to analyse people inserted in digital communities applied, in this research, at Virtual University of the State of São Paulo, the first Brazilian public institution that offers only distance education. The aim of this paper is to know what happens in the course Calculus III, of the undergraduate in Physics, with the interaction, assessment and technology, by applying netnography in forums. As a result, assessment is often referred to deal with the differences between what is expressed in the lessons from what is assessed. For interaction, it was verified that only 10% of the students participated in the forums, a cornerstone for the online interaction. Finally, it was seen that the technology can facilitate learning, as long as they are added in an intentional way. It can be seen that the netnography can bring relevant elements to analyse contexts of distance education.
Highlights
Oliveira Open PraxisAppropriating technologies for teaching and learning purposes is a fundamental element in the contemporary educational context – especially at the time of the COVID-19 pandemic and DOI: 10.5944/ openpraxis.13.3.133 after this event
There is a possibility that netnography is one of the data collection techniques of a larger research or that it is the core of the research, the central methodological approach, and other techniques may be used in order to complement
It allowed monitoring the interactions in the Questions and Answers forums of a course of the undergraduate in Physics
Summary
Oliveira Open PraxisAppropriating technologies for teaching and learning purposes is a fundamental element in the contemporary educational context – especially at the time of the COVID-19 pandemic and DOI: 10.5944/ openpraxis.13.3.133 after this event . Distance education needs this reflection, since, sometimes, the application of technologies in this modality can be considered as something “natural” or “automatic”: use of forums for discussions, videos for exhibitions, tests to verify learning, texts for individual study etc. None of these tool choices, can be taken thoughtlessly, since each area of knowledge, each pedagogical basis, each group of technologies and each context may demand a different set of solutions to favor the learning of this specific group of students (Garbin & Oliveira, 2019)
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