Abstract
The appropriation of technologies in education must consider the specificities of each knowledge field and propose the demand for its pedagogical use. In distance learning (DL), which relies on the use of technologies, the reflection on the use of this resource becomes fundamental. Processes, methodologies and materials are usually standardised due to time and production costs. It is necessary to identify an intermediate point in this standardisation that takes into account the specificities of the knowledge fields. This study aims to discuss the pedagogical practices in DL considered appropriate to the knowledge fields, in the appropriate combination of contents, technologies and pedagogical practices. The methodology adopted is qualitative, using survey as a data collection tool. In conclusion, this article indicates that there are, actually, more effective teaching practices for each knowledge field. There are still recommendations in order to study deeply the real learning in each teaching practice.
 Keywords: Higher education, distance learning, pedagogical practices, education technology, TPACK.
Highlights
The appropriation of technologies in education must consider the specificities of each knowledge field, and propose the demand for their pedagogical use (Koehler & Mishra, 2005, 2008; Oliveira & Piconez, 2016; Shulman, 1986, 1987)
Methodologies and materials are usually standardised due to time and production costs (Shearer, 2003); it is necessary to identify an intermediate point in this standardisation that takes into account the specificities of the knowledge areas
This article aims to discuss the pedagogical practices in distance learning (DL) considered appropriate to the areas of knowledge, in the appropriate combination of contents, technologies and pedagogical practices in the teaching of different knowledge fields
Summary
The appropriation of technologies in education must consider the specificities of each knowledge field, and propose the demand for their pedagogical use (Koehler & Mishra, 2005, 2008; Oliveira & Piconez, 2016; Shulman, 1986, 1987). Methodologies and materials are usually standardised due to time and production costs (Shearer, 2003); it is necessary to identify an intermediate point in this standardisation that takes into account the specificities of the knowledge areas. In this sense, this article aims to discuss the pedagogical practices in DL considered appropriate to the areas of knowledge, in the appropriate combination of contents, technologies and pedagogical practices in the teaching of different knowledge fields. Aiming to solve this problem, in mid-2018, an institutional project was created in a Brazilian university that proposes the creation of a model taking into account the nature of the knowledge, in the context of DL (Keser & Semerci, 2019)
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