Interaction in distance learning pedagogy: the views of tutors and students

Abstract

DOI: http://dx.doi.org/10.14244/198271991349

This study shares the results of a survey that sought to analyze the process of interaction in a Virtual Learning Environment – VLE from the perspective of students and tutors of a distance learning course of Pedagogy offered by a Brazilian public university. Based on a critical paradigm and a qualitative methodology, this article presents a discussion on the role of interaction in distance learning courses, from the viewpoints of students and tutors. The participants´ concepts of interaction were analyzed from the dialectic and socio-historical perspective, according to which interaction is established in the social relations and mediated by the educator to promote learning. The results suggest that interaction is characterized as a form of communication that takes place especially in the virtual setting, and that it has a strong unidirectional character, not so interactionist, as it occurs in only one direction, in this case from students towards tutors as far as schoolwork is concerned. It was concluded that both tutors and students need to reframe the concept of interaction, considered in the study as a process of ‘wholeness’. In the concept of ‘wholeness’, communication occurs so that the Interacting participant is wholly involved in the communication. His perception of communication is twofold, simultaneous, that is, he sees himself as whole, both in interaction and in the wholeness process. The dialogs in this process occur in a historical, social and dialectical way. Therefore, we support a process that goes beyond interaction, that is, wholeness to promote effective learning in DE – Distance Education.

Keywords: Distance education, Virtual settings, Interactions, Pedagogy.