Adoption of the moodle by university teachers in the actor-network theory perspective

Bortolato, Márcia Melo; Cruz, Dulce Márcia

Adoption of the moodle by university teachers in the actor-network theory perspective

Many Higher Education Institutions have been adopting Moodle as a support for face-to-face teaching with reference to the pedagogical practices of Distance Education (DE). However, since the conditions of the DE differ from those of classroom teaching, the modes of appropriation of innovation also d...

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Detalles Bibliográficos
Autores:	Bortolato, Márcia Melo, Cruz, Dulce Márcia
Tipo de recurso:	artículo
Estado:	Versión publicada
Fecha de publicación:	2019
País:	Brasil
Institución:	Universidade Federal de Viçosa (UFV)
Repositorio:	Revista Educação em Perspectiva (Online)
Idioma:	portugués
OAI Identifier:	oai:ojs.periodicos.ufv.br:article/7093
Acceso en línea:	https://periodicos.ufv.br/educacaoemperspectiva/article/view/7093
Access Level:	acceso abierto
Palabra clave:	Sociotechnical networks Actor-network theory - ANT Pedagogical practices Redes sociotécnicas Teoría del actor-red - ANT Prácticas pedagógicas Teoria ator-rede – ANT Práticas pedagógicas

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oai_identifier_str	oai:ojs.periodicos.ufv.br:article/7093
network_acronym_str	BR
network_name_str	Brasil
repository_id_str
dc.title.none.fl_str_mv	Adoption of the moodle by university teachers in the actor-network theory perspective Adopción de moodle por profesores universitarios desde la perspectiva de la teoría del actor-red Adoção do moodle por professores universitários na perspectiva da teoria ator-rede
title	Adoption of the moodle by university teachers in the actor-network theory perspective
spellingShingle	Adoption of the moodle by university teachers in the actor-network theory perspective Bortolato, Márcia Melo Sociotechnical networks Actor-network theory - ANT Pedagogical practices Redes sociotécnicas Teoría del actor-red - ANT Prácticas pedagógicas Redes sociotécnicas Teoria ator-rede – ANT Práticas pedagógicas
title_short	Adoption of the moodle by university teachers in the actor-network theory perspective
title_full	Adoption of the moodle by university teachers in the actor-network theory perspective
title_fullStr	Adoption of the moodle by university teachers in the actor-network theory perspective
title_full_unstemmed	Adoption of the moodle by university teachers in the actor-network theory perspective
title_sort	Adoption of the moodle by university teachers in the actor-network theory perspective
dc.creator.none.fl_str_mv	Bortolato, Márcia Melo Cruz, Dulce Márcia
author	Bortolato, Márcia Melo
author_facet	Bortolato, Márcia Melo Cruz, Dulce Márcia
author_role	author
author2	Cruz, Dulce Márcia
author2_role	author
dc.subject.por.fl_str_mv	Sociotechnical networks Actor-network theory - ANT Pedagogical practices Redes sociotécnicas Teoría del actor-red - ANT Prácticas pedagógicas Redes sociotécnicas Teoria ator-rede – ANT Práticas pedagógicas
topic	Sociotechnical networks Actor-network theory - ANT Pedagogical practices Redes sociotécnicas Teoría del actor-red - ANT Prácticas pedagógicas Redes sociotécnicas Teoria ator-rede – ANT Práticas pedagógicas
description	Many Higher Education Institutions have been adopting Moodle as a support for face-to-face teaching with reference to the pedagogical practices of Distance Education (DE). However, since the conditions of the DE differ from those of classroom teaching, the modes of appropriation of innovation also diverge. In order to know the conditions and to what extent the process of adoption of Moodle occurs, a longitudinal case study of five years was carried out at the Federal University of Santa Catarina (UFSC). The research had several instruments (questionnaires, interviews, observation of disciplines and analysis of institutional reports). Merging precepts and methodologies of actor-network theories and diffusion of innovations, it was possible to broaden the vision of the paths traveled by the actants and to reach conclusions that Moodle is being used by the teachers who adopted the platform. However, the vast majority do not use their resources to extend classroom learning before, during and after the face-to-face meeting.
publishDate	2019
dc.date.none.fl_str_mv	2019-12-24
dc.type.driver.fl_str_mv	info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion
format	article
status_str	publishedVersion
dc.identifier.uri.fl_str_mv	https://periodicos.ufv.br/educacaoemperspectiva/article/view/7093 10.22294/eduper/ppge/ufv.v10i0.7093
url	https://periodicos.ufv.br/educacaoemperspectiva/article/view/7093
identifier_str_mv	10.22294/eduper/ppge/ufv.v10i0.7093
dc.language.iso.fl_str_mv	por
language	por
dc.relation.none.fl_str_mv	https://periodicos.ufv.br/educacaoemperspectiva/article/view/7093/5311 https://periodicos.ufv.br/educacaoemperspectiva/article/view/7093/5312
dc.rights.driver.fl_str_mv	Copyright (c) 2019 Educação em Perspectiva info:eu-repo/semantics/openAccess
rights_invalid_str_mv	Copyright (c) 2019 Educação em Perspectiva
eu_rights_str_mv	openAccess
dc.format.none.fl_str_mv	application/pdf application/pdf
dc.coverage.none.fl_str_mv	Brazil; Contemporary Brasil; Contemporáneo Brasil; Contemporâneo
dc.publisher.none.fl_str_mv	Universidade Federal de Viçosa
publisher.none.fl_str_mv	Universidade Federal de Viçosa
dc.source.none.fl_str_mv	Educação em Perspectiva; Vol. 10 (2019): Publicação Contínua; e019032 Educação em Perspectiva; Vol. 10 (2019): Publicação Contínua; e019032 Educação em Perspectiva; v. 10 (2019): Publicação Contínua; e019032 2178-8359 2178-258X reponame:Revista Educação em Perspectiva (Online) instname:Universidade Federal de Viçosa (UFV) instacron:UFV
instname_str	Universidade Federal de Viçosa (UFV)
instacron_str	UFV
institution	UFV
reponame_str	Revista Educação em Perspectiva (Online)
collection	Revista Educação em Perspectiva (Online)
repository.name.fl_str_mv	Revista Educação em Perspectiva (Online) - Universidade Federal de Viçosa (UFV)
repository.mail.fl_str_mv	waniamgl@ufv.br \|\| educacaoemperspectiva@ufv.br
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spelling	Adoption of the moodle by university teachers in the actor-network theory perspective Adopción de moodle por profesores universitarios desde la perspectiva de la teoría del actor-redAdoção do moodle por professores universitários na perspectiva da teoria ator-redeSociotechnical networksActor-network theory - ANTPedagogical practicesRedes sociotécnicasTeoría del actor-red - ANTPrácticas pedagógicasRedes sociotécnicasTeoria ator-rede – ANTPráticas pedagógicasMany Higher Education Institutions have been adopting Moodle as a support for face-to-face teaching with reference to the pedagogical practices of Distance Education (DE). However, since the conditions of the DE differ from those of classroom teaching, the modes of appropriation of innovation also diverge. In order to know the conditions and to what extent the process of adoption of Moodle occurs, a longitudinal case study of five years was carried out at the Federal University of Santa Catarina (UFSC). The research had several instruments (questionnaires, interviews, observation of disciplines and analysis of institutional reports). Merging precepts and methodologies of actor-network theories and diffusion of innovations, it was possible to broaden the vision of the paths traveled by the actants and to reach conclusions that Moodle is being used by the teachers who adopted the platform. However, the vast majority do not use their resources to extend classroom learning before, during and after the face-to-face meeting.Muchas Instituciones de la Enseñanza Superior vienen adoptando Moodle como apoyo a la enseñanza presencial teniendo como referencia las prácticas pedagógicas de la Educación a Distancia (EaD). Sin embargo, como las condiciones de la EaD difieren de las de la enseñanza presencial, los modos de apropiación de la innovación también divergen. Para conocer las condiciones y en qué medida ocurre el proceso de adopción de Moodle se realizó un estudio de caso longitudinal de cinco años en la Universidad Federal de Santa Catarina (UFSC). La investigación contó con variados instrumentos (cuestionarios, entrevistas, observación de disciplinas y análisis de informes institucionales). Al fusionar preceptos y metodologías de las teorías de la red de actores y la difusión de innovaciones, fue posible ampliar la visión de los caminos tomados por los actores y llegar a la conclusión de que Moodle ha sido utilizado por los maestros adoptivos. Sin embargo, la gran mayoría no usa sus recursos para extender el aprendizajes de la sala de clase para antes, durante y después del encuentro presencial.Muitas Instituições de Ensino Superior vêm adotando o Moodle como apoio ao ensino presencial tendo como referência as práticas pedagógicas da Educação a Distância (EaD). Contudo, como as condições da EaD diferem das do ensino presencial, os modos de apropriação da inovação também divergem. Para conhecer as condições e em que medida ocorre o processo de adoção do Moodle foi realizado um estudo de caso longitudinal de cinco anos na Universidade Federal de Santa Catarina (UFSC). A pesquisa contou com variados instrumentos (questionários, entrevistas, observação de disciplinas e análise de relatórios institucionais). Mesclando preceitos e metodologias das teorias ator-rede e difusão de inovações conseguiu-se ampliar a visão dos caminhos percorridos pelos actantes e chegar à conclusão que o Moodle vem sendo usado pelos professores adotantes. No entanto, a grande maioria não usa os seus recursos para estender as aprendizagens da sala de aula para antes, durante e depois do encontro presencial.Universidade Federal de Viçosa2019-12-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.ufv.br/educacaoemperspectiva/article/view/709310.22294/eduper/ppge/ufv.v10i0.7093Educação em Perspectiva; Vol. 10 (2019): Publicação Contínua; e019032Educação em Perspectiva; Vol. 10 (2019): Publicação Contínua; e019032Educação em Perspectiva; v. 10 (2019): Publicação Contínua; e0190322178-83592178-258Xreponame:Revista Educação em Perspectiva (Online)instname:Universidade Federal de Viçosa (UFV)instacron:UFVporhttps://periodicos.ufv.br/educacaoemperspectiva/article/view/7093/5311https://periodicos.ufv.br/educacaoemperspectiva/article/view/7093/5312Brazil; ContemporaryBrasil; ContemporáneoBrasil; ContemporâneoCopyright (c) 2019 Educação em Perspectivainfo:eu-repo/semantics/openAccessBortolato, Márcia MeloCruz, Dulce Márcia2020-02-27T21:04:02Zoai:ojs.periodicos.ufv.br:article/7093Revistahttps://periodicos.ufv.br/educacaoemperspectiva/indexPUBhttps://periodicos.ufv.br/educacaoemperspectiva/oaiwaniamgl@ufv.br \|\| educacaoemperspectiva@ufv.br2178-83592178-258xopendoar:2020-02-27T21:04:02Revista Educação em Perspectiva (Online) - Universidade Federal de Viçosa (UFV)false
score	15.300719

Adoption of the moodle by university teachers in the actor-network theory perspective

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