Assessment of knowledge in online mediation in distance higher education

Abstract

Distance higher education in Brazil has been challenged to integrate this new educational process with a body of education professionals, including the face-to-face tutor and the distance tutor. This work discusses the distance tutor, the objective is to evaluate the knowledge of the online mediation of the distance tutor in higher education. The relevance of this study is related to the need to evaluate the tutor's work during and after their performance and what needs to be improved. The distance tutor with the use of tools and artifacts performs the online mediation of the student's learning through the virtual learning environment. It is asked, therefore, what knowledge does the distance tutor need to appropriate to carry out this educational work in distance higher education? In the cross-sectional and descriptive research, the data had a quantitative approach. Developed from the theoretical framework in relation to attitudinal, conceptual, and procedural knowledge (COLL,1998). It was observed that the research in the final model provided by the multiple regression and comparing the standardized coefficients β, presented in the conceptual dimension greater weight in the composition of the grade of the evaluation scale (β = 0.529), it was understood that the conceptual knowledge is well represented in the assessment of students towards tutors. As for the attitudinal knowledge, it reached a level of (β = 0.319), signaling a median line between the knowledge, which is conceived that the degree of motivation is above average relative to the results of conceptual knowledge. Procedural knowledge was below average than conceptual knowledge, at a level of (β=0.233). The results showed that this level reveals that although the tutor receives everything ready, the methodologies and didactic strategies must be more intensified, as they need to mediate with regard to adequate language, more intensified online social presence in the virtual learning environment, with activities of targeted learning and diagnostic, formative and continuous assessment activities that regulate student learning.

DOI: 10.56238/pacfdnsv1-078