Study by: Anise A. G. D'O. FERREIRA
Abstract
This paper discusses insights gained from the author's experience in planning and teaching two courses aimed at improving academic Internet use in research and teaching by college teachers, professionals, and master's degree candidates. The courses involved different educational strategies. The first one had prescriptive goals and tasks; the second had a content-based, goal-oriented activity, in which certain abilities, subgoals, and knowledge were implicitly required. The evaluation of both courses was based on students' effective engagement in course activities, measured by class attendance, dropout rate, students' reports, interaction, and performance observations in both online and in-class activities. The results highlighted three important influences on learning: institutional infrastructure and policies for faculty and graduate student improvement, students' previous experience (e.g., proficiency in English reading or computer use), and motivational engagement, which can be ascribed to a participatory and constructive learning environment at the cost of more time-consuming interaction among participants and with the instructor. This paper raises questions about institutional policies for faculty training, theoretical and methodological issues in motivational aspects of the learning environment, implications for future online courses, and their evaluation.
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