Elementos motivadores no design instrucional e nas interações verbais em um programa de apropriação do Moodle

AUTOR(ES)
DATA DE PUBLICAÇÃO

2010

RESUMO

Inserted in the Applied Linguistics area, in the line of Language, Education and Technology research, this work aims to detect the presence (or absence) of motivational elements in the instructional design and in the verbal interactions between researcher and participant-teacher of a Moodle instrumentalization program. Enhancing motivation when teaching in virtual contexts has been emphasized by several authors, such as Vafa (1999), Figl and Bauer (2008), Kim (2009) and Keller (1983). Selection of adequate tools and preparation of instructors must be associated for the elaboration of interesting environments which strengthen motivational aspects that promote and sustain participants engagement and, additionally, favour the appropriation process. In this program, the researcher guided the participant teacher in a Moodle site specially built to this end. From the moment the participant-teacher displayed a reasonable degree of autonomy, her practice was directly carried out in the actual context of application, that is, in the elaboration of Moodle sites to supplement her face to face classes. Kellers (1983) contributions assisted in the analysis of the guidance site and Kerbrat- Orecchionis (2006) theory was taken as the basis for the linguistic-discursive analysis of the e-mail verbal interactions. Marcushis (2002) reflections on electronic speech justify the choice of Kerbrat-Orecchionis (2006) contributions. Action research was chosen as the general methodological approach. The results of the analysis confirmed the presence of motivational elements in the guidance Moodle site. According to ARCS Model, elements classified in the categories of attention, relevance, confidence and satisfaction were detected. Moreover, motivational elements were detected in the verbal interactions between researcher and participant, materialized in linguistic manifestations of politeness, according to Kerbrat-Orecchionis (2006) proposal. These two sets of motivational elements, in our view, were decisive in the participants Moodle appropriation

ASSUNTO(S)

interação verbal verbal interaction motivacao na educacao motivation software gratuito moodle instructional design linguagem e linguas -- estudo e ensino -- ensino auxiliado por computador ensino auxiliado por computador linguistica aplicada design instrucional

ACESSO AO ARTIGO

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