Teachers Access to a Brazilian Virtual Learning Community Over Time: Why They do Not Come Back

Mauricio Pinto da Luz, Daniel Salvador, Luiz Rolando

Resumo


A virtual learning community, created in association with courses offered within an online professional development program for Brazilian biology teachers, was reviewed over a two-year period. This virtual learning community is designed to be moderated and managed solely by the teachers themselves without any guidance. The results showed a recurring participation pattern, expressed by a large number of page and message views, for short periods of time during the courses, followed by a sharp drop in those views after the courses closed. This pattern was unrelated to course subject or duration. The questionnaires revealed that teachers who did or did not access the virtual community after the end of their courses were indistinguishable from their demographic profiles or digital skills. The analysis of teachers’ responses to the questionnaire showed that the lack of time due to work overload was the main reason why teachers abandoned the virtual learning community, regardless of highly positive user evaluations. The implications of the results for the future implementation of virtual learning communities in developing countries are discussed.


Keywords: In-service teacher education. Lifelong learning. Virtual Learning Communities.

Acesso de Professores a uma Comunidade Virtual Brasileira ao Longo do Tempo: Por que Eles Não Voltam

Uma comunidade virtual de aprendizagem, criada em associação com cursos oferecidos dentro de um programa online de desenvolvimento profissional para professores de Biologia, foi analisada durante um período de dois anos. Essa comunidade virtual de aprendizagem foi desenvolvida para ser moderada e gerenciada exclusivamente pelos próprios professores, sem nenhum tipo de orientação. Os resultados mostraram um padrão recorrente de adesão, expresso por um grande número de visualizações de páginas e mensagens, por curtos períodos de tempo durante os cursos, seguido por uma queda acentuada dessas visualizações após o encerramento dos cursos. Esse padrão não estava relacionado ao assunto ou duração dos cursos. Os questionários revelaram que os professores que acessaram ou não a comunidade após o término de seus cursos eram indistinguíveis em relação a seus perfis demográficos ou habilidades digitais. A análise das respostas dos professores ao questionário mostrou que a falta de tempo devido à sobrecarga de trabalho foi a principal razão pela qual os professores abandonaram a comunidade virtual de aprendizagem, independentemente das avaliações altamente positivas dos usuários. As implicações dos resultados para a futura implementação de comunidades virtuais de aprendizagem em países em desenvolvimento são discutidas.

 

Palavras-chave: Formação de professores em serviço. Aprendizagem ao longo da vida. Comunidades virtuais de aprendizagem.


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DOI: https://doi.org/10.18264/eadf.v9i1.804



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