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VASCONCELOS (2018)SANTOS, Gilberto Lacerda. Ensinar e aprender no meio virtual: rompendo paradigmas. Educação e Pesquisa, São Paulo, v.37, n.2, p. 307-320, 2011. Paraíba Master Thesis |
Analyze the production and use of video classes from a distance course of Bachelor of Public Administration. |
Documentary and descriptive field research. Documentary resource and semi-structured interview |
Inadequate posture in front of the camera; lack of synchronization of slide contents concerning the oral explanation; mismatch between visual information exposure (slides) and oral information (speech); recording performed in an impoverished setting or traditional classrooms, offices, or auditoriums without virtual resources. Several needs: teacher education for the production of video classes; integration of the multidisciplinary team; pedagogical support for the production of video classes; a policy that systematizes institutional guidelines for the production/use of instructional material (video classes); physical infrastructure (inadequate studios) and human resources. The production of video classes is an overload and generates negative experiences and feelings of helplessness, discomfort, frustration, demotivation, and teachers’ physical and mental exhaustion. The result is the precariousness of D.E., with limited and weakened educational processes. |
Video classes can lower barriers in the relationship between teacher and students; promote humanization; favor communication and interaction with students and facilitate learning in D.E. However, video class production needs to be considered in the initial and continuing education of teachers. |
| MACHADO (2018) Rio de Janeiro Master Thesis |
Investigate the social representations of the video class among teachers and apply a video class training workshop |
Open questionnaire |
Concerning video lessons, the teachers demonstrate disinterest and resistance to recording; ignorance of the production practice; difficulty with the camera; fear; shame; artificiality; and identity conflicts as a D.E. teacher. |
Changing the representations of teachers about video classes is required. |
| BARBOSA (2018) Paraná Master Thesis |
Understand the importance of verbal and non-verbal language and how it can favor communication in the tele class. |
Qualitative Semi-structured Interview |
Have control over aspects of appearance and image and language in front of the cameras, just like a communicator: movements, rhythms, posture, gesticulation, gaze, facial expression, clothing, voice (“restrained and rhythmic”), accessories, makeup, clothing with its textures, patterns, and colors, hair with its dye, cut and hairstyle, among others. |
The teacher’s appearance, image, and language (verbal and non-verbal expressiveness) are essential in the tele class to improve students’ communication, interaction, empathy, and learning. |
| SILVA JR (2017) Pernambuco Master Thesis |
Analyze how the teacher’s didactic-pedagogical contributions are mobilized in the video classes, considering the teaching dynamics’ influence. |
Qualitative: Case study - Interview with teachers and producers of video classes. Observation of video classes.Questionnaire with students |
Teachers lack education and knowledge about the production of video classes and the problems and difficulties concern “cinematographic” aspects: scriptwriting; dealing with cameras; use of oral and body language; adequacy between text, speech, and image on the slides; neglect of didactic subsidies (interaction with other resources, dialogism, and revision at the closure). There is also a lack of communication and teacher participation with the video class’s pre-production team. |
Continued education for video class production should include scriptwriting, slide production, communication, language suitable for the target audience, oral and body language (verbal and non-verbal resources), and educational aids. |
| PRIULI (2017) São Paulo Master Thesis |
Describe and interpret a human transposition phenomenon/ experience - the adaptation of class to video class |
Qualitative: Reports, questionnaires, hermeneutic conversations. Students of language courses at a private university |
Strangeness of the recorded voice, pauses in speech, nervousness, use of the camera and self-exposure; non-existent co-authorship between teachers and audiovisual producers; reproduction of a traditional class, with the impoverishment of the audiovisual language and the production of meanings. Formation gaps: use of audiovisual language; adaptation and transposition of languages taking into account the interaction in asynchronous communication. |
Revisit the concept of class in times of hybridization. Teacher education needs to involve the appropriation of audiovisual language and TICs for narratives and ways of expressing themselves in video classes. |
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CAMPOS (2017CAMPOS, Wellington O. O uso de videoaulas na educação corporativa - o caso Universidade Petrobras. 140 f. Dissertação. Mestrado em Ciência Tecnologia e Educação. Centro Federal de Educação Tecnológica Celso Suckow Fonseca. Rio de Janeiro, 2017.) Rio de Janeiro Master Thesis |
Identify factors that configure difficulty in didactic transposition (face-to-face classes for video classes). |
Qualitative: Case study. Focus group and questionnaire. Teachers of Video Class Production Workshop. |
There is the little familiarity of teachers with teaching in D.E. The difficulties include dimensioning of time, commitment to the scientific quality of information; elaboration of the video class script with the relation between text and illustrations; actions in front of the camera, teleprompter, and movement compatible with speech. |
Teacher education and professional development’s actions need to include teaching in D.E., their teaching technologies, and video classes’ effects. |
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MEDEIROS (2016MEDEIROS, Solange. Estudos das preferências de alunos e professores sobre videoaulas para identificar requisitos de interface para ferramentas de produção. 125 f. Mestrado em Informática; Universidade Tecnológica Federal do Paraná. Cornélio Procópio, 2016.) Paraná Master Thesis |
Study students’ and teachers’ preferences regarding video classes to identify interface requirements for video lesson production tools. |
Quantitative: Survey. Multiple-choice questionnaire. Descriptive analysis and statistical tests. Students and teachers of technical courses. |
Teachers are unaware of methodologies or techniques for producing video classes, have difficulty controlling time, use interactive resources, and make changes in the voice that make speech more dynamic. |
The teacher’s speech interferes with learning. Measured speech facilitates understanding. The fast and enthusiastic speech, with the editing of alternate teacher images and slides, favor involvement. The use of the teacher’s voice and video class production should be considered in teacher education. |
| CAMARGO (2012) Minas Gerais Master Thesis |
Analyze the process of teacher education at a university to master video language, highlighting teachers’ difficulties. |
Qualitative: Case study. Teachers in the process of qualification and training for the recording of video classes. |
Teachers’ unpreparedness and difficulties include shyness, tension, coldness, discomfort, nervousness, and insecurity, mastery of spoken language (voice control; diction; pronunciation; agreement; colloquial speech; vices of language; regionalism; habits); the domain of body expression (disinhibition, movements, gestures and facial expression compatible with speech); image care (skin, hair and beard hygiene, colors and prints of clothes, skirts, and necklines, makeup); mastery of content (coherence; clarity; and power of attraction and persuasion); mastery of language (video script, colloquial, and academic) and the use of a teleprompter.
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Teacher education should prepare the teacher to work in D.E., including communication tools, information technologies, and language (verbal and non-verbal). |
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MAZZEU (2012)MAZZEU, Ian. Produção de videoaulas para EaD: contribuições para o diálogo com os educandos. Dissertação. Mestrado em Imagem e Som; Univ. Federal de São Carlos. São Carlos, 2012. São Paulo Master Thesis |
Identify, in video classes, the processes that establish dialogue and stimulate students’ critical and participative attitude. |
Qualitative: . Case study. Analysis of the script versions of the video class and reflective description of the product.. Understanding the concept of audiovisual language. |
The production of video classes that encourage critical, participatory, and dialogical attitudes requires the teacher: clear and direct speech; adequacy of the speech to the video class format; use of questions; presentation of conflicting ideas, explanations, or propositions; rhetorical or dramatic pauses; dramatizations of themes or content; emotion and intonation in speech. |
D.E.requires understanding video classes as a complex object that requires a combination of audiovisual and teacher languages (verbal and vocal resources). |
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MOREIRA (2010MOREIRA, Marcelo. A teleaula na EAD da Universidade Metodista de São Paulo: uma leitura da intersubjetividade presente nesta produção. Dissertação (Mestrado em Educação) Universidade Metodista de São Paulo, São Bernardo do Campo, 2010.) São Paulo Master Thesis |
Conduct a multi-referential reading of the intersubjectivity between teachers, director of tele classes, and technical team in the construction of tele classes and teacher training course for T.V. |
Qualitative: Research-action. Testimonies and reports of occurrences made possible by teaching practice with the television format and class production technique. Audiovisual teachers and technicians. |
Teachers have technical limitations for the recording of tele classes in television language patterns, in the use of cameras, in alternating movements in the visual planes and the different types of frames and audiovisual didactic resources, in communicational noises and gestures, with inadequate movements of hands, arms, legs, and feet, used as an anxiety relief valve. Difficulties generate anxiety with consequences of an emotional and behavioral nature. The difficulties led the I.E.S. management and technical team to create a teacher preparation course. |
Teacher education needs to reflect on D.E. practices. The tele class can be a space for questioning, learning, and developing teaching skills and new teaching and learning methods with the possibilities of technologies and communicational languages. |
| /MELO (2009)MELO, Caio. Aparências valorizadas e contornos sublinhados: a construção do corpo e da imagem do docente televisivo na Fundação Universidade do Tocantins. Dissertação de Mestrado. Programa de Pós Graduação em Educação da Universidade Federal da Bahia. Salvador, 2009. Bahia Master Thesis |
Analyze the construction of the body and image of teachers in television studios for the production of tele classes. |
Qualitative: Case study. Interviews. Teachers and Production team (coordination and technicians). |
In the transition from face-to-face to distance education, parameterized by television culture, an I.E.S. seeks to adapt and match the teacher’s posture to a newscaster, making him a celebrity well as an alignment of the tele class to a television product to be consumed by students. This process produced effects on personal life and transformations in the body of teachers, who were open to elaborations, modifications, and adaptations aimed at esthetics and technical improvement of appearance as objects of consumption, worship, and spectacle in contemporary society. The transformations involved care with clothing, hair, skin, makeup, hygiene habits, diets, and clinical procedures (Botox application and plastic surgery). The teachers looked for beautification patterns, esthetics, improvement, and revitalization of the physical appearance and even the teacher’s voice, being modified through technical resources. The students reinforced the changing motivation, who started to treat teachers as television celebrities, asking for autographs and photographs. Teachers experienced feelings of strangeness and idealization, fascination, glamor, and spectacularization of the image. |
D.E. is a space for the constitution and creation of educational and visual images resulting from contemporary society’s visual expressions, in a process that values appearances in the inversion of priorities for teaching and educating students. |
