Instrument to measure the quality of didactic material for long distance education

RIED: Revista Iberoamericana de Educación a Distancia

Miguel Afonso Sellitto¹  Silvio Paula Ribeiro²  Viviane da Costa Freitag³ 

[1] Coordenador do Curso de Doutorado em Engenharia de Produção e Sistemas da Unisinos - Universidade do Vale do Rio dos Sinos. Mestre e doutor em Engenharia de Produção pela Universidade Federal do Rio Grande do Sul.;Doutorando em Ciências Contábeis pela Universidade do Vale do Rio dos Sinos, Docente do Curso de Ciências Contábeis da Universidade Federal de Mato Grosso do Sul, UFMS, Campus de Três Lagoas, Mato Grosso do Sul, Brasil.;Mestre em Ciências Contábeis pela (UFPR) Universidade Federal do Paraná e Doutoranda em Ciências Contábeis pela (Unisinos) Universidade do Vale do Rio dos Sinos, Rio Grande do Sul;

关键词: EaD;    Avaliação de Qualidade;    Materiais didáticos;    AHP.;   

DOI  :  10.5944/ried.21.1.17157

来源: DOAJ

【 摘 要 】

The objective of this study was to present a model to measure the quality of didactic material used for distance learning (EaD). The research method used was data modeling to support multi-criteria decision-making, through Analytic Hierarchy Process (AHP), and it used the software Assistant 7,0 Beta in order to obtain hierarchical matrices and their respective Consistency Index. The literary review identified the didactic material commonly used for distance learning. Following, specialists assessed and adapted the model to introduce it to the actors in the study. The results were that guiding quality in distance learning (EaD) documents that assess didactic material did not elect a degree of importance to the elements, they just listed and offered general guidelines to the quality standard; the AHP ranked the didactic materials according to their importance, the textbook had the highest percentage, followed by the video lessons. These items should absorb more attention from managers in terms of quality, followed by chat and radio. Considering all subcategories assessed by each didactic material, it was possible to observe that the text book is the one that requires more attention in terms of priority, in relation to the scope of its content, then the content must be error-free, without conceptual or approach bias , and finally with good graphic and visual quality. The quality subcategory that derives from video lessons are error-free material and without conceptual or approach bias. These categories were outlined in accordance with two reference standards for quality and didactic materials: AFT (2000) e MEC (2007).

【 授权许可】

Unknown