READABILITY OF STATEMENTS AND FEEDBACKS OF ACTIVITIES IN A DISTANCE LEARNING COURSE

Authors

  • Lydia Dayanne Maia Pantoja Universidade Estadual do Ceará
  • Laura Helena Pinto de Castro Universidade Estadual do Ceará
  • Germana Costa Paixão Universidade Estadual do Ceará https://orcid.org/0000-0003-3232-8863

Keywords:

Evaluation., Graduation., Higher Education.

Abstract

The elaboration of statements and the return of the correction of activities is a complex task where several technical and pedagogical criteria must be considered, among them, the level of readability, that is, to know if the writing suits the target audience, and should be analyzed from the statement to its critical-reflective correction, allowing to evaluate with quality the learning and the know-how. Within this context, the objective was to evaluate the level of readability of statements and feedbacks of activities proposed to students of a distance graduation. This is a descriptive research with data collection in the Moodle® Virtual Learning Environment. To this end, notes were cataloged and the analysis of the statements and feedbacks of the activities carried out by tutors in two disciplines, Cell Biology and Introduction to Distance Education offered to 22 students of the Jaguaribe pole, Ceará, was made. In the analysis of the scores of the activities Forum, Concept Map and Infographic, the students obtained an average of 74/100, while in the activities of Dissertation Text, Podcast and Chats the average was 80/100. As for the statements, the activity of the dissertation text presented "very difficult" readingability, being necessary the schooling of Higher Education for its full comprehension. The other statements presented "difficult" readingability, being imperative the schooling of High School. As for the feedbacks of the corrections of these activities, the classification of the activities of the discipline of Introduction to Distance Education was "very difficult" and, for the activities of the discipline of Cell Biology, "difficult". Finally, the data indicate that it is important to consider the level of readability of the statements of the activities at the time of their didactic planning and the feedbacks issued by the tutoring, both should have an alignment with the target audience, aiming to improve the process of evaluation of learning.

Author Biographies

Lydia Dayanne Maia Pantoja, Universidade Estadual do Ceará

Bióloga licenciada e bacharel, mestre em Microbiologia Médica e Doutora em Engenharia Civil (Saneamento Ambiental). Docente da Universidade Estadual do Ceará. Coordenadora de Pesquisa do Curso de Ciências Biológicas a distância da Universidade Estadual do Ceará/Universidade Aberta do Brasil – UECE/UAB.

Laura Helena Pinto de Castro, Universidade Estadual do Ceará

Bióloga licenciada e bacharel, especialista em formação de professores. Mestranda do ProfBio/UECE. Atua como professora de Biologia nas redes particular, municipal e estadual de ensino. Tutora a distância do Curso de Ciências Biológicas a distância da Universidade Estadual do Ceará/Universidade Aberta do Brasil – UECE/UAB.

Germana Costa Paixão, Universidade Estadual do Ceará

Médica veterinária, mestre em Patologia e doutora em Microbiologia Médica. Docente da Universidade Estadual do Ceará e da UNIFAMETRO. Coordenadora do Curso de Ciências Biológicas a distância da Universidade Estadual do Ceará/Universidade Aberta do Brasil – UECE/UAB.

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Published

2024-01-15

How to Cite

Dayanne Maia Pantoja, L., Helena Pinto de Castro, L., & Costa Paixão, G. (2024). READABILITY OF STATEMENTS AND FEEDBACKS OF ACTIVITIES IN A DISTANCE LEARNING COURSE. SUD, 14. etrieved from https://submissao-esud.ufms.br/home/article/view/66

Issue

2023: Anais ESUD|CIESUD

Section

ESUD2023_Artigos Científicos | Trilha Temática III - Modelos pedagógicos e metodologias

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Copyright (c) 2024 Lydia Dayanne Maia Pantoja, Laura Helena Pinto de Castro, Germana Costa Paixão

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