virtual environments and communication media ... · virtual environments and communication media:...

European Journal of Scientific Research

ISSN 1450-216X / 1450-202X Vol. 152 No 1 March, 2019, pp. 77-84

http://www. europeanjournalofscientificresearch.com

Virtual Environments and Communication Media:

Identification of the Factors that can Influence in the Teaching-

Learning Process

Fábio Braun Silva PhD Student in Transport Engineering at UFRJ - Federal University of Rio de Janeiro

Professor at UERJ / UFRRJ

E-mail: [email protected]

Thiene Diniz Braun Silva Graduate in Marketing at UNIGRANRIO - University of Big River

Graduate Student in Pedagogy at UERJ - University of the State of Rio de Janeiro

E-mail: [email protected]

Abstract

This work had as primary objective to analyze the media of communication (videos,

audios, chats, forums) used in virtual environments by teachers, identifying how the use of

these media contributes to the teaching-learning process and the students' stay in the

institution. Therefore, a survey was made of the main factors that may contribute to the

teaching-learning and establish possible correlations between them. In this way, the factors

were analyzed in order to understand the variables according to the perception of the

teachers who do the daily use of their respective media. Thus, it was intended through the

results obtained, to identify how the use of the media can contribute relevantly in the

educational process.

1. Introduction In the present times, new technologies have been of vital importance in the development of new

academic practices, in order to contribute significantly to the process of teaching learning. In order to

properly analyze the factors that influence the educational process, related to virtual environments and

communication media, it is essential to identify which tools are most used and their importance in

student learning.

This study on the analysis of communication media is very relevant because it allows

identifying how the use of these media can contribute to the process of teaching-learning, as well as

surveying the main factors that can contribute to the teaching-learning process and establish possible

correlations between them.

The discovery of these contributions to the learning process is crucial because it provides the

professionals of the research institution with a critical analysis of the current practices used and,

consequently, a better adaptation of the tools used to the students' needs.

According to Mehlecke et al. (2003: 11), "Having environments rich in interactive tools is

important, but, more importantly, professionals are prepared to use these resources to promote the

interactions and cooperation of all those involved."

The need to develop studies on initiatives that can stimulate interaction and avoid the avoidance

of distance learning courses is hugely relevant as society is increasingly connected with digital

resources and the new information and communication technologies available. (CASTRO, 2008).

Virtual Environments and Communication Media: Identification of the Factors that can

Influence in the Teaching-Learning Process 78

According to Rodriguez (2011, p. 212), "Strategies that value and favor the various forms of

expression and enhance the ability to learn using different media, add a high value to the

teaching/learning process."

In other words, for the use of virtual learning environments to be as adequate as possible, in

order to enable better learning, it is essential to understand the potential of each didactic-pedagogical

tool, as well as the limitations existing in the different methods adopted. In this way, it is possible to

verify the importance of virtual environments and to improve the way in which the media is used in the

learning process, allowing a better understanding of the influence of the media in reducing school

dropout.

2. Methodology In this research, in addition to the bibliographical survey, the field research was used as a complement

to measure with greater accuracy the phenomenon studied. To carry out the research, the technique

used was that of content analysis, since this method can be used for both quantitative and qualitative

research. Data collection was performed through recorded interviews with teachers from higher

education institutions using a semi-structured script. The purpose of this instrument is to complement

the content analysis method. In this way, it is possible to identify different perspectives regarding the

studied subject.

The script used had open and closed questions, in order to allow the best adaptation to the

language of the interviewee. From that point, the questions elaborated aimed to identify the factors

related to the media that may influence the teaching and learning process, in order to establish possible

correlations and better understand the variables in the process. In order for the performed research to

have a higher degree of precision, it was critical to establish a sample that was significant for the

analysis of the results. Thus, considering the homogeneity of the information source, the sample

considered relevant for the proposed study was 30 interviews.

The choice of this quantity to represent the sample studied is justified to provide further

consistency, in order to avoid distortions in the results, since a very large or tiny sample could limit the

generalization of the results. The systematic draw process was done by the traditional method indicated

in the statistical books, based on the technique cited by the authors BUSSAB (2004), SILVA (1998)

and TRIOLA (1999), which consists of taking the population size and dividing it, the sample size hair

(N / n = a).

Thus, the research sought to verify with the teaching staff of higher education institutions what

factors may influence the learning-teaching process, so that the analysis performed from the answers

obtained can provide new perspectives on the subject studied.

3. Results and Discussion The questions asked the interviewees had the purpose of identifying the teachers' perception about how

communication media can influence the teaching-learning process. Such questions were important to

map succinctly how the use of the different tools can help in the process of knowledge construction in

distance education.

3.1. Relevance of Media

Through the interviews conducted, it was found that according to the perception of the teachers the use

of the forums is considered as extremely relevant for the development of the student that is inserted in

the educational environment at a distance, being fundamental in the construction of knowledge by the

same.

79

This tool is a great way to stimulate dialogue on the most diverse topics that can be addressed

in the course of the disciplines taught by teachers. Also, the forum allows more significant interact

between the participants, taking into account that it allows the analysis of the reflections carried out, as

well as the argumentation about the same in different moments since the student can access this tool on

different days and schedules within a p

Thus, the results reinforce the theory about communication media that indicates the tools cited

as quite relevant. Below is the graph that presents the results referring to the question about the

relevance of media:

Source: Own elaboration

As can be seen in the graph, approximately 57% of respondents reported that using forums in

distance education as being more relevant to student learning compared to other tools. The use of

videos as tools to s

From the results as mentioned earlier, it can be inferred that teachers consider the video less

relevant than the forum because of its particular and somewhat "passive" applicabilit

does not allow student interaction. In contrast, the forum allows the active participation of the student

and in turn provides the teacher with a more detailed perspective of the development of the student in

the proposed theme.

In other

However, the forum becomes more useful by allowing the consolidation of student learning as it makes

continuous reflections about shared knowledge.

Thus, when compared to t

tool mentioned by the interviewees as significant in student learning was Chat, better known as a chat

room. This tool presented a percentage of 13% in teachers' preference for relevance

process.

It is worth noting that the chat probably has presented a lower percentage about the forum,

precisely because it restricts the participants to the participation schedule, which in theory makes the

issue of flexibility unfeasible,

Finally, about 3% of respondents mentioned the video conference, which is widely used in the

business segment in e

purpose although there is a somewhat different conceptualization in the literature found.

3.2. Influence on the Teaching

It is essential to highlight that the factors reported reflecting the teachers' perception of how media can

influence the

can be limited and not contemplate all the possibilities found in everyday practice on the factors that








relevance of media:




videos as tools to stimulate the learning process presented a percentage of approximately 27%.





the proposed theme.

In other words, the video is useful to assist in the practical presentation of some subject.



Thus, when compared to t





issue of flexibility unfeasible,


business segment in e

ose although there is a somewhat different conceptualization in the literature found.

Influence on the Teaching


influence the teaching-











timulate the learning process presented a percentage of approximately 27%.





words, the video is useful to assist in the practical presentation of some subject.



Thus, when compared to the forum, the use of the videos was considered less relevant. Another





issue of flexibility unfeasible, which is one of the favorable points in distance courses.


business segment in e-learning courses. In practice, e


Influence on the Teaching-Learning Process


-learning process. In this way, it is possible that in some moments this perception






different days and schedules within a pre-established schedule.



The graph I:











he forum, the use of the videos was considered less relevant. Another





which is one of the favorable points in distance courses.


learning courses. In practice, e


Learning Process


learning process. In this way, it is possible that in some moments this perception


Fábio Braun Silva and Thiene Diniz Brau





established schedule.



The graph I: Relevance of media


















learning courses. In practice, e-learning and distance education has the same


Learning Process









established schedule.



elevance of media

















learning and distance education has the same












































relevant than the forum because of its particular and somewhat "passive" applicability since the video







room. This tool presented a percentage of 13% in teachers' preference for relevance in the learning










Fábio Braun Silva and Thiene Diniz Braun Silva


in the course of the disciplines taught by teachers. Also, the forum allows more significant interaction









y since the video







in the learning









Influence in the Teaching

influence the construction of knowledge and the development

shows the results found:


teaching process according t

collaborative learning is the most significant factor, with a percentage of approximately 37%. Of

course, this variable was quite likely to be mentioned, given that in distance e

that the educational tools used to favor the joint construction of knowledge.

interviews that 33% of the teachers report that the media direc

knowledge. It is worth emphasizing that this construction of new knowledge is not necessarily carried

out collectively.

among

the teaching

interactivity between students is exceptionally valid when con

students have a generally sizeable geographic distance and the interaction occurs only by the

technological means used.

learni

since as the student is stimulated to construct new knowledge jointly or not, and the interactivity

between them is higher, as a natural consequence there i

of the characteristics

3.3.

Among the related factors as having the greatest impact on the teaching

issues were more frequent. In this sense,

direct influence on the way the educational practice occurs. Approximately 53% of respondents believe

that cultural factors have a significant impact on the educational process. The following ch

the main factors mentioned by teachers as being impacting in the learning process:






When analyzing the information in graph II, which shows how media can influence the





Taking into account this perspective of collective learning, it was also observed in the



out collectively.

Another factor mentioned by teachers was that media could positively influence interactivity

among students. More precisely, 27% of respondents reported this characteristic as being important in

the teaching-




With a lower incidence, there were reports about the development of the student's autonomy of

learning. In this case, it is possible to establish a correlation with the previously reported variables,



of the characteristics

3.3. Main Related Factors



















out collectively.


students. More precisely, 27% of respondents reported this characteristic as being important in

-learning process. Thus, it is possible to infer that this positive influence on the





ng. In this case, it is possible to establish a correlation with the previously reported variables,



of the characteristics of a distance course

Main Related Factors







Influence in the Teaching-Learning Process


Graph II: Influence on the Teaching


teaching process according to the teachers' perception, it is possible to observe that most describe that









learning process. Thus, it is possible to infer that this positive influence on the








of a distance course

Main Related Factors







Learning Process


Influence on the Teaching


o the teachers' perception, it is possible to observe that most describe that
















of a distance course


issues were more frequent. In this sense, it can be seen that the existing cultural differences have a






Influence on the Teaching-

















between them is higher, as a natural consequence there is a stimulus to learning autonomous,


it can be seen that the existing cultural differences have a





influence the construction of knowledge and the development of the student. The following graph

-Learning Process







interviews that 33% of the teachers report that the media directly influence the construction of new





interactivity between students is exceptionally valid when considering that in distance education





s a stimulus to learning autonomous,







of the student. The following graph

Learning Process




course, this variable was quite likely to be mentioned, given that in distance education it is imperative



tly influence the construction of new





sidering that in distance education





s a stimulus to learning autonomous,

Among the related factors as having the greatest impact on the teaching-learning process, cultural










ducation it is imperative












s a stimulus to learning autonomous, in view

learning process, cultural



that cultural factors have a significant impact on the educational process. The following chart shows

80





ducation it is imperative












in view

learning process, cultural



art shows

81


In other words, the media should be used considering such differences, bec

will be possible to establish a closer approximation between the different participants.

the graph shows that more than half of the teachers interviewed believe that cultural factors have a

strong impact on the learning

Of course, a distance course allows people from different regions and cultures to interact, which

are an extremely positive factor, especially in the sharing of knowledge among the participants.

However, it is certainly predictable that there are

regions and obviously some cultural factors that may in some way impact the learning process.

percentage of approximately 27% of respondents indicated that the domain of technological tools is an

essential facto

In this context, it is quite plausible that teachers indicate that the domain of technological tools

has a significant impact on the teaching

imperative that the student know ho

effectively use existing virtual environments and media.

Already for 17% of the interviewed, the speed of connection is a fundamental factor because it

is a distance course.

progress of the activities, in general, is closely linked to the quality of the connection that the student

has during the studies.

Finally, a small percentage of respondents mentioned instructiona

In this sense, it is important to highlight that although the instructional design is considered a critical

factor by many theorists of the subject, in practice not always users, whether teachers or students, see

the benefits

3.4. Correlation between Different Media

When questioned about which media best correlate, the teachers interviewed stressed that the use of the

forum, video and chat as the main media that can be used together and that harm

Obviously, this does not mean that other media can not be used together and get good results, but that

these media that have been reported are the most commonly used.

different combinations can naturally

themes that can be better explored with the use of certain media over another.

In this context, it is up to the teacher to identify which tools may be most useful in the

educational process

significantly increases the learning capacity of the student and gives the teacher a wider range of

possibilities in the practice of teaching.

the correlation between the media according to the perception of the teachers interviewed and, as can

be seen from the graph, 53% of the interviewees consider that the use of the forum accompanied by





strong impact on the learning






essential factor in the process.






is a distance course.






the benefits of its adequate application.

Correlation between Different Media








educational process according to the subjects being treated.





Graph III:




strong impact on the learning process.






r in the process.






Apparently, the fact






of its adequate application.









according to the subjects being treated.





: Impact Factors in the Teaching




process.







has a significant impact on the teaching-learning process, considering that in distance courses it is

imperative that the student know how to handle the available technologies to a minimum. That can



Apparently, the factor of connection speed is an important variable since the





of its adequate application.






different combinations can naturally have different implications. In this way, there are certain study





possibilities in the practice of teaching. The following graph presents




Impact Factors in the Teaching










learning process, considering that in distance courses it is

w to handle the available technologies to a minimum. That can



or of connection speed is an important variable since the









have different implications. In this way, there are certain study





The following graph presents




Impact Factors in the Teaching-Learning Process






However, it is certainly predictable that there are significant differences between different















these media that have been reported are the most commonly used. It is important to mention that the




according to the subjects being treated. Of course, the correlated use of the media


The following graph presents




Learning Process






significant differences between different









Finally, a small percentage of respondents mentioned instructional design as a relevant factor.






It is important to mention that the




Of course, the correlated use of the media


The following graph presents the detailed information about




In other words, the media should be used considering such differences, because in this way it

will be possible to establish a closer approximation between the different participants. The analysis of













l design as a relevant factor.




forum, video and chat as the main media that can be used together and that harmonize perfectly.







the detailed information about



Fábio Braun Silva and Thiene Diniz Braun Silva

ause in this way it

The analysis of





regions and obviously some cultural factors that may in some way impact the learning process. A








l design as a relevant factor.




onize perfectly.







the detailed information about





videos enhances the teac

the sharing of information, experiences, and knowledge.


forum and the video allow a way of approaching the face

contact between the participants in a more human way.

correlation of media in t

probably related to the fact that these media can complement each other in some way.

although the chat has a purpose similar to that of the forum, it restricts the participation time and this can be

in some moments a limiter for users who seek flexibility in the educational modality from a distance.

would be the use of Chat together with the video. Finally, a small percentage, around 3% of

respondents, believe that other media may have a better correlation.

teachers' perception these two media are less relevant when compared to the joint use of the forum. In

other words, in the perception of the interviewees, the forum is undoubtedly the most significa

in the learning process, and its use allows the combination with other technological tools quite

effectively, so that research shows that for 80% of the

4. Final ConsiderationsRegarding the factors related

possible to identify that the forum, video, and chat are considered extremely relevant tools that

significantly aid the teaching

indicate a tendency to stimulate the learning process and when combined can be used in a more

relevant way.

development of the student since ther

communication make the practice of class is more in existing virtual environments.

out as collaborativ

students and the autonomy in learning. These factors prove to be significant under the teacher's

perception to define the level of influence exerted in the teaching



videos enhances the teac



This finding may be directly related to the fact that in the dis





In the correlation mentioned by the teachers between the forum and chat it is possible to noti



A percentage of 17% of the teach



Considering the correlation report









relevant way.

It is worth mentioning that in a distance course the use of such tools becomes essential for the



Regarding the factors related to influence in the teaching

out as collaborativ





videos enhances the teaching process



























out as collaborative learning variables, the construction of new knowledge, the interactivity between




Influence in the Teaching-Learning Process

hing process





correlation of media in the learning process is the use of the forum together with Chat. This fact is













4. Final Considerations Regarding the factors related to teachers' perceptions regarding the relevance of the media, it was


significantly aid the teaching-learning process. These media alone are already relevant






e learning variables, the construction of new knowledge, the interactivity between




Learning Process

hing process -learning, so that the student has a better development regarding


Graph V: Media Correlation




he learning process is the use of the forum together with Chat. This fact is





A percentage of 17% of the teachers interviewed reported that the best correlation of media



Considering the correlation reported on chat and video, it is possible to infer that in the





to teachers' perceptions regarding the relevance of the media, it was


learning process. These media alone are already relevant



development of the student since there is a stimulus to autonomous learning and such media of







learning, so that the student has a better development regarding


Media Correlation


forum and the video allow a way of approaching the face-to

contact between the participants in a more human way. Already for 27% of the interviewees, the best






ers interviewed reported that the best correlation of media



ed on chat and video, it is possible to infer that in the




effectively, so that research shows that for 80% of the interviewees this media is essential.






e is a stimulus to autonomous learning and such media of








Media Correlation

This finding may be directly related to the fact that in the distance educational mode, both the

to-face environment, in order to make the

Already for 27% of the interviewees, the best













interviewees this media is essential.








Regarding the factors related to influence in the teaching-learning process, the following stand



perception to define the level of influence exerted in the teaching-learning



tance educational mode, both the

face environment, in order to make the





















learning process, the following stand



learning process.















other words, in the perception of the interviewees, the forum is undoubtedly the most significant media





learning process. These media alone are already relevant variables to







82






In the correlation mentioned by the teachers between the forum and chat it is possible to notice that






nt media




variables to







83 Fábio Braun Silva and Thiene Diniz Braun Silva

In this sense, it is important to emphasize that the factors reported by the teachers are somewhat

complementary since collaborative learning directly promotes the construction of new knowledge, as well

as the integration among the different students. Thus, although the student has greater autonomy in the

development of activities, the progression of learning occurs in a participatory and integrated way.

When analyzing the variables related to the teaching-learning process, it was possible to verify

that the teachers considered the impact of cultural factors on the educational process to be extremely

relevant. In the teachers' perception, such factors are even more significant than issues of a technical

nature such as the domain of technological tools and the speed of connection available for access to the

study platform. In other words, it can be inferred that in practice student performance is more

conditioned to subjective questions than technical factors.

Another important point is that contrary to some previous studies, for instructors interviewed,

the instructional design had little relevance in the teaching-learning process. However, it is necessary

to reinforce that all related factors can, when together, potentiate and consequently provide new

perspectives regarding the analysis performed.

In this way, it is very clear that in practice it is essential to understand the particularities of each

course, as well as the different knowledge, addressed, in order to achieve better results in student learning.

It should be mentioned that a large number of teachers interviewed indicated that the combined

use of different media is extremely relevant in the educational process and that even such correlation

can be carried out in different ways depending on the context worked. An easily observed conclusion is

that, in this sense, the particularities inherent to each theme plays a fundamental role in the adequate

choice of media, and it is, therefore, the duty of the teacher to analyze which combinations of media

best fit the work proposal adopted.

Finally, it is essential to highlight the correlations described by the teachers interviewed. When

analyzed the respective media, it was identified that the forum and video correlate very well. This fact

demonstrates that in the distance mode it is extremely important to use tools that refer users to human

contact characteristic of face-to-face courses. In this aspect, the forum plays this role very well, and the

video can significantly complement this interaction.

To a lesser extent, teachers highlight the forum together with "chat" as an interesting

correlation. Of course, by restricting users to specific times, chat is not very popular for users of

distance education, which in the vast majority of cases seek greater flexibility.

Finally, it is worth noting that it was possible not only to identify the factors that contribute

directly to the learning process but to correlate them in order to indicate how the combination of such

media can potentiate classroom practice. Thus, it was found that the media that allowed greater

interaction asynchronously were more productive.

Thus, this research represented an important reflection on the use of different media in virtual

environments that will undoubtedly assist educational professionals in the development of their activities.

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