Resumo

SCHNEIDER, Daniele da Rocha  e  FRANCO, Sérgio Roberto Kieling. Digital Fluency: an emerging need for teaching in Distance Education. Rev. Diálogo Educ. [online]. 2019, vol.19, n.60, pp.76-96.  Epub 04-Fev-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.19.060.ds04.

This article analyzes how professors’ digital fluency reflects on the organization of teaching activities in online degree programs offered at the Federal University of Santa Maria (UFSM) in the scope of the Open University of Brazil (UAB) program. The research encompasses a case study, which involved both qualitative and quantitative approaches. Data were collected by means of interviews, official course document analysis, and observations of the virtual learning environments. The results indicate low digital fluency of professors in the courses investigated, which triggers reflections on the improvements in teacher development. Digital fluency may qualify professors’ pedagogical work in regards to planning and implementing teaching activities on Moodle, which comprises professors’ education and motivation, time management, epistemological and conceptual clarity in order to design pedagogical practices which are appropriate to the teaching context.

Palavras-chave : Professor; Digital Fluency; Teaching Activities.

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