<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762018000200467</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2018v16i2p467-493</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A INFLUÊNCIA DO PAPEL DO TUTOR NA INTERAÇÃO EM FÓRUNS DE DISCUSSÃO: UM ESTUDO EM EAD COM BASE NA ANÁLISE DE REDES SOCIAIS]]></article-title>
<article-title xml:lang="en"><![CDATA[THE INFLUENCE OF THE TUTOR'S ROLE IN THE INTERACTION IN DISCUSSION FORUMS: A STUDY IN DISTANCE EDUCATION BASED ON SOCIAL NETWORK ANALYSIS]]></article-title>
<article-title xml:lang="es"><![CDATA[LA INFLUENCIA DEL PAPEL DEL TUTOR EN LA INTERACCIÓN EN FOROS DE DISCUSIÓN: UN ESTUDIO EN EAD CON BASE EN EL ANÁLISIS DE REDES SOCIALES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pedro]]></surname>
<given-names><![CDATA[Neuza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Razera]]></surname>
<given-names><![CDATA[Fernanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Formação de Pessoal para Saúde do Estado de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>16</volume>
<numero>2</numero>
<fpage>467</fpage>
<lpage>493</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762018000200467&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762018000200467&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762018000200467&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Os f&#243;runs de aprendizagem online constituem-se como uma das ferramentas educativas digitais mais utilizadas na educa&#231;&#227;o a dist&#226;ncia para estimular o debate e a constru&#231;&#227;o colaborativa do conhecimento entre os estudantes. Nestes, o tutor pode, de acordo com o desenho pedag&#243;gico do curso, desempenhar um papel mais ativo ou passivo nos f&#243;runs. Neste trabalho, pretendeu-se comparar a configura&#231;&#227;o assumida pelas redes sociais formadas com base nas intera&#231;&#245;es desenvolvidas em f&#243;runs online, considerando a interven&#231;&#227;o desempenhada pelo tutor. Para an&#225;lise, esta investiga&#231;&#227;o considerou as 1586 intera&#231;&#245;es estabelecidas entre os participantes de 16 f&#243;runs online de um curso de p&#243;s-gradua&#231;&#227;o de uma institui&#231;&#227;o de ensino superior portuguesa. Os f&#243;runs selecionados foram divididos em duas categorias em fun&#231;&#227;o da participa&#231;&#227;o ativa ou passiva do tutor. A an&#225;lise de redes sociais foi selecionada como m&#233;todo de an&#225;lise dos dados. Os resultados obtidos sinalizam a exist&#234;ncia de diferen&#231;as na comunica&#231;&#227;o estabelecida entre os estudantes de acordo com o papel exercido pelo tutor, fornecendo assim dados relevantes para uma melhor compreens&#227;o do comportamento das redes de aprendizagem constitu&#237;das online.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Online forums can be described as one of the digital educational tools mostly used on distance education for stimulating the debate, collaboration and peer knowledge sharing. In these environments, tutor can play a passive or active role, according to course&#8217;s pedagogical design. This study aimed to compare the configuration of the social networks formed by the interactions developed on online forums, considering tutor&#8217;s different roles. This research was based upon the 1586 interactions established by the participants of 16 online forums of a post-graduate program of a Portuguese higher education institution. The selected forums were divided into two categories based on tutor&#8217;s active or passive role. Social network analysis was chosen as data analysis method. The results point out to the existence of differences in students&#8217; communication according to the changes in tutor&#8217;s role which provide relevant inputs for understanding the behavior of online learning networks.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Los foros de aprendizaje en l&#237;nea se constituyen como una de las herramientas educativas digitales m&#225;s utilizadas en la educaci&#243;n a distancia para estimular el debate y la construcci&#243;n colaborativa del conocimiento entre los estudiantes. En estos, el tutor puede, de acuerdo con el dise&#241;o pedag&#243;gico del curso, desempe&#241;ar un papel m&#225;s activo o pasivo en los foros. En este trabajo se pretendi&#243; comparar la configuraci&#243;n asumida por las redes sociales formadas con base en las interacciones desarrolladas en foros online, considerando la intervenci&#243;n desempe&#241;ada por el tutor. Esta investigaci&#243;n se centra en las 1586 interacciones establecidas entre los participantes en 16 foros en l&#237;nea de un curso de postgrado de una instituci&#243;n de educaci&#243;n superior en Portugal. Los foros seleccionados se dividieron en dos categor&#237;as en funci&#243;n de la participaci&#243;n activa o pasiva del tutor. El an&#225;lisis de redes sociales fue seleccionado como m&#233;todo de an&#225;lisis de los datos. Los resultados se&#241;alan la existencia de diferencias en la comunicaci&#243;n establecida entre los estudiantes de acuerdo con el papel ejercido por el tutor, proporcionando as&#237; datos relevantes para una mejor comprensi&#243;n del comportamiento de las redes de aprendizaje constituidas en l&#237;nea.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Análise de Redes Sociais]]></kwd>
<kwd lng="pt"><![CDATA[E-learning]]></kwd>
<kwd lng="pt"><![CDATA[Educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[Fóruns Online]]></kwd>
<kwd lng="pt"><![CDATA[Tutoria online]]></kwd>
<kwd lng="en"><![CDATA[Social Network Analysis]]></kwd>
<kwd lng="en"><![CDATA[E-learning]]></kwd>
<kwd lng="en"><![CDATA[Distance Education]]></kwd>
<kwd lng="en"><![CDATA[Online Forums]]></kwd>
<kwd lng="en"><![CDATA[Online Tutoring]]></kwd>
<kwd lng="es"><![CDATA[Análisis de Redes Sociales]]></kwd>
<kwd lng="es"><![CDATA[E-learning]]></kwd>
<kwd lng="es"><![CDATA[Educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[Foros de discusión]]></kwd>
<kwd lng="es"><![CDATA[Toturía en línea]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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