DISTANCE LEARNING FOR TRAINING BUSINESS GAME TUTORS

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dc.contributor.authorMarinho, Mariana de Toledo [UNESP]
dc.contributor.authorRodrigues, Jose de Souza [UNESP]
dc.contributor.authorZambon, katia Livia [UNESP]
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2018-11-30T00:29:16Z
dc.date.available2018-11-30T00:29:16Z
dc.date.issued2017-06-01
dc.description.abstractThis work is the result of research that proposes the incorporation of Distance Learning into a Business Game as a strategy to enhance tutor training, considering entrepreneurship difficulties faced by public school teachers. Part of the problem could be attributed to subject type, because, in general, it is not common to find entrepreneurship on school curricula. The Distance Learning (DL) activities were developed using the Moodle platform and were structured by topic to increase educational flexibility and achieve a better balance between individual reflection and online discussion. It was developed in four steps: course content development; course evaluation by computer technicians; course restructuring based on course evaluation by computer technicians; and course evaluation by teachers from the public school system. A preliminary test was performed with informatics technicians to technically evaluate the learning environment. Based on this, the course was restructured, applying corrections and adjustments in order to improve environment usability. After corrections, a final test was conducted with public school system teachers to analyze user perception, which gave a positive result. Virtual learning environment evaluation is complex and multidisciplinary, requiring the technical knowledge of internet programming and a conceptual knowledge of education, especially in the field of learning. When the evaluation done by teachers was examined it was found that deficiencies pointed out by computer technicians had been resolved, giving a positive rating. This current research concludes that DL can improve the use of games, because it is possible to structure content related to the learning gaps of specific groups of students. In this respect, the use of games results can guide the development of content.en
dc.description.affiliationSao Paulo State Univ, Sao Paulo, Brazil
dc.description.affiliationUnespSao Paulo State Univ, Sao Paulo, Brazil
dc.format.extent187-195
dc.identifierhttp://dx.doi.org/10.14488/BJOPM.2017.v14.n2.a6
dc.identifier.citationBrazilian Journal Of Operations & Production Management. Sao Paulo: Assoc Brasileira Engenharia Producao-abepro, v. 14, n. 2, p. 187-195, 2017.
dc.identifier.doi10.14488/BJOPM.2017.v14.n2.a6
dc.identifier.issn1679-8171
dc.identifier.urihttp://hdl.handle.net/11449/166278
dc.identifier.wosWOS:000441753500006
dc.language.isoeng
dc.publisherAssoc Brasileira Engenharia Producao-abepro
dc.relation.ispartofBrazilian Journal Of Operations & Production Management
dc.rights.accessRightsAcesso restrito
dc.sourceWeb of Science
dc.subjectEntrepreneurship
dc.subjectBusiness Game
dc.subjectDistance Learning Course
dc.titleDISTANCE LEARNING FOR TRAINING BUSINESS GAME TUTORSen
dc.typeArtigo
dcterms.rightsHolderAssoc Brasileira Engenharia Producao-abepro
unesp.departmentEngenharia de Produção - FEBpt

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Coleções

Bauru - FEB - Faculdade de Engenharia
Artigos - Colégio Técnico Industrial (CTI) - Bauru