Element | Type of Environment | |
Course Closed Environment | MOOC | |
Withdrawal | The students who withdrew from the course interrupted the activities of learning without clarifying specific doubts concerning the language. | The platform allows you to navigate and perform all the course activities without being enrolled, and you can even participate in forums to clarify doubts. |
Inexperience in the use of a Virtual Learning Environment | Lack of resources related to the environment. | The icons created are related to the theme of study, with the goal of making the location of resources more intuitive. |
Lack of sharing of doubts | The forum to clarify doubts was not used, showing the preference for external email. The students did not try to clarify doubts with teachers or obtain guidelines during the production period/completion of the proposed activity. | Forum Post, by the teacher, with the most common doubts put forward in e-mails. Forum open to any person who accesses the web site of the course. |
Chat | There is still the perception on the part of students that a chat in the environment is not an academic activity. | This option was not given. |
The Course Plan | The students did not complete the activities as provided in the plan of the online course and in official notices. | The students can navigate freely through activities, and only those requiring certification need to complete all the activities. |
Absence of Dialogism | Dialogue perspective was impaired due to the lack of involvement of students, despite encouragement from the teacher. | Use of wiki tool. |
Video lesson | It was quite brief, which indicates that there is a need for the production of additional short videos. | The production of three types of video lessons: presentation of the course; presentation of the contents; the learning objects for presentation of the content. |
Use of External Links | The additional links included in the course, aiming to clarify possible difficulties, were not accessed. | The links were removed and greater emphasis was given to the instructional videos. |