Instrument to measure the quality of didactic material for long distance education

The objective of this study was to present a model to measure the quality of didactic material used for distance learning (EaD). The research method used was data modeling to support multi-criteria decision-making, through Analytic Hierarchy Process (AHP), and it used the software Assistant 7,0 Beta...

Full description

Saved in:
Bibliographic Details
Published in:Revista iberoamericana de educación a distancia 2018-01, Vol.21 (1), p.239-259
Main Authors: Silvio Paula Ribeiro, Viviane da Costa Freitag, Miguel Afonso Sellitto
Format: Article
Language:eng ; spa
Subjects:
AHP
Avaliação de Qualidade
EaD
Materiais didáticos
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The objective of this study was to present a model to measure the quality of didactic material used for distance learning (EaD). The research method used was data modeling to support multi-criteria decision-making, through Analytic Hierarchy Process (AHP), and it used the software Assistant 7,0 Beta in order to obtain hierarchical matrices and their respective Consistency Index. The literary review identified the didactic material commonly used for distance learning. Following, specialists assessed and adapted the model to introduce it to the actors in the study. The results were that guiding quality in distance learning (EaD) documents that assess didactic material did not elect a degree of importance to the elements, they just listed and offered general guidelines to the quality standard; the AHP ranked the didactic materials according to their importance, the textbook had the highest percentage, followed by the video lessons. These items should absorb more attention from managers in terms of quality, followed by chat and radio. Considering all subcategories assessed by each didactic material, it was possible to observe that the text book is the one that requires more attention in terms of priority, in relation to the scope of its content, then the content must be error-free, without conceptual or approach bias , and finally with good graphic and visual quality. The quality subcategory that derives from video lessons are error-free material and without conceptual or approach bias. These categories were outlined in accordance with two reference standards for quality and didactic materials: AFT (2000) e MEC (2007).
ISSN:1138-2783
1390-3306
DOI:10.5944/ried.21.1.17157