Estudo das preferências de alunos e professores sobre videoaulas para identificar requisitos de interface para ferramentas de produção

Abstract

The use of video lecture has increased considerably in recent years. The interest of students and teachers has grown in part because of a number of initiatives that provide access to video lectures through the Internet. In particular, many teachers are producing video lecture in various forms and purposes, for distance education and to support or complement regular classes. In this paper we present a study about the preferences of students and teachers related to video lecture to identify interface requirements for production tools. The survey proposed was performed with students and teachers of distance learning technical courses of the Open Technical School of Brazil (e-Tec Brazil). The questionnaires for students and teachers contained questions about the use of video lecture and preferences regarding style, duration time and interactive resources; the questionnaires also have questions to identify the level of agreement with regard to some statements about video lecture; only for teachers, the questionnaires had some topics related the video lecture production. The comparison between the preferences of students and teachers pointed out a conflict between the most preferred style by students, tutorial style, and the most preferred style by teachers, voice and presentation style. The style containing image, voice and presentation is the second in both the preference of students as the preference of teachers. Most teachers said that they do not know any method or technique for producing video lecture, but they have predisposition to learn new methodologies and techniques for producing video lecture and also to learn new production tools. Five interface requirements were identified from the results of data analysis: providing a simple means of producing video lecture in different styles; controlling the duration time of the video lecture during production; facilitating the inclusion of interactive resources; analyzing the teacher´s voice in the video lecture to indicate the need for change of pace; including a methodology or technique to support video lecture production.