Recommendations of good practices for mediating the structuring of academic works: a case study

Pereira, Natana Lopes; Mendes, Angelita Darela; Spanhol, Fernando José; Lunardi, Giovani Mendonça

doi:10.1590/S1413-24782021260088

Natana Lopes Pereira

Universidade Federal de Santa Catarina, Araranguá, SC, Brazil.

http://orcid.org/0000-0002-2942-7011

Angelita Darela Mendes

Universidade Federal de Santa Catarina, Araranguá, SC, Brazil.

http://orcid.org/0000-0001-7596-6502

Fernando José Spanhol

Universidade Federal de Santa Catarina, Araranguá, SC, Brazil.

http://orcid.org/0000-0003-0151-4671

Giovani Mendonça Lunardi

Universidade Federal de Santa Catarina, Araranguá, SC, Brazil.

http://orcid.org/0000-0002-3405-9639

Natana Lopes Pereira is a doctoral student in knowledge engineering and management from the Universidade Federal de Santa Catarina (UFSC). E-mail: natanapereiralopes@hotmail.com

Angelita Darela Mendes has a doctorate in education from the Universidade de São Paulo (USP). She is a visiting professor at the Universidade Federal de Santa Catarina (UFSC). E-mail: angelitamendes56@gmail.com

Fernando José Spanhol has a doctorate in media and knowledge from the Universidade Federal de Santa Catarina (UFSC). He is a professor at the same institution. E-mail: fernando.spanhol@ufsc.br

Giovani Mendonça Lunardi has a doctorate in moral and political philosophy from the Universidade Federal do Rio Grande do Sul (UFRGS). He is a professor at the Universidade Federal de Santa Catarina (UFSC). E-mail: giovani.lunardi@ufsc.br

Conflicts of interest: The authors declare they do not have any commercial or associative interest that represent conflict of interests towards the manuscript.

Authors’ contribution: Project Administration, Formal Analysis, Conceptualization, Data Curatorship: Pereira, N. L.; Mendes, A. D.; Spanhol, F. J.; Lunardi, G. M. Writing - First Draft, Writing - Review and Editing: Pereira, N. L.; Mendes, A. D. Research, Methodology, Validation and Visualization: Pereira, N. L.; Mendes, A. D.; Spanhol, F. J.; Lunardi, G. M.

Good practices	Authors
The VLE must provide structured and prompt feedback.	Robb and Fisher (2015ROBB, M.; FISHER, M. Functionality tools: time management approaches for facilitating an online course in Moodle. Teaching and Learning in Nursing, v. 10, n. 4, p. 196-199, 2015. https://doi.org/10.1016/j.teln.2015.05.002 https://doi.org/https://doi.org/10.1016/... ), Tuffley and Antonio (2015TUFFLEY, D.; ANTONIO, A. Enhancing educational opportunities with computer-mediated assessment feedback. Future Internet, v. 7, n. 3, p. 294-306, 2015. https://doi.org/10.3390/fi7030294 https://doi.org/https://doi.org/10.3390/... ), Laflen and Smith (2017LAFLEN, A.; SMITH, M. Responding to student writing online: Tracking student interactions with instructor feedback in a learning management system. Assessing Writing, v. 31, p. 39-52, 2017. https://doi.org/10.1016/j.asw.2016.07.003 https://doi.org/https://doi.org/10.1016/... ).
The proposed activities should influence learning collaboratively.	Peachey, Jones and Jones (2006PEACHEY, P.; JONES, P.; JONES, A. Encouraging student participation in an online course using “pull” initiatives. Electronic Journal of e-Learning, Reino Unido, v. 4, n. 1, p. 67-78, 2006.), Logan (2012LOGAN, L. Replicating interactive graduate student writing workshops in the virtual classroom: best practices for meeting learning objectives and controlling costs. Journal of Applied Learning Technology, v. 2, n. 3, p. 11-15, 2012.), *Stockleben et al.* (2017**STOCKLEBEN, B. et al. Towards a framework for creative online collaboration: a research on challenges and context. Education and Information Technologies, v. 22, n. 2, p. 575-597, 2017. https://doi.org/10.1007/s10639-016-9483-z https://doi.org/https://doi.org/10.1007/... ).
Organization of resources in order to encourage interaction between the actors involved with the VLE.	Pavey and Garland (2004PAVEY, J.; GARLAND, S. W. The integration and implementation of a range of “e-tivities” to enhance students’ interaction and learning. Innovations in Education and Teaching International, v. 41, n. 3, p. 305-315, 2004. https://doi.org/10.1080/14703290410001733276 https://doi.org/https://doi.org/10.1080/... ), Uys (2010UYS, P. M. Implementing an open source learning management system: a critical analysis of change strategies. Australasian Journal of Educational Technology, v. 26, n. 7, p. 980-995, 2010. https://doi.org/10.14742/ajet.1029 https://doi.org/https://doi.org/10.14742... ), Merillat and Scheibmeir (2016MERILLAT, L.; SCHEIBMEIR, M. Developing a quality improvement process to optimize faculty success. Journal of Asynchronous Learning Network, v. 20, n. 3, p. 159-172, 2016. http://dx.doi.org/10.24059/olj.v20i3.977 https://doi.org/http://dx.doi.org/10.240... ), *Stockleben et al.* (2017**STOCKLEBEN, B. et al. Towards a framework for creative online collaboration: a research on challenges and context. Education and Information Technologies, v. 22, n. 2, p. 575-597, 2017. https://doi.org/10.1007/s10639-016-9483-z https://doi.org/https://doi.org/10.1007/... ).
Redesign of the structure of the VLE, encouraging innovation regarding its method of organization.	Lai and Savage (2013LAI, A.; SAVAGE, P. Learning management systems and principles of good teaching: instructor and student perspectives. Canadian Journal of Learning and Technology, v. 39, n. 3, p. 21, 2013.), Power and Kannara (2016POWER, J.; KANNARA, V. Best-practice model for technology enhanced learning in the creative arts. Research in Learning Technology, v. 24, p. 1-16, 2016. https://doi.org/10.3402/rlt.v24.30231 https://doi.org/https://doi.org/10.3402/... ), Linder, Bruenjes and Smith (2017LINDER, K. E.; BRUENJES, L. S.; SMITH, S. A. Hybrid platforms, tools, and resources. New Directions for Teaching and Learning, v. 2017, n. 149, p. 27-36, 2017. https://doi.org/10.1002/tl.20224 https://doi.org/https://doi.org/10.1002/... ).
Optimization of the elaboration and application of activities through VLE tools based on time management.	Richardson (2005RICHARDSON, D.; WATTS, B. Experiences of using a virtual learning environment with aconcentrated class. International Journal Continuing Engineering Education and Lifelong Learning, v. 15, n. 1-2, p. 108-120, 2005. https://doi.org/10.1504/IJCEELL.2005.006796 https://doi.org/https://doi.org/10.1504/... ), Lai and Savage (2013LAI, A.; SAVAGE, P. Learning management systems and principles of good teaching: instructor and student perspectives. Canadian Journal of Learning and Technology, v. 39, n. 3, p. 21, 2013.), Robb and Fisher (2015ROBB, M.; FISHER, M. Functionality tools: time management approaches for facilitating an online course in Moodle. Teaching and Learning in Nursing, v. 10, n. 4, p. 196-199, 2015. https://doi.org/10.1016/j.teln.2015.05.002 https://doi.org/https://doi.org/10.1016/... ), Tuffley and Antonio (2015TUFFLEY, D.; ANTONIO, A. Enhancing educational opportunities with computer-mediated assessment feedback. Future Internet, v. 7, n. 3, p. 294-306, 2015. https://doi.org/10.3390/fi7030294 https://doi.org/https://doi.org/10.3390/... ), Laflen and Smith (2017LAFLEN, A.; SMITH, M. Responding to student writing online: Tracking student interactions with instructor feedback in a learning management system. Assessing Writing, v. 31, p. 39-52, 2017. https://doi.org/10.1016/j.asw.2016.07.003 https://doi.org/https://doi.org/10.1016/... ).
Advance planning, good organizational skills, greater attention to detail and better written communication skills.	Lopez and Eldridge (2010LOPEZ, G.; ELDRIDGE, S. A working prototype to promote the creation and control of knowledge in supply chains. International Journal of Networking and Virtual Organisations, v. 7, n. 2-3, p. 150-162, 2010.), Logan (2012LOGAN, L. Replicating interactive graduate student writing workshops in the virtual classroom: best practices for meeting learning objectives and controlling costs. Journal of Applied Learning Technology, v. 2, n. 3, p. 11-15, 2012.), Merillat and Scheibmeir (2016MERILLAT, L.; SCHEIBMEIR, M. Developing a quality improvement process to optimize faculty success. Journal of Asynchronous Learning Network, v. 20, n. 3, p. 159-172, 2016. http://dx.doi.org/10.24059/olj.v20i3.977 https://doi.org/http://dx.doi.org/10.240... ).

Good practices	Actions performed in the VLE
The AVEA must provide structured and prompt feedback (Robb and Fisher, 2015ROBB, M.; FISHER, M. Functionality tools: time management approaches for facilitating an online course in Moodle. Teaching and Learning in Nursing, v. 10, n. 4, p. 196-199, 2015. https://doi.org/10.1016/j.teln.2015.05.002 https://doi.org/https://doi.org/10.1016/... ; Tuffley and Antonio, 2015TUFFLEY, D.; ANTONIO, A. Enhancing educational opportunities with computer-mediated assessment feedback. Future Internet, v. 7, n. 3, p. 294-306, 2015. https://doi.org/10.3390/fi7030294 https://doi.org/https://doi.org/10.3390/... ; Laflen and Smith, 2017LAFLEN, A.; SMITH, M. Responding to student writing online: Tracking student interactions with instructor feedback in a learning management system. Assessing Writing, v. 31, p. 39-52, 2017. https://doi.org/10.1016/j.asw.2016.07.003 https://doi.org/https://doi.org/10.1016/... ).	Use of Moodle feedback mechanisms; Structured feedback, performed by colleagues in collaborative activities.
The proposed activities should influence learning collaboratively (Peachey, Jones and Jones, 2006PEACHEY, P.; JONES, P.; JONES, A. Encouraging student participation in an online course using “pull” initiatives. Electronic Journal of e-Learning, Reino Unido, v. 4, n. 1, p. 67-78, 2006.; Logan, 2012LOGAN, L. Replicating interactive graduate student writing workshops in the virtual classroom: best practices for meeting learning objectives and controlling costs. Journal of Applied Learning Technology, v. 2, n. 3, p. 11-15, 2012.; Stockleben et al., 2017STOCKLEBEN, B. et al. Towards a framework for creative online collaboration: a research on challenges and context. Education and Information Technologies, v. 22, n. 2, p. 575-597, 2017. https://doi.org/10.1007/s10639-016-9483-z https://doi.org/https://doi.org/10.1007/... ).	Collaborative activities proposed through the tools: Forum, evaluation laboratory, glossary.
Organization of resources in order to encourage interaction between the actors involved with the AVEA (Pavey and Garland, 2004PAVEY, J.; GARLAND, S. W. The integration and implementation of a range of “e-tivities” to enhance students’ interaction and learning. Innovations in Education and Teaching International, v. 41, n. 3, p. 305-315, 2004. https://doi.org/10.1080/14703290410001733276 https://doi.org/https://doi.org/10.1080/... ; Uys, 2010UYS, P. M. Implementing an open source learning management system: a critical analysis of change strategies. Australasian Journal of Educational Technology, v. 26, n. 7, p. 980-995, 2010. https://doi.org/10.14742/ajet.1029 https://doi.org/https://doi.org/10.14742... ; Merillat and Scheibmeir, 2016MERILLAT, L.; SCHEIBMEIR, M. Developing a quality improvement process to optimize faculty success. Journal of Asynchronous Learning Network, v. 20, n. 3, p. 159-172, 2016. http://dx.doi.org/10.24059/olj.v20i3.977 https://doi.org/http://dx.doi.org/10.240... ; Stockleben et al., 2017STOCKLEBEN, B. et al. Towards a framework for creative online collaboration: a research on challenges and context. Education and Information Technologies, v. 22, n. 2, p. 575-597, 2017. https://doi.org/10.1007/s10639-016-9483-z https://doi.org/https://doi.org/10.1007/... ).	Integration of different VLE technologies in collaborative and individual practices; Provision of teaching material in different formats (videos, images, podcasts, texts,...).
Redesign of the structure of the AVEA, encouraging innovation in its method of organization (Lai and Savage, 2013LAI, A.; SAVAGE, P. Learning management systems and principles of good teaching: instructor and student perspectives. Canadian Journal of Learning and Technology, v. 39, n. 3, p. 21, 2013.; Power and Kannara, 2016POWER, J.; KANNARA, V. Best-practice model for technology enhanced learning in the creative arts. Research in Learning Technology, v. 24, p. 1-16, 2016. https://doi.org/10.3402/rlt.v24.30231 https://doi.org/https://doi.org/10.3402/... ; Linder, Bruenjes and Smith, 2017LINDER, K. E.; BRUENJES, L. S.; SMITH, S. A. Hybrid platforms, tools, and resources. New Directions for Teaching and Learning, v. 2017, n. 149, p. 27-36, 2017. https://doi.org/10.1002/tl.20224 https://doi.org/https://doi.org/10.1002/... ).	SECI Model Approach (socialization, externalization, combination and internalization).
Optimization of the elaboration and application of activities through AVEA tools based on time management (Richardson, 2005RICHARDSON, D.; WATTS, B. Experiences of using a virtual learning environment with aconcentrated class. International Journal Continuing Engineering Education and Lifelong Learning, v. 15, n. 1-2, p. 108-120, 2005. https://doi.org/10.1504/IJCEELL.2005.006796 https://doi.org/https://doi.org/10.1504/... ; Lai and Savage, 2013LAI, A.; SAVAGE, P. Learning management systems and principles of good teaching: instructor and student perspectives. Canadian Journal of Learning and Technology, v. 39, n. 3, p. 21, 2013.; Robb and Fisher, 2015ROBB, M.; FISHER, M. Functionality tools: time management approaches for facilitating an online course in Moodle. Teaching and Learning in Nursing, v. 10, n. 4, p. 196-199, 2015. https://doi.org/10.1016/j.teln.2015.05.002 https://doi.org/https://doi.org/10.1016/... ; Tuffley and Antonio, 2015TUFFLEY, D.; ANTONIO, A. Enhancing educational opportunities with computer-mediated assessment feedback. Future Internet, v. 7, n. 3, p. 294-306, 2015. https://doi.org/10.3390/fi7030294 https://doi.org/https://doi.org/10.3390/... ; Laflen and Smith, 2017LAFLEN, A.; SMITH, M. Responding to student writing online: Tracking student interactions with instructor feedback in a learning management system. Assessing Writing, v. 31, p. 39-52, 2017. https://doi.org/10.1016/j.asw.2016.07.003 https://doi.org/https://doi.org/10.1016/... ).	Optimization through pre-defined feedback.
Advance planning, good organizational skills, greater attention to detail and better written communication skills (Logan, 2012LOGAN, L. Replicating interactive graduate student writing workshops in the virtual classroom: best practices for meeting learning objectives and controlling costs. Journal of Applied Learning Technology, v. 2, n. 3, p. 11-15, 2012.; Lopez and Eldridge, 2010LOPEZ, G.; ELDRIDGE, S. A working prototype to promote the creation and control of knowledge in supply chains. International Journal of Networking and Virtual Organisations, v. 7, n. 2-3, p. 150-162, 2010.; Merillat and Scheibmeir, 2016MERILLAT, L.; SCHEIBMEIR, M. Developing a quality improvement process to optimize faculty success. Journal of Asynchronous Learning Network, v. 20, n. 3, p. 159-172, 2016. http://dx.doi.org/10.24059/olj.v20i3.977 https://doi.org/http://dx.doi.org/10.240... )	Use of VLE resources.

Practice	Cronbach’s Alpha (α)
P1 The AVEA must provide adequate feedback mechanisms.	0.80
P2 The proposed activities must influence the construction of knowledge in a collaborative way.	0.86
P3 Organization of resources in order to encourage interaction between the actors involved with the VLE.	0.88
P4 Redesign of the structure of the VLE, encouraging innovation regarding its method of organization.	0.74
P5 Optimization of the elaboration and application of activities through the VLE tools based on time management.	0.84
P6 Advance planning, good organizational skills, greater attention to detail and better written communication skills.	0.90

P1 The VLE must provide adequate feedback mechanisms
Practices	SD (%)	PD (%)	N (%)	PA (%)	TA (%)
P1.1 The feedback received both through the resources and tools of Moodle (peer review) and in person were relevant and contributed to the structuring of my research.	4.3	4.3	4.3	43.5	34.8
P1.2 The Assessment Laboratory tool (research question activity) was used efficiently for peer review activities and encouraged the submission of feedback.	4.3	4.3	4.3	43.5	43.5

P2 The proposed activities must influence the construction of knowledge in a collaborative way
Practices	SD (%)	PD (%)	N (%)	PA (%)	TA (%)
P2. 1 The activities applied through the VLE collaborative tools, such as the forum, evaluation laboratory, glossary, among others, encouraged the construction of knowledge in a collaborative way through the sharing of knowledge and the encouragement of research through consultation with external sources.	8.7	0	13	30.4	47.8
P2. 2 The information shared (forum resource), through the search for external sources, contributed as an initial basis for planning my research.	8.7	13	17.4	21.7	39.1
P2. 3 The use of the collaborative glossary resource efficiently encouraged the dissemination and construction of knowledge in a collaborative way.	8.7	4.3	34.8	26.1	26.1

P3 Organization of resources in order to encourage interaction between the actors involved with the VLE
Practices	SD (%)	PD (%)	N (%)	PA (%)	TA (%)
P3. 1 The organization of the Moodle platform encouraged greater interaction between student and object of study.	0	4.3	13	26.1	56.5
P3. 2 The available digital resources (pdf, .doc files, power point presentations, videos, images and links to external sources) contributed to greater interaction between student and content.	0	0	21.7	8.7	69.6
P3. 3 The activities proposed through the collaborative tools provided greater interaction between student/student.	4.3	13	13	34.8	34.8
P3. 4 The proposed activities encouraged greater interaction between student/teacher (advisor).	0	8.7	13	30.4	47.8
P3. 5 The course guide provided instructions on the use of the Moodle tools and resources.	4.3	13	13	17.4	52.2

P4 Redesign of the structure of the VLEs, encouraging innovation regarding the method of organization thereof
Practices	SD (%)	PD (%)	N (%)	PA (%)	TA (%)
P4.1 The organization of the Moodle platform, combining the educational material through different digital media, tools for carrying out collaborative and individual activities for online and in-person classes contributed to improving my knowledge of scientific research methodology.	4.3	8.7	8.7	21.7	56.5
P4.2 The systematization of routines and activities contributed to deepening the scientific knowledge about my subject of study and to the planning of the scientific research process.	4.3	4.3	13	30.4	47.8

P5 Optimization of the elaboration and application of activities through VLE tools based on time management.
Practices	SD (%)	PD (%)	N (%)	PA (%)	TA (%)
P5.1 The Moodle tools and resources were used efficiently and effectively, contributing to the planning of my research (preparation of the main research items).	4.3	4.3	8.7	30.4	52.2
P5.2 The application (use) of the forum tool occurred efficiently, optimizing time in activities for sharing information.	8.7	4.3	13	43.5	30.4
P5.3 The activity on the research question used by the Evaluation Laboratory resource contributed to the objectivity and clarity of my research question.	4.3	4.3	8.7	26.1	56.5
P5.4 The resource Book (Discipline Guide) was used efficiently to detail the planning and methodology of the discipline.	0	4.3	17.4	21.7	56.5
P5.5 The guide implemented through the book resource contributed to instructions on the discipline methodology, assessment, explanations of the Moodle structure, and guidance on the use of VLE resources and tools.	0	0	26.1	17.4	56.5
P5.6 The activity proposed through the glossary resource was effective in its purpose of unifying in one resource the meaning of items directly related to the scientific methodology.	8.7	4.3	26.1	43.5	17.4

P6 Advance planning, good organizational skills, greater attention to detail and better written communication skills.
Practices	SD (%)	PD (%)	N (%)	PA (%)	TA (%)
P6.1 The tools proposed for writing activities (individual and collaborative) contributed to the writing process of the structure of the main items of the final work of the course (objectives, research question, theme and delimitation, justification and interdisciplinarity).	4.3	0	13	26.1	56.5
P6.2 The step referring to the orientation and preparation (writing) of the final work (step 02) contributed to the delimitation and scope of the study.	4.3	0	8.7	26.1	60.9

Good practices	Recommendations
P1 - Provide adequate feedback mechanisms in the VLE.	P1. 1 - The feedback received both through the resources and tools of Moodle (peer review) and in person must be related to items in the structuring of the final work.
P2 - Influence the construction of knowledge in a collaborative way, through digital technologies.	P1. 2 - Suggestion of a tool that encourages the submission of feedback for peer review - Assessment Laboratory.
P3 - Organize the resources in order to encourage interaction between the actors involved with the VLE.	P2. 1 - Use collaborative tools of the VLE, such as the forum, assessment laboratory, glossary, among others.
P4 - Redesign the structure of the VLEs, encouraging innovation in terms of its method of organization.	P2. 2 - Encourage information sharing, research on external sources (combination), on items relevant to research planning.
P5 - Optimize the preparation and application of activities through VLE tools based on time management.	P3. 1 - Organize the platform combining educational content, use of collaborative tools and tools for individual practices.
P6 - Plan the actions in VLEs, aiming to enable good organizational skills, greater attention to detail and better written communication skills.	P3. 5 - Develop and make available a guide with instructions for use of the technologies addressed and other issues related to the discipline.

[1] Natana Lopes Pereira is a doctoral student in knowledge engineering and management from the Universidade Federal de Santa Catarina (UFSC). E-mail: natanapereiralopes@hotmail.com

Brasil

Brasil

ABSTRACT