MONITORING SYSTEM IN THE CONTEXT OF A TECHNOLOGICAL DISTANCE TEACHING-LEARNING ENVIRONMENT

In a sequence of previous work (Cabral and Nunes, 2015; Silva et al., 2016), a strategic planning is proposed in the context of teaching-learning environment. The aim is to use all available technological resources, considering the different modes of distance learning (e.g., e-learning, b-learning, fb-learning), and to develop a monitoring system, in order to follow the trajectory of the students in training.

This strategic and personalized planning, resulting of the reports of students and their interactions with the tutor and with the various modes of distance education, is developed for the purpose of helping to fix deficiencies and to promote a motivational and operational support in order to prevent problems during the training process.

The interaction with the students and the information given by them throughout the learning process allow the development of actions, in a personalized way, aiming to fix all possible factors that may contribute to their failure and demotivation.

The development of models of distance learning, using all available technological tools and devices, that can be readjusted to each student, can contribute to the increase of the success in learning. A good management of these resources and of the proposed monitoring system might contribute significantly to minimize gaps and to the continuous improvement of the teaching-learning process.

The evaluation of this strategic planning can be done through several ways (e.g., online surveys, feedback analysis, e-mails, chats), in order to know the profile of each student (e.g., main difficulties). Therefore, one or multiple personalized actions can be planned by the tutors and technical assistants in order to promote the educational success.

The use of computer communication technologies and appropriated software have provided a wide range of learning and assessment activities that enrich the teaching-learning process in the e-learning and b-learning modalities. From this wide range, it is important to select the best adaptable to the flipped learning model and make the necessary adjustments that contribute to the students reaching their goals in terms of the acquisition of knowledge and skills.