Catholic University of Mozambique

Department of Distance Education

Academic writing

Abdul António Sualei-708212408

Teacher: Lawrence Nhemachema

Geografia, stream H
Enlgish
1st year, 2nd semister

Milange, May, 2022

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Índex
1. Introduction ................................................................................................................... 1

1.1. Objectives .................................................................................................................. 1

1.2. Methodologies ............................................................................................................ 1

2. My course and geography.................................................................................................. 2

2.1. Online teaching: an introduction ..................................................................................... 2

2.2. Online teaching and new pedagogical spaces .................................................................. 2

2.3. How does the online education system work? ................................................................. 5

2.3.1. Investment in Information Technology (IT) ................................................................. 5

2.3.2. Internet access and computers...................................................................................... 6

2.3.3. Difficulty handling technologies in online education ................................................... 6

2.3.4. Concentration .............................................................................................................. 6

2.3.5. Subject ........................................................................................................................ 7

2.3.6. Motivation ............................................................................................................... 7

2.3.7. Quick Vocational Test ............................................................................................. 7

2.3.8. Autonomy ................................................................................................................ 7

2.3.9. Technology ............................................................................................................. 8

2.4. Time management ...................................................................................................... 8

2.4.1. Self-taught ............................................................................................................... 8

3. My dream and my plans after the end of my course .................................................... 8

4. Conclusion ................................................................................................................. 9

5. Bibliographic References .......................................................................................... 10

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 1. Introduction
Faced with the current knowledge society in an interconnected, multicultural and multilingual
world, e-learning emerges as a new paradigm associated with the emergence of digital technologies,
requiring in this perspective a "new university", with a global curriculum that provides students
with knowledge and innovative thinking and global problem-solving skills. This is certainly a very
innovative and somewhat frightening reality for many education professionals, especially for those
who are not used to the new EAD teaching model (applied in some universities). A necessary
measure with online education. This article is basically about the challenges of implementing online
education.

1.1. Objectives
1.1.1 General

 Know the geography

1.1.2. Specific

 Conceptualize geography;
 Explain the importance of online teaching;
 Talk about my dream after the course.

1.2. Methodologies
The accomplishment of the present work was outlined according to the modality of bibliographic
research, this research being bibliographic was made from the study of articles and magazines that
address the themes that were researched, through them, the theoretical contribution was produced.

This work is structured in introduction (objectives and methodologies used), development,

conclusion and bibliographic references.

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2. My course and geography
Geography is the science that studies the earth and the relationships between it and man (society) to
understand how physical, biological and human phenomena vary in space.

2.1. Online teaching: an introduction

We call online teaching “the educational process that uses the internet for the transmission of
knowledge”. (Figueira, 2003).

Over the years, online teaching has undergone modifications to adapt to the demands of students
and also to the new technologies incorporated into the internet.

According to Edméa Santos (2009), “online teaching is the set of teaching-learning actions or
curriculum acts mediated by digital interfaces that enhance interactive and hypertextual
communicational practices”.

Many of the challenges faced in online teaching are aimed at creating a culture of learning. But this
culture of learning inevitably leads us to the culture of teaching and, as Rosenberg (2006) points
out, it is essential to make a distinction here between teaching and learning because we are not
talking about the same thing. Learning is an activity inherent to any human being, which can
happen anywhere and at any time, people are constantly learning.

Online teaching is related to the use of the Internet as a means of publishing didactic-
pedagogical material for conducting courses, communicating with (and between) students,
etc. It is an increasingly popular methodology as a means of disseminating information and
is growing in Higher Education, as mentioned by Bower & Hardy (2004).

Currently, distance learning is a reality throughout Mozambique, with options for open courses,
undergraduate and specialization courses in the most diverse areas.

2.2. Online teaching and new pedagogical spaces

As is well known, the integration of new technologies in education has not been an easy process.
The reasons for this difficulty have been numerous and it is not worth mentioning them here.
However, currently, the dissemination and increasing use of the Web is causing important
disruptions in the educational use of technologies. More than instruments that allow the
development of multiple learning activities, more than cognitive tools at the service of learning,
more than databases and information, the Web and its great potential for interaction and

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communication is giving rise to the construction and proliferation of new pedagogical spaces. As
Moran (2003) points out:

Today, we still understand a class as a specific space and time. But this time and space will
increasingly be flexible. The teacher will continue “teaching”, and will enrich this process
with the possibilities that interactive technologies provide: to receive and respond to
messages from students, create discussion lists and continuously feed debates and research
with texts, Internet pages, even outside of specific class hours. There is a marked possibility
that we are all present in many different times and spaces. (p.3)

It is therefore important to conceptualize the integration of ICTs within the scope of a process of
pedagogical innovation, namely at the level of higher education and continuous training (Sangrà,
2003).

As Ponte (2000) emphasizes:

.. we must not see cyberspace as a mere repository of information. More than that, it is a
place that promotes social dynamics, in which information itself loses its static character and
acquires a dynamic of constant change, changing, growing and allowing its creators to
appropriate it in a transformative way. In other words, ICTs are both cognitive and social
technologies. (p. 70)

We believe that it is precisely the coexistence of these two dimensions on the web, the cognitive
and the social, that make it an ecosystem conducive to learning, conducive to the development of
new forms of relationship with knowledge and new forms of relationship with others, whose nature
and specificity is important to study.

Indeed, this “myriad of simultaneous communications from one to one, from few to many, from
many to few, from many to many and from all to all” in the words of Mello (2002, p. 76), the
possibility of access to data, whether historical, cultural, environmental, in the form of writing,
image, animation or sound, the possibility of interacting with this entire information network, of
being able to integrate this network, producing knowledge that is made available, exchanged and
shared. share with others, even if those others are on the other side of the world, results in a totally
new model of communication that cannot fail to be a promising educational resource.

Thus, beyond a vision of new technologies allied to a view of the construction of learning, as
opposed to the transmission and consumption of information, to which the flexibility of personal
trajectories in the construction of knowledge is linked, the perspective of these media emerges as a
a new pedagogical space in which learning is built and knowledge is produced, in which contexts
and interaction take on other contours and can respond to the expectations and needs of both

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individuals and groups. It is therefore in these new pedagogical spaces that the so-called Online
Teaching and e-learning are embodied. Let us take as a basis the broad definition of this concept
proposed by Feyten & Nutta (1999)

For these authors, it can be defined as teaching that takes place through computer-mediated
communication, at a distance, and can be synchronous - when it occurs in real time - and/or
asynchronous - when teacher and student are not simultaneously in the teaching situation. -learning.
(p.141)

But, as Morgado (2001) points out, “an essential characteristic of online teaching is the interaction
that enables a type of learning that is inscribed in constructivist paradigms, and that differs from
other forms of distance learning” (p.127).

Effectively, the creation of communities in cyberspace makes it possible to abandon essentially

individual, self-directed and socially decontextualized learning processes, giving way to “virtual
classrooms” (Hiltz, 1995) “where space, time and relationships acquire new meanings” (Hiltz,
1995). contours, where interaction diversifies and where learning gains a social dimension that was
absent until then” (Morgado, 2003a).

With the use of the Internet and the possibility of forming virtual communities of collaborative
learning, online teaching gains the "classroom" that it had never had before, but a "classroom" that,
being virtual, allows effective interaction between everyone. (between students and between
students and teachers) regardless of time and space.

In this way, online teaching is bringing people together (Moran, 2003) and, for the first time in its
history, this teaching modality, seen until now as a poor alternative to face-to-face teaching, has
begun, as Sangrà (2003) points out. and Phipps & Merisotis (1999), constituting itself as a reference
for conventional education and as a factor of innovation and change that, we believe, will exert its
influence on classroom teaching.

Indeed, if online teaching is changing distance learning, on the other hand and simultaneously, it is
also changing face-to-face teaching. We are increasingly aware that teaching and learning today is
something that is not limited to a specific space and time. The reality we live in implies
transforming what is done both inside and outside this space, in a face-to-face classroom or a virtual
classroom.

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As Moran (2003) refers to the Internet, “the presence becomes virtual and the distance becomes
presential”. According to this author, an unprecedented approximation seems to be taking place
between face-to-face education (which tends to become increasingly semi-presential) and distance
education, giving rise to diversified learning possibilities, where it is possible to combine “the best
of face-to-face” with the facilities and potential of the virtual.

2.3. How does the online education system work?

As we mentioned, a lot has changed since the first educational uses of the internet in the late 1960s.

Since then, the democratization of access and the prevalence of broadband connections has made
new formats and media popular in the sector.

Today, the most common in online teaching are video classes accompanied by support material
with readings and fixation exercises.

Some institutions even offer a few hours of mentoring directly with the professor to clarify doubts
and provide guidance in the development of practical projects.

Online teaching in education in Mozambique presents several challenges in addition to institutional

challenges, it also presents individual challenges for university students.

The main challenges highlighted in this article are:

2.3.1. Investment in Information Technology (IT)

“Online education requires a minimum structure to be able to establish contact between student and
teacher, and to pass on content, materials and activities”. (Machado & Gomes, 2011).

For this, many schools and universities resorted to investment in IT to build distance learning
platforms. As simple as they are, they help to support a live broadcast of classes and for the teacher
and students to deposit materials and activities.

Obviously, all this comes at a cost to implement and many small schools and universities don't have
these values so suddenly.

To overcome this difficulty, some institutions are choosing to use free online platforms for video
calls, such as Skype, WhatsApp, Zoom, among others; and sending your materials by e-mail or
through messages on these networks

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2.3.2. Internet access and computers
Although the use of the internet is common nowadays, not all students and families have internet
access and computers available at home to use.

Another obstacle is in relation to the quality of the internet, even for those who have access. In
smaller cities, for example, the internet service may be overloaded and harm the teaching process.
In the case of IED Milange students, mostly made up of student employees who carry out their
duties far from the village, they have faced great difficulties because accessing the internet is not an
easy task in the remote areas.
2.3.3. Difficulty handling technologies in online education
“Both students and teachers may find it difficult to use platforms and programs aimed at distance
learning classes. A lot of technology can create embarrassment, especially for those who are not
used to this format”. (Machado & Gomes, 2011).

Therefore, the school needs to train its teachers first to be able to understand and handle the tools.
At IED Milange there are great difficulties in the handling of information and communication
technologies by students, there has been a high number of students who are not even able to access
the student's online platform.

2.3.4. Concentration
With the countless information, cell phone notifications and daily activities, it's an almost
impossible mission to focus on something especially when it comes to studying, isn't it? You
are not alone, and this difficulty is one of the most difficult to study online, because it takes
place outside the premises of an educational institution. (Machado & Gomes, 2011).

A school or college has all the necessary infrastructure for the degree of concentration to increase:
the rooms are designed for productive classes, the arrangement of the tables collaborates with the
teacher's attention and the timetables help in time management. But what about when the academic
environment becomes our own home?

With all the comforts of home and the flexibility of the watch, we have a thousand and one excuses
to get out of focus. It's the family around, the bed that calls for that nap, the television on, outside
sounds, among other factors that can break concentration.

In these scenarios, look for a quiet place in the house that can become your place of study. Remove
from it any type of distraction and keep the environment light, airy, ergonomically comfortable and
without visual and noise pollution.

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2.3.5. Subject
Many people must have already chosen a distance course because they think it is easier, but the
result is disastrous. This is because this is a great myth about distance learning, as studying online
requires even more discipline and dedication than face-to-face.

The reason is simple: most of your study time needs to be organized on your own. That is, if you are
not disciplined, you will get tangled up with the tasks, assessments and other activities that happen
before, during and after virtual classes.

It's no use waiting for the solution to come from heaven. This challenge must be faced and you need
to set yourself rules. That's why it's good to have certain goals in mind, a study schedule done with
care and attention and, of course, everyone's collaboration at home. Thus, you can study online and
follow your planning without interruptions and setbacks.

2.3.6. Motivation
Whenever discipline is mentioned, it is impossible not to talk about motivation. After all, they are
closely related. And if you don't have your motivating goals in mind, any minor incident or
commitment will get ahead of your planning.

2.3.7. Quick Vocational Test

For your experience when studying online to be productive, it needs to have a why, do you agree?
So ask yourself what your purpose is with your studies. Visualize your goals transparently and draw
your goals. When looking at them, it is necessary to have the necessary motivation not to be
discouraged.

2.3.8. Autonomy
Learning in distance learning depends on a certain amount of autonomy, especially when it comes
to the virtual classroom. This online space has distance learning tutors and mediators where video
classes, interactions in forums and other activities take place. However, without the student
developing their own organization methods, this tool will be underused.

In addition to being a necessary skill when studying online, autonomy in the search for knowledge
outside of classes is also essential. Furthermore, a student who is content only with what is taught
by the teacher within the disciplines will most likely not be up to date enough for the job market.

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2.3.9. Technology
Not everyone is familiar with the technology. Without it, studying an online course may become
more of a challenge than it really is. Therefore, it is worth getting used to new tools and taking
advantage of the potential of innovations and the internet not only in entertainment, but also in
distance learning. Interacting on a digital platform doesn't even ask for exemplary digital
proficiency. As they are resources designed for integration and digital inclusion, the solutions used
in class are generally intuitive and simpler to use. So, just learn the basics and, over time, get used
to virtual practices, whether by computer or cell phone.

2.4. Time management

We have already talked about this at some points, but it is worth emphasizing that this is one of the
biggest challenges today, not only in relation to studies, but to everything. So, if you want to
overcome your limitations to study online with productivity, you first need to learn how to manage
your time better. With the advantage of EAD's flexible schedule, it is now easier to reconcile tasks
and optimize the week's schedule. So, just put all your tasks at the tip of a pencil (or on a virtual
calendar) and organize them at defined times so you don't accumulate content and activities. Just
don't forget to set aside space in your calendar for breaks and breaks that are just as important as the
rest of your commitments.

2.4.1. Self-taught
This challenge has a little to do with the issue of autonomy. After all, studying online depends not
only on the skills mentioned so far, but also on a search for additional knowledge. And being self-
taught doesn't mean you'll learn everything on your own.

Distance learning has highly qualified teachers and tutors who accompany your learning and answer
any questions that arise along the way. However, don't be dependent on it: you can always fit some
digital books in your spare time, increase your studies with research or do extra exercises. (Moreira
& Monteiro, 2012).

3. My dream and my plans after the end of my course

After finishing my course, my dream is to teach the subject I am studying and help my country to
develop in the geographical area, with my course it will be possible to predict the natural
phenomena that shake my country, among them cyclones that in the last times ravage and displace
my country.

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 4. Conclusion
Present on the internet since the dawn of technology, distance education or online teaching
continues to be more important than ever. Although its operationalization is quite challenging,
online teaching in higher education is extremely beneficial as it makes lifelong learning and
mobility a reality; improve the quality and effectiveness of education and training; they promote
equality, social cohesion and active citizenship; encourage creativity and innovation, including
entrepreneurship, at all levels of education and training.

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 5. Bibliographic References

Edméa Santos. (2009). Formação de E-Formadores: Alguns Princípios Pedagógicos. Discursos,

Série Perspectivas em Educação, nº 2, 171-176.
Feyten, C. & Nutta, J. W. (1999). Virtual Instruction. Englewood: Libraries Unlimited.
Figueira, M. (2003). O Valor do E-Learning. Porto: Sociedade Portuguesa de Inovação, S.A.
Hiltz, S. R. (1995). The Virtual Classroom: Learning whithout limits via computer networks. New
Jersey: Ablex Publishing Corporation.
Machado, C. & Gomes, M.J. (2011). Adoção de práticas de e/b-learning no ensino superior: um
estudo de caso. In Revista Iberoamericana de Informática Educativa, Numero 14, Julio -
Diciembre 2011, pp. 25-35.
Mello, G. N. (2002). O Espaço das Políticas Educativas na Sociedade do Conhecimento: em busca
da sociedade do saber. In Espaços de Educação, Tempos de Formação (pp. 69-97). Lisboa:
Fundação Calouste Gulbenkian
Moran, J. M. (2003). Contribuições para uma pedagogia da educação online. In S. Marco (org.),
Educação online. São Paulo: Loyola.
Moreira, J. A. & Monteiro, A. (Coord.) (2012). Ensinar e aprender online com tecnologias digitais.
Abordagens teóricas e metodológicas. Porto: Porto Editora.
Morgado, L. (2001). O papel do Professor em Contextos de Ensino Online: problemas e
virtualidades. Discursos, Perspectivas em Educação. Universidade Aberta, III Série, Nº
Especial. 125-138.
Phipps, R. & Merisotis, J. (1999). What’s the difference? A review of a contemporary research of the
effectiveness of distance learning in higher education. The Institute for Higher Education
Policy, Washington, DC, URL: http://www.ihep. com(Pubs/PDF/Dofference.pdf
Ponte, J. P. (2000). Tecnologias de Informação e Comunicação na Formação de Professores: Que
desafios? Revista Iberoamericana de Educação, nº 24 OEI, 63-90.
Rosenberg, M. (2006). Beyound E-Learning: Approaches and Technologies to Enhance
Organizational Knowledge, Learning and Performance. San Francisco: John Wiley & Sons,
Inc
Sangrà, A. (2003). La Educación a Distancia como Factor Clave de Innovación en los Modelos
Pedagógicos. Discursos, Perspectivas em Educação. Universidade Aberta. Nº 1, 15-22.

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