Comparative study of two pedagogical practices in distance education

ABSTRACT The article presents a comparative study between two distinct modules of the same technology undergraduate course in the distance education modality. Over the modules, different pedagogical practices (one innovative, another traditional) were adopted by the teachers in a virtual context with differentiated interactivity levels. From the evaluated and diverse topics such as the use of learning trails or routes, participation in discussion forums, download statistics and the comparison of the objective evaluation in each one, it was possible to notice that the module in which there was a greater interactivity, the evaluation results were better. In the view of that, it can be concluded that a teaching and learning process in distance education should not be based only on the content structure available to the students in learning management systems and on the premise of their autonomy, but extending to the pedagogical practice to a higher level of interactivity. It is evident, therefore, the need for greater involvement of the teacher in the students' learning. Key words: Interactivity. Course evaluation. Distance education. Learning management system.