Keywords
Distance training
Performance factors
How to Cite
Abstract
The directions of education point to the inclusion of students as active participants in the construction of knowledge. There are several didactic strategies that can be implemented contemplating this characteristic, among them, Problem-Based Learning (PBL). Thus, this article aims to identify favorable and limiting factors in the performance of teachers in PBL strategies, using digital technologies, in a distance learning course. Thus, a case study was carried out, and through the qualitative analysis of the researcher's notes and the self-assessment of teachers/participants, more favorable than limiting factors were evidenced, among them, motivation, autonomy and protagonism. Reports of overcoming challenging activities and application in the work context were mentioned. As limiting factors, the identification and report of time limitation and mental fatigue.
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