VIRTUAL UNIVERSITY: analysis of Univesp’s pedagogic means through the discipline Integrating Project for Degree Courses

Abstract

This article aims to analyze the pedagogical tools used for the development and assessment of academic writing skills offered to students in the distance education (EaD) undergraduate programs at Univesp. The questions raised here are justified by the context of the increasing number of teachers graduated by EaD institutions and the need to analyze the suitability of the courses in providing appropriate structures for the development of scientific writing skills. This analysis was conducted through the evaluation of the teaching plans and correction rubrics of the Integrating Project for Degree Courses, considering student participation and the selection of eight research reports developed between 2020 and 2022 in different centers of the university. The findings highlight that, although there is a predominance of relevant strategies, pedagogical adjustments are needed in the use of grading rubrics, plagiarism assessment, feedback to students, and others.