Loosely coupled systems and logic of confidence: the control of coordinators on teaching activity in online distance education

Abstract

Online distance education is a phenomenon that is increasingly in universities. The insertion of this modality of teaching has the potential to modify the traditional relations in the universities, because it brings new actors, tools of interaction and labor relations. Among the topics related to online distance education, the process of control begins to gain relevance, but still needs further investigation. Thus, a basic qualitative study was conducted in a bachelor's degree in administration from a public institution, with the objective of investigating how the coordinators control the teaching activity, from the concepts of loosely coupled systems and logic of trust, both linked to institutional theory. The research used the following techniques of data collection: semi-structured interviews, field notes, non-participant observation of the virtual learning environment and documentary analysis. The results indicate that coordination may use a variety of control mechanisms to monitor teaching activities. However, these mechanisms are generally weakened. In part, because of this, the concept of loosely coupled systems is consistent with the context investigated. On the other hand, the concept of trust logic is more fragile in its dimensions.