INSTRUCTIONAL DESIGN PRACTICES IN THE TRAINING OF DISTANCE EDUCATION TUTORS: ADVANTAGES AND LIMITATIONS

Abstract

This article analyzes instructional design practices in Distance Education tutor training, examining their advantages and limitations in this formative process. Through bibliographic research in national academic productions, the study investigates instructional design practices in this specific educational context. The analysis highlights three structuring dimensions: the systematic planning of training, which promotes articulations between theory and practice; methodological strategies that develop competencies for tutoring in Distance Education; and reconfigurations of pedagogical work through the integration of educational technologies. The contributions of instructional design are evident in the systematization of formative processes that establish quality parameters, in the standardization of pedagogical practices that provide contextualized mediation experiences, and in the theory-practice integration that promotes gradual professional development. Regarding limitations, structural restrictions in access to technological resources and monitoring interfaces are highlighted, in addition to high dropout rates, especially in non-corporate courses. As direction for future studies, it is important to analyze the factors that influence the retention of tutors in training and the instructional design actions that can intensify their engagement throughout the process. Research exploring the relationship between different training approaches and completion rates, as well as studies that follow the professional performance of tutors after their training, could offer applicable guidelines for improving practices in this field.