Evasão nos cursos na modalidade de educação a distância: estudo de caso do Curso Piloto de Administração da UFAL/UAB

Bittencourt, Ibsen Mateus; Mercado, Luís Paulo Leopoldo

doi:10.1590/s0104-40362014000200009

Cited by 40 publications

(47 citation statements)

References 5 publications

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“…To Zuin (2006), the distance education courses that have been successful have promoted face-to-face contact between professors and students. We should be looking for distance education that not only produces information, but also, according to Belloni (2006), knowledge as a process, grounded in the construction of active and collaborative learning, which also works with new concepts of teaching and learning.…”

Section: Characteristics Of Distance Education In Brazil and The Worldmentioning

confidence: 99%

The social representation of distance education from a Brazilian perspective

Marchisotti

Oliveira

Lukosevicius

2017

Ensaio: aval.pol.públ.Educ.

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This quali-quantitative, exploratory field study approach is based on analyzing data obtained by applying the word recall test involving 100 respondents in order to build the social representation of distance learning (DL) from a Brazilian viewpoint. The 'four-house board' technique by Pierre Vergès was adopted as the data-treatment technique. Making use of theoretical concepts previously presented to discuss distance learning (DL), the social representation of DL is compared to this theory, in order to validate the knowledge and identify learning gaps. It was found that the main focus of the social representation of DL consists of the following words: Flexibility, Facility, Practicality, Discipline, Time, Low-cost, Cost, Opportunity, Internet and Convenience. The main conclusion is that, despite the positive outlook that Brazilians have of distance learning, some assumptions should be adopted to ensure its effectiveness: 1) the need to mix DL with classroom encounters; 2) the need for DL-based courses to have trained teachers that insist on interaction and 3) the need for material to be suitable for this form of education, as well as for the communication media and technologies used. Keywords: Learning. Education. DL. Social representation. IntroductionWith the advent of the internet and advances in information and communications technology (ICT), distance education, which used to be restricted to a small niche within the educational sector, has grown and taken on greater relevance in academic a Universidade Federal Fluminense -UFF. Niterói, Rio de Janeiro, Brasil. Gustavo Guimarães Marchisotti, Fátima Bayma de Oliveira e Alessandro Prudêncio Lukosevicius discussions. The expansion of this method of teaching has been responsible for a true revolution in the educational field, due to the greater access it provides for those with fewer resources, and thus it has contributed to a reduction in social inequality. Brazilian governments have used distance education as an efficient way to diminish Brazil's problems in terms of access to education (GOMES, 2013).Distance education is based on the student's initiative, using his or her skills to interact and solve problems in groups, and does not permit the simple memorization of content. In other words, learning based on "knowing how to do something" and not just "knowing facts," which only occurs when one breaks from the traditional model of teaching (LITTO; FORMIGA, 2008).Distance education, through the use of computational resources, has appeared as a way to stimulate a new model of learning, facilitating the construction of knowledge and helping students to be active participants and transformers of reality. It is an educational process (TAPERINO, 2006) focused on developing skills, centered on student learning, allowing students to grow as people, professionals and citizens.There is a scarcity of education in the world, with greater growth in the number of students than in the growth of the number of universities (DANIEL, 1996), or in other words, there is a...

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Section: Characteristics Of Distance Education In Brazil and The Worldmentioning

confidence: 99%

The social representation of distance education from a Brazilian perspective

Marchisotti

Oliveira

Lukosevicius

2017

Ensaio: aval.pol.públ.Educ.

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“…Some authors (BITTENCOURT; MERCADO, 2014) refer that the main causes for dropping out from distance education courses may be related to students' dissatisfaction with the tutor/teachers or with technological problems, in particular with the platform. The limited number of publications on student's persistence in distance education courses shows that the subject has received little attention from researchers in education.…”

Section: Introductionmentioning

confidence: 99%

Multilevel modeling of persistence in higher education

Ferrão

Almeida

2018

Ensaio: aval.pol.públ.Educ.

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The dropout or evasion rates in higher education are now a social and institutional concern, justifying the implementation of public policies to prevent this phenomenon. These policies need studies on the most determinant variables of the risk of dropout. The main objective of this study is to analyze the student's persistence in undergraduate courses, and the relationship with the student's previous school trajectory and with the conditions of entrance into higher education, controlling for students' sociodemographic characteristics, such as gender and age. We applied multilevel logistic regression models to data of 2.697 freshmen enrolled in a Portuguese public university in the academic year 2015/16. The results suggest that failure in basic education (ISCED 2) has a long-term effect. According to the estimates obtained, students who declare not having failed in basic education have odds ratio of persistence 2.7 times higher than students who declare having failed in basic education. The conditions of student's admission to the course he/she attends are relevant variables to persistence in Higher Education, for example, whether s/he was admitted to her/his first option course and the student's university entrance score. The results also show that older and male students have lower probability of persistence.

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“…Cargas horárias maiores exigem que o aluno se dedique por mais tempo ao curso, incorrendo em um dos motivos mais citados para justificar os altos índices de evasão (Coelho, 2003;Almeida, 2007;Zerbini;Souza, 2010;Bittencourt;Mercado, 2014;Martins et al, 2013), portanto, é razoável supor-se que cursos com maiores cargas horárias influenciem positivamente na evasão.…”

Section: Modelo De Análise E Hipótesesunclassified

Evasão em cursos a distância: um estudo aplicado na Universidade Corporativa da Secretaria da Fazenda do Estado da Bahia

Gonzalez

Nascimento²,

Leite³

2016

RSP

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Um dos desafios da administração pública moderna é manter o seu quadro de pessoal capacitado para desenvolver as suas funções com qualidade e prestar um melhor serviço à sociedade. A educação a distância (EaD) apresenta-se como uma alternativa. Contudo, traz consigo uma questão que precisa ser melhor compreendida: o alto índice de evasão. O objetivo deste artigo é investigar os determinantes da evasão nos cursos EaD oferecidos pela Universidade Corporativa da Secretaria da Fazenda do Estado da Bahia. Para tanto, desenvolveu-se um estudo quantitativo em uma amostra composta por 530 inscritos nos cursos EaD oferecidos no primeiro semestre do ano de 2014, buscando identificar, entre as variáveis carga horária do curso, gênero, idade, localização do inscrito e cargo, evidências que explicassem os índices de evasão observados. Os resultados, obtidos por meio de regressão logística múltipla, sugerem que a localização do indivíduo exerce influência significativa na evasão.Palavras-chave: educação a distância, educação corporativa, evasão, administração pública, estudo de caso [Artigo recebido em 3 de setembro de 2015. Aprovado em 28 de março de 2016.]

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Evasão nos cursos na modalidade de educação a distância: estudo de caso do Curso Piloto de Administração da UFAL/UAB

Cited by 40 publications

References 5 publications

The social representation of distance education from a Brazilian perspective

The social representation of distance education from a Brazilian perspective

Multilevel modeling of persistence in higher education

Evasão em cursos a distância: um estudo aplicado na Universidade Corporativa da Secretaria da Fazenda do Estado da Bahia

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