Evasão na Universidade Aberta do Brasil: o caso da Universidade Federal de Santa Maria
Ano de defesa: | 2021 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Ciências Sociais e Humanas |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Gestão de Organizações Públicas
|
Departamento: |
Administração Pública
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/24019 |
Resumo: | Distance Education is characterized by the flexibility of study hours, no need to attend to traditional classrooms and the reach of long distances. These characteristics have been expanding continuously this teaching modality; however, problems such as dropout have been accompanying this evolution. Based on this, the study analyzed the dropout determinants from courses offered at the Open University of Brazil (UAB), Federal University of Santa Maria (UFSM) providing management and pedagogical policies to retain the student until the course conclusion. Methodologically, the study had a mixed approach, as it presents both quantitative characteristics – when working with the data obtained through an online survey sent to the evaded students – and qualitative – when analyzing the legal and institutional documentation, which was complemented by a consultation performed using the course coordinators. In the results, from 520 respondents, the evaded student profile of the public that seeks UAB/UFSM courses was: women, over 30 years old, exclusively from public high school and who studied Pedagogy. Still, it was found that almost 50% of the evaded student did not even complete the first semester, and more than half of them were in their first experience in distance learning. Following, the analysis, five factors was obtained for the dropout of UAB/UFSM students, as a) academic aspects; b) domestic conditions and skills; c) competing situations and adversity; d) individual performance; e) complexity of the course and its activities. The competing situations and adversities were the most influential to evaded students, while the factor domestic conditions and skills contributed the least. Thus, it is evident that there is a difficulty in managing time or the erroneous idea about the dedication that an EaD course demands, as well as that distance education students feel displaced as members of the institution. Therefore, it is necessary to invest in a constant disclosure about the teaching-learning process and the course development, as well as helping the student with time management so that they can reconcile all their activities. The institution must develop ways to get closer to the student and, considering the specificity of the EaD audience, seek greater knowledge about he context in which their study is developed, anticipating an intervention that inhibits evaded students. |
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Biblioteca Digital de Teses e Dissertações do UFSM |
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2022-04-04T16:58:24Z2022-04-04T16:58:24Z2021-08-30http://repositorio.ufsm.br/handle/1/24019Distance Education is characterized by the flexibility of study hours, no need to attend to traditional classrooms and the reach of long distances. These characteristics have been expanding continuously this teaching modality; however, problems such as dropout have been accompanying this evolution. Based on this, the study analyzed the dropout determinants from courses offered at the Open University of Brazil (UAB), Federal University of Santa Maria (UFSM) providing management and pedagogical policies to retain the student until the course conclusion. Methodologically, the study had a mixed approach, as it presents both quantitative characteristics – when working with the data obtained through an online survey sent to the evaded students – and qualitative – when analyzing the legal and institutional documentation, which was complemented by a consultation performed using the course coordinators. In the results, from 520 respondents, the evaded student profile of the public that seeks UAB/UFSM courses was: women, over 30 years old, exclusively from public high school and who studied Pedagogy. Still, it was found that almost 50% of the evaded student did not even complete the first semester, and more than half of them were in their first experience in distance learning. Following, the analysis, five factors was obtained for the dropout of UAB/UFSM students, as a) academic aspects; b) domestic conditions and skills; c) competing situations and adversity; d) individual performance; e) complexity of the course and its activities. The competing situations and adversities were the most influential to evaded students, while the factor domestic conditions and skills contributed the least. Thus, it is evident that there is a difficulty in managing time or the erroneous idea about the dedication that an EaD course demands, as well as that distance education students feel displaced as members of the institution. Therefore, it is necessary to invest in a constant disclosure about the teaching-learning process and the course development, as well as helping the student with time management so that they can reconcile all their activities. The institution must develop ways to get closer to the student and, considering the specificity of the EaD audience, seek greater knowledge about he context in which their study is developed, anticipating an intervention that inhibits evaded students.O ensino a distância se caracteriza pela flexibilidade do horário de estudo, a não necessidade de comparecimento às tradicionais salas de aula e o alcance a longas distâncias. Características essas que vêm fazendo com que essa modalidade de ensino se expanda continuamente; entretanto, na mesma direção, problemas como a evasão vêm acompanhando essa evolução. Baseado nessa discussão, o estudo analisou quais os determinantes da evasão dos cursos ofertados pela Universidade Aberta do Brasil (UAB) na Universidade Federal de Santa Maria (UFSM) com a finalidade de propiciar à instituição a possibilidade de trabalhar com políticas de gestão e pedagógicas de maneira a reter o aluno até a conclusão do curso. Metodologicamente, o estudo é considerado de abordagem mista, pois apresenta tanto características quantitativas – ao trabalhar com os dados obtidos por pesquisa online enviada aos evadidos – quanto qualitativas – ao analisar as documentações legais e institucionais complementadas por consulta realizada aos coordenadores de curso. Nos resultados, a partir da amostra de 520 respondentes, inicialmente, identificou-se o perfil dos evadidos, sendo esse característico do público que busca pelos cursos UAB/UFSM: mulheres, acima dos 30 anos, provenientes de um ensino médio exclusivamente público e que cursavam Pedagogia. Ainda, constatou-se que quase 50% dos evadidos sequer concluiu o primeiro semestre, sendo que mais da metade deles estavam em sua primeira experiência no ensino a distância. Seguindo, a partir da análise fatorial, foram obtidos cinco fatores à evasão dos discentes da UAB/UFSM, sendo eles: a) aspectos acadêmicos; b) condições domésticas e habilidades; c) situações concorrentes e adversidade; d) desempenho individual; e e) complexidade do curso e de suas atividades, sendo que o fator situações concorrentes e adversidades foi o mais influente à evasão, ao passo que, o fator condições domésticas e habilidades foi o menos contributivo. Desta forma, evidencia-se que há uma dificuldade no gerenciamento do tempo ou a ideia errônea sobre a dedicação que um curso EaD despende, como também, de que os alunos do ensino a distância sentem-se deslocados como integrantes da instituição. Assim sendo, torna-se necessário que a instituição invista em uma divulgação constante quanto ao processo de ensino-aprendizagem e ao desenvolvimento do curso como também auxilie o discente à gestão do tempo para que consiga conciliar todas as suas atividades. Ainda, a instituição deve desenvolver maneiras de aproximar-se mais do aluno e, considerando as especificidades do público da EaD, buscar um maior conhecimento do contexto em que se desenvolve seu estudo, de forma a antecipar uma intervenção inibitória à evasão.porUniversidade Federal de Santa MariaCentro de Ciências Sociais e HumanasPrograma de Pós-Graduação em Gestão de Organizações PúblicasUFSMBrasilAdministração PúblicaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação a distânciaEnsino superiorEvasãoUniversidade aberta do BrasilUniversidade Federal de Santa MariaDistance educationUniversity educationDropoutOpen university of BrazilFederal University of Santa MariaCNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::ADMINISTRACAO PUBLICAEvasão na Universidade Aberta do Brasil: o caso da Universidade Federal de Santa MariaDropout at the Open University of Brazil: the case of the Federal University of Santa Mariainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBender Filho, Reisolihttp://lattes.cnpq.br/9794436610539367Vieira, Kelmara MendesFerraz, Rafael CamargoMartinelli, Juliana6002002000096006006006006005137aea9-6b9d-4338-b68c-0cb00c87948bc13f19cf-66d5-4b86-9a89-81961c9088e086f101bc-0655-4ae1-a117-1a35525f34b37aae4259-9e32-49a7-b49e-8f732d5b766creponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGGOP_2021_MARTINELLI_JULIANA.pdfDIS_PPGGOP_2021_MARTINELLI_JULIANA.pdfDissertação de mestradoapplication/pdf1543767http://repositorio.ufsm.br/bitstream/1/24019/1/DIS_PPGGOP_2021_MARTINELLI_JULIANA.pdfce52140a7646fe87f97f9256f80e45e9MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Evasão na Universidade Aberta do Brasil: o caso da Universidade Federal de Santa Maria |
dc.title.alternative.eng.fl_str_mv |
Dropout at the Open University of Brazil: the case of the Federal University of Santa Maria |
title |
Evasão na Universidade Aberta do Brasil: o caso da Universidade Federal de Santa Maria |
spellingShingle |
Evasão na Universidade Aberta do Brasil: o caso da Universidade Federal de Santa Maria Martinelli, Juliana Educação a distância Ensino superior Evasão Universidade aberta do Brasil Universidade Federal de Santa Maria Distance education University education Dropout Open university of Brazil Federal University of Santa Maria CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::ADMINISTRACAO PUBLICA |
title_short |
Evasão na Universidade Aberta do Brasil: o caso da Universidade Federal de Santa Maria |
title_full |
Evasão na Universidade Aberta do Brasil: o caso da Universidade Federal de Santa Maria |
title_fullStr |
Evasão na Universidade Aberta do Brasil: o caso da Universidade Federal de Santa Maria |
title_full_unstemmed |
Evasão na Universidade Aberta do Brasil: o caso da Universidade Federal de Santa Maria |
title_sort |
Evasão na Universidade Aberta do Brasil: o caso da Universidade Federal de Santa Maria |
dc.creator.Lattes.por.fl_str_mv |
|
author |
Martinelli, Juliana |
author_facet |
Martinelli, Juliana |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bender Filho, Reisoli |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9794436610539367 |
dc.contributor.referee1.fl_str_mv |
Vieira, Kelmara Mendes |
dc.contributor.referee2.fl_str_mv |
Ferraz, Rafael Camargo |
dc.contributor.author.fl_str_mv |
Martinelli, Juliana |
contributor_str_mv |
Bender Filho, Reisoli Vieira, Kelmara Mendes Ferraz, Rafael Camargo |
dc.subject.por.fl_str_mv |
Educação a distância Ensino superior Evasão Universidade aberta do Brasil Universidade Federal de Santa Maria |
topic |
Educação a distância Ensino superior Evasão Universidade aberta do Brasil Universidade Federal de Santa Maria Distance education University education Dropout Open university of Brazil Federal University of Santa Maria CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::ADMINISTRACAO PUBLICA |
dc.subject.eng.fl_str_mv |
Distance education University education Dropout Open university of Brazil Federal University of Santa Maria |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::ADMINISTRACAO PUBLICA |
description |
Distance Education is characterized by the flexibility of study hours, no need to attend to traditional classrooms and the reach of long distances. These characteristics have been expanding continuously this teaching modality; however, problems such as dropout have been accompanying this evolution. Based on this, the study analyzed the dropout determinants from courses offered at the Open University of Brazil (UAB), Federal University of Santa Maria (UFSM) providing management and pedagogical policies to retain the student until the course conclusion. Methodologically, the study had a mixed approach, as it presents both quantitative characteristics – when working with the data obtained through an online survey sent to the evaded students – and qualitative – when analyzing the legal and institutional documentation, which was complemented by a consultation performed using the course coordinators. In the results, from 520 respondents, the evaded student profile of the public that seeks UAB/UFSM courses was: women, over 30 years old, exclusively from public high school and who studied Pedagogy. Still, it was found that almost 50% of the evaded student did not even complete the first semester, and more than half of them were in their first experience in distance learning. Following, the analysis, five factors was obtained for the dropout of UAB/UFSM students, as a) academic aspects; b) domestic conditions and skills; c) competing situations and adversity; d) individual performance; e) complexity of the course and its activities. The competing situations and adversities were the most influential to evaded students, while the factor domestic conditions and skills contributed the least. Thus, it is evident that there is a difficulty in managing time or the erroneous idea about the dedication that an EaD course demands, as well as that distance education students feel displaced as members of the institution. Therefore, it is necessary to invest in a constant disclosure about the teaching-learning process and the course development, as well as helping the student with time management so that they can reconcile all their activities. The institution must develop ways to get closer to the student and, considering the specificity of the EaD audience, seek greater knowledge about he context in which their study is developed, anticipating an intervention that inhibits evaded students. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-08-30 |
dc.date.accessioned.fl_str_mv |
2022-04-04T16:58:24Z |
dc.date.available.fl_str_mv |
2022-04-04T16:58:24Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/24019 |
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http://repositorio.ufsm.br/handle/1/24019 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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600200200009 |
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600 600 600 600 600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Sociais e Humanas |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Gestão de Organizações Públicas |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Administração Pública |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Sociais e Humanas |
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