Modelo de progressão acadêmica de alunos online no Ensino Superior
DOI:
https://doi.org/10.18861/cied.2022.13.1.3181Palavras-chave:
ensino eletrônico, educação a distância, ensino superior, deserção dos alunos, persistência acadêmica, serviços de apoio acadêmico, alunos adultosResumo
A oferta formativa de programas online tem aumentado, sendo uma oportunidade para quem precisa conciliar o estudo com outras atividades. As taxas de retenção neste tipo de formação são baixas. Vários fatores explicam a evasão de alunos adultos nos programas online. O desenho é misto do tipo explicativo sequencial. A fase quantitativa permitiu a identificação de diferenças significativas entre os grupos para as variáveis em estudo, a partir de uma amostra de 9.405 alunos. A fase qualitativa incluiu a aplicação de entrevistas. Constatou-se que o acompanhamento do tutor, a aprovação dos cursos de habilidades básicas, a participação dos alunos nas atividades de indução e o atendimento da unidade de apoio socioafetivo influenciam diretamente na deserção dos alunos, na sua participação na plataforma online e na média das notas. Os alunos valorizam a comunicação eficaz com professores e tutores. Deve ser gerada uma rede de contenção para apoiar o processo de continuidade dos estudos com diversas ações, também, a influência de cada curso é diferente em relação às necessidades apresentadas por cada aluno, mostrando a importância de que as instituições implementem uma diversidade de apoios que serão utilizados pelos alunos de acordo com as suas necessidades.
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