Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
SILVA, Fernando Salvino da
 |
| Orientador(a): |
LUIZ, Márcia Karina da Silva |
| Banca de defesa: |
ALBUQUERQUE, José de Lima,
LUIZ, Ronaldo Robson |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Tecnologia e Gestão em Educação a Distância
|
| Departamento: |
Unidade Acadêmica de Educação a Distância e Tecnologia
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9264
|
Resumo: |
The Distance Education modality (DE) has been growing exponentially in the world, and in Brazil this scenario is no different. The use of virtual learning tools and active teaching methodologies have potentiated synchronous and asynchronous interaction and this has increasingly attracted an audience interested in higher education or professional development. However, despite this growing phase, this modality has presented worrying rates of dropout that are related to a multiplicity of factors intrinsic to the institution, the course, the student and even the external environment. Therefore, this study aimed to identify the main factors related to evasion in distance learning of management courses in a private HEI in Recife/PE. The methodology used consisted of the application of a structured questionnaire applied to 372 students who dropped out of the course before the end of the course and also the use of exploratory factor analysis via SPSS to process the results. Thus, with a Chronbach's Alpha of 0.966 for the questionnaire's reliability test, the results revealed that the courses with the highest number of dropouts were business administration, logistics, commercial management, marketing and management processes. The main reasons for dropping out were: difficulty in accessing content, lack of knowledge about how the modality works, financial problems and various personal, professional and academic difficulties that ended up making it impossible to continue the course. But surprisingly many reported that they intend to one day return to the course. Thus, it was possible to conclude that institutions need to be more attentive to all aspects that involve the student during their training process at graduation, especially in the first semesters, as these are the moments in which they are adapting to the modality and consequently more prone to give up. |
