Determinants of E-learning Evasion Scale (DEES): Proposal and Validation
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | EAD em Foco |
Texto Completo: | https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1035 |
Resumo: | There is a trend for e-learning courses. However, with this trend, there are also high evasion indices in those courses, which is a challenge for institutions’ managing and efficiency. Therefore, it is of high importance to understand why students evade from e-learning courses. Taking this into account, this study had the objective of propose and validate the Determinants of E-learning Evasion Scale (DEES). We assessed 520 students that have evaded from undergraduate and graduate e-learning courses from the Federal University of Santa Maria. We assessed the dimensionality of the scale using confirmatory and exploratory factor analysis. The original version of the DEES scale comprised 52 items. In addition, item quality was analyzed using a multidimensional item response theory model. The models indicated, in general, good items in the DEES scale. Results suggests that the DEES is mainly composed by two dimensions, one relating to support to learning, and the other to personal conditions during study. The first dimension comprised items that highlight the support of the presential teacher in face of the student’s ideas, the feedback and guidance provided by the online teacher, and the perceived knowledge of the online teacher about the course content. In the second dimension, the most important items comprised the time available for studying, the number of work-related commitments/tasks, and the changes in the work routine during the e-course. Keywords: Evasion. E-learning. Scale. Psychometric assessment. |
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Determinants of E-learning Evasion Scale (DEES): Proposal and ValidationEscala de Determinantes da Evasão no Ensino a Distância (EDED): Proposição e Validação.There is a trend for e-learning courses. However, with this trend, there are also high evasion indices in those courses, which is a challenge for institutions’ managing and efficiency. Therefore, it is of high importance to understand why students evade from e-learning courses. Taking this into account, this study had the objective of propose and validate the Determinants of E-learning Evasion Scale (DEES). We assessed 520 students that have evaded from undergraduate and graduate e-learning courses from the Federal University of Santa Maria. We assessed the dimensionality of the scale using confirmatory and exploratory factor analysis. The original version of the DEES scale comprised 52 items. In addition, item quality was analyzed using a multidimensional item response theory model. The models indicated, in general, good items in the DEES scale. Results suggests that the DEES is mainly composed by two dimensions, one relating to support to learning, and the other to personal conditions during study. The first dimension comprised items that highlight the support of the presential teacher in face of the student’s ideas, the feedback and guidance provided by the online teacher, and the perceived knowledge of the online teacher about the course content. In the second dimension, the most important items comprised the time available for studying, the number of work-related commitments/tasks, and the changes in the work routine during the e-course. Keywords: Evasion. E-learning. Scale. Psychometric assessment.Os cursos na modalidade de educação à distância têm crescido de forma acelerada no Brasil. Entretanto, os elevados índices de evasão são um desafio à gestão e à eficiência das instituições. Seguindo esta discussão, este trabalho propõe a Escala de Determinantes da Evasão no Ensino a Distância (EDED) a partir da avaliação de modelos de análise fatorial confirmatória e exploratória. A qualidade dos itens foi analisada a partir de modelos multidimensionais de teoria de resposta ao item e, no geral, se mostraram satisfatórios. Os resultados demonstraram que o ajuste do modelo indicou uma estrutura de duas dimensões à EDED; sendo a primeira relacionada ao suporte à aprendizagem e a segunda com as condições pessoais. A EDED pode ser utilizada tanto à avaliação dos fatores que levaram um indivíduo a evadir quanto à avaliação das fragilidades dos cursos oferecidos. Palavras-chave: Evasão. Ensino a distância. Escala. Avaliação psicométrica.Fundação Cecierj2020-09-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/103510.18264/eadf.v10i2.1035EaD em Foco; Vol. 10 No. 2 (2020)EaD em Foco; Vol. 10 Núm. 2 (2020)EaD em Foco; v. 10 n. 2 (2020)2177-8310reponame:EAD em Focoinstname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)instacron:CECIERJporhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1035/571https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1035/582BrazilBrasilBrasilCopyright (c) 2020 EaD em Focoinfo:eu-repo/semantics/openAccessVieira, Kelmara MendesMartins, Pedro Saulo RochaBender Filho, ReisoliMoreira Júnior, Fernando de Jesus2020-09-11T20:01:12ZRevistahttps://eademfoco.cecierj.edu.br/index.php/RevistaONG |
dc.title.none.fl_str_mv |
Determinants of E-learning Evasion Scale (DEES): Proposal and Validation Escala de Determinantes da Evasão no Ensino a Distância (EDED): Proposição e Validação. |
title |
Determinants of E-learning Evasion Scale (DEES): Proposal and Validation |
spellingShingle |
Determinants of E-learning Evasion Scale (DEES): Proposal and Validation Vieira, Kelmara Mendes |
title_short |
Determinants of E-learning Evasion Scale (DEES): Proposal and Validation |
title_full |
Determinants of E-learning Evasion Scale (DEES): Proposal and Validation |
title_fullStr |
Determinants of E-learning Evasion Scale (DEES): Proposal and Validation |
title_full_unstemmed |
Determinants of E-learning Evasion Scale (DEES): Proposal and Validation |
title_sort |
Determinants of E-learning Evasion Scale (DEES): Proposal and Validation |
author |
Vieira, Kelmara Mendes |
author_facet |
Vieira, Kelmara Mendes Martins, Pedro Saulo Rocha Bender Filho, Reisoli Moreira Júnior, Fernando de Jesus |
author_role |
author |
author2 |
Martins, Pedro Saulo Rocha Bender Filho, Reisoli Moreira Júnior, Fernando de Jesus |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Vieira, Kelmara Mendes Martins, Pedro Saulo Rocha Bender Filho, Reisoli Moreira Júnior, Fernando de Jesus |
description |
There is a trend for e-learning courses. However, with this trend, there are also high evasion indices in those courses, which is a challenge for institutions’ managing and efficiency. Therefore, it is of high importance to understand why students evade from e-learning courses. Taking this into account, this study had the objective of propose and validate the Determinants of E-learning Evasion Scale (DEES). We assessed 520 students that have evaded from undergraduate and graduate e-learning courses from the Federal University of Santa Maria. We assessed the dimensionality of the scale using confirmatory and exploratory factor analysis. The original version of the DEES scale comprised 52 items. In addition, item quality was analyzed using a multidimensional item response theory model. The models indicated, in general, good items in the DEES scale. Results suggests that the DEES is mainly composed by two dimensions, one relating to support to learning, and the other to personal conditions during study. The first dimension comprised items that highlight the support of the presential teacher in face of the student’s ideas, the feedback and guidance provided by the online teacher, and the perceived knowledge of the online teacher about the course content. In the second dimension, the most important items comprised the time available for studying, the number of work-related commitments/tasks, and the changes in the work routine during the e-course. Keywords: Evasion. E-learning. Scale. Psychometric assessment. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-09-14 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1035 10.18264/eadf.v10i2.1035 |
url |
https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1035 |
identifier_str_mv |
10.18264/eadf.v10i2.1035 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1035/571 https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1035/582 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 EaD em Foco info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 EaD em Foco |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.coverage.none.fl_str_mv |
Brazil Brasil Brasil |
dc.publisher.none.fl_str_mv |
Fundação Cecierj |
publisher.none.fl_str_mv |
Fundação Cecierj |
dc.source.none.fl_str_mv |
EaD em Foco; Vol. 10 No. 2 (2020) EaD em Foco; Vol. 10 Núm. 2 (2020) EaD em Foco; v. 10 n. 2 (2020) 2177-8310 reponame:EAD em Foco instname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ) instacron:CECIERJ |
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Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ) |
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CECIERJ |
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CECIERJ |
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EAD em Foco |
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EAD em Foco |
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