Critical Success Factors in Dropping Students from Distance Higher Education
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Data de Publicação: | 2021 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | EAD em Foco |
Texto Completo: | https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1445 |
Resumo: | Distance education has become a popularized teaching modality in Brazil in recent years. In higher education, there is a considerable increase in enrollments in distance education courses, accompanied, inevitably, by a large volume of dropout. The identification of the determining factors that lead students enrolled in higher education distance education courses to evade, along with the proposal of a radar framework that can encompass such factors in dimensions is the objective of this article, achieved through a systematic bibliographic search by goal -analyze. The results show that dropout in higher education courses at a distance is the result of a combination of endogenous and exogenous factors, which may or may not be interrelated. The most common causes identified are associated with the lack of time for study, difficulty in reconciling academic and professional life, financial restrictions, cognitive factors, inefficiency of pedagogical didactic projects and tensions in the interrelation of students and teachers / tutors. The proposal of the radar framework considered the categorization of factors in eight dimensions: personal / interpersonal, socioeconomic, cognitive, vocational, technological, complementary, structural and didactic pedagogical activities. Keywords: Evasion. Critical factors. Causes. Distance learning. |
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Critical Success Factors in Dropping Students from Distance Higher EducationFatores Críticos de Sucesso na Evasão de Alunos do Ensino Superior a DistânciaDistance education has become a popularized teaching modality in Brazil in recent years. In higher education, there is a considerable increase in enrollments in distance education courses, accompanied, inevitably, by a large volume of dropout. The identification of the determining factors that lead students enrolled in higher education distance education courses to evade, along with the proposal of a radar framework that can encompass such factors in dimensions is the objective of this article, achieved through a systematic bibliographic search by goal -analyze. The results show that dropout in higher education courses at a distance is the result of a combination of endogenous and exogenous factors, which may or may not be interrelated. The most common causes identified are associated with the lack of time for study, difficulty in reconciling academic and professional life, financial restrictions, cognitive factors, inefficiency of pedagogical didactic projects and tensions in the interrelation of students and teachers / tutors. The proposal of the radar framework considered the categorization of factors in eight dimensions: personal / interpersonal, socioeconomic, cognitive, vocational, technological, complementary, structural and didactic pedagogical activities. Keywords: Evasion. Critical factors. Causes. Distance learning.A educação a distância tornou-se nos últimos anos uma modalidade de ensino popularizada no Brasil. No ensino superior, nota-se um considerável crescimento das matrículas em cursos de educação a distância, acompanhado, inevitavelmente, por um grande volume de evasão. A identificação dos fatores determinantes que levam os alunos matriculados em cursos superiores de educação a distância a evadirem, junto à proposta de um framework radar que possa abarcar tais fatores em dimensões é o objetivo deste artigo, alcançado por meio de uma pesquisa bibliográfica sistemática por meta-análise. Os resultados apontam que a evasão em cursos superiores de educação a distância é resultado de uma combinação de fatores endógenos e exógenos, os quais podem estar ou não inter-relacionados. As causas mais comuns identificadas estão associadas à falta de tempo para o estudo, dificuldade de conciliar a vida acadêmica com a profissional, restrições financeiras, fatores cognitivos, ineficiência dos projetos didáticos pedagógicos e tensões na inter-relação de alunos e professores/tutores. A proposta do framework radar considerou a categorização dos fatores em oito dimensões: pessoais/interpessoais, socioeconômicos, cognitivos, vocacionais, tecnológicos, atividades complementares, estruturais e didático-pedagógicos. Palavras-chave: Evasão. Fatores críticos. Causas. Educação a distância.Fundação Cecierj2021-10-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/144510.18264/eadf.v11i1.1445EaD em Foco; Vol. 11 No. 1 (2021)EaD em Foco; Vol. 11 Núm. 1 (2021)EaD em Foco; v. 11 n. 1 (2021)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/1445/704Copyright (c) 2021 EaD em Focohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess Lima, Jairo Gustavo de Castro, Cleber Carvalho de2022-01-17T21:04:18ZRevistahttps://eademfoco.cecierj.edu.br/index.php/RevistaONG |
dc.title.none.fl_str_mv |
Critical Success Factors in Dropping Students from Distance Higher Education Fatores Críticos de Sucesso na Evasão de Alunos do Ensino Superior a Distância |
title |
Critical Success Factors in Dropping Students from Distance Higher Education |
spellingShingle |
Critical Success Factors in Dropping Students from Distance Higher Education Lima, Jairo Gustavo de |
title_short |
Critical Success Factors in Dropping Students from Distance Higher Education |
title_full |
Critical Success Factors in Dropping Students from Distance Higher Education |
title_fullStr |
Critical Success Factors in Dropping Students from Distance Higher Education |
title_full_unstemmed |
Critical Success Factors in Dropping Students from Distance Higher Education |
title_sort |
Critical Success Factors in Dropping Students from Distance Higher Education |
author |
Lima, Jairo Gustavo de |
author_facet |
Lima, Jairo Gustavo de Castro, Cleber Carvalho de |
author_role |
author |
author2 |
Castro, Cleber Carvalho de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Lima, Jairo Gustavo de Castro, Cleber Carvalho de |
description |
Distance education has become a popularized teaching modality in Brazil in recent years. In higher education, there is a considerable increase in enrollments in distance education courses, accompanied, inevitably, by a large volume of dropout. The identification of the determining factors that lead students enrolled in higher education distance education courses to evade, along with the proposal of a radar framework that can encompass such factors in dimensions is the objective of this article, achieved through a systematic bibliographic search by goal -analyze. The results show that dropout in higher education courses at a distance is the result of a combination of endogenous and exogenous factors, which may or may not be interrelated. The most common causes identified are associated with the lack of time for study, difficulty in reconciling academic and professional life, financial restrictions, cognitive factors, inefficiency of pedagogical didactic projects and tensions in the interrelation of students and teachers / tutors. The proposal of the radar framework considered the categorization of factors in eight dimensions: personal / interpersonal, socioeconomic, cognitive, vocational, technological, complementary, structural and didactic pedagogical activities. Keywords: Evasion. Critical factors. Causes. Distance learning. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-28 |
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/1445 10.18264/eadf.v11i1.1445 |
url |
https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1445 |
identifier_str_mv |
10.18264/eadf.v11i1.1445 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1445/704 |
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Copyright (c) 2021 EaD em Foco https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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Copyright (c) 2021 EaD em Foco https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
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. 11 No. 1 (2021) EaD em Foco; Vol. 11 Núm. 1 (2021) EaD em Foco; v. 11 n. 1 (2021) 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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1814253791880413184 |