Critical Success Factors in Dropping Students from Distance Higher Education

• Autor(a) principal: Lima, Jairo Gustavo de
• Data de Publicação: 2021
• Outros Autores: Castro, Cleber Carvalho de
• 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

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.