Autonomy in learning: a relationship between failure and success of Distance Education students

Detalhes bibliográficos
Autor(a) principal: Abadi, Adejalmo Moreira
Data de Publicação: 2017
Outros Autores: Rehfeldt, Márcia Jussara Hepp
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/7107
Resumo: This paper presents the results of a research conducted with undergraduate students of distance education at face-to-face support learning centers of Roraima. The research aimed to analyze the relationship between autonomy in distance learning and students’ outcomes. The issue was to investigate which causes related to autonomy contributed to the low performance rate. The theoretical framework deals with Distance Education and autonomy in distance learning. It was a quali-quantitative research, delineated as a case study. The data analysis was structured in order to define the profile of the student, the factors that influence dropout and completion of the courses. The final remarks present evidence of interfering causes in the results and  in the relationship with learning autonomy, involving students as learning structure, and the institution as teaching structure.   Keywords: Autonomy. Distance Education. Autonomy in learning.
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spelling Autonomy in learning: a relationship between failure and success of Distance Education studentsAutonomía para el aprendizaje: una relación entre el fracaso y el éxito de los estudiantes de Educación a DistanciaAutonomia para aprendizagem: uma relação entre o fracasso e o sucesso dos alunos da Educação a DistânciaThis paper presents the results of a research conducted with undergraduate students of distance education at face-to-face support learning centers of Roraima. The research aimed to analyze the relationship between autonomy in distance learning and students’ outcomes. The issue was to investigate which causes related to autonomy contributed to the low performance rate. The theoretical framework deals with Distance Education and autonomy in distance learning. It was a quali-quantitative research, delineated as a case study. The data analysis was structured in order to define the profile of the student, the factors that influence dropout and completion of the courses. The final remarks present evidence of interfering causes in the results and  in the relationship with learning autonomy, involving students as learning structure, and the institution as teaching structure.   Keywords: Autonomy. Distance Education. Autonomy in learning.Este artículo presenta los resultados parciales de la investigación llevada a cabo con estudiantes de graduación en la modalidad a distancia en los Polos de Apoyo Presencial de Roraima. La investigación tuvo como objetivo analizar la relación entre la autonomía para el aprendizaje en la Educación a Distancia (EaD) y resultados finales de los estudiantes. Y como problemática, investigar cuáles son las causas relacionadas a la autonomía que contribuyeron a la baja tasa de aprovechamiento. Los enfoques teóricos abordan la educación a distancia y la autonomía para el aprendizaje en la educación a distancia. La investigación fue de naturaleza cualitativa y cuantitativa y delineada como un estudio de caso. El análisis de los datos fue estructurado con el fin de definir el perfil del estudiante, los factores de influencia de la deserción escolar y los factores de influencia en la conclusión de los cursos. En las observaciones finales se presenta la evidencia de causas que interfieren en los resultados y en la relación con la autonomía para el aprendizaje, considerando a los estudiantes como estructura de aprendizaje y la institución ministrante como estructura de enseñanza.   Palabras clave: Autonomía. Educación a Distancia. Autonomía en el aprendizaje.Este artigo apresenta resultados parciais de pesquisa realizada com alunos de graduação a distância em Polos de Apoio Presencial de Roraima. A investigação teve como objetivo analisar a relação entre a autonomia para aprendizagem na Educação a Distância (EaD) e os resultados finais dos alunos. A problemática foi investigar quais as causas relacionadas à autonomia que contribuíram para o baixo índice de aproveitamento. O referencial teórico aborda a educação a distância e a autonomia para aprendizagem na EaD. A pesquisa foi de natureza quali-quantitativa e delineada como estudo de caso. A análise dos dados foi estruturada visando definir o perfil do aluno, os fatores de influência na evasão e na conclusão dos cursos. As considerações finais apresentam evidências de causas interferentes nos resultados e na relação com a autonomia para aprendizagem, envolvendo o aluno como estrutura de aprendizagem e a instituição ministrante como estrutura de ensino.   Palavras-chave: Autonomia. Educação a Distância. Autonomia para aprendizagem. Universidade Estadual de Ponta Grossa2017-03-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/710710.5212/PraxEduc.v.11i2.0001Práxis Educativa; Vol. 11 No. 2 (2016); 310-331Práxis Educativa; Vol. 11 Núm. 2 (2016); 310-331Práxis Educativa; V. 11 N. 2 (2016); 310-331Práxis Educativa; v. 11 n. 2 (2016); 310-3311809-43091809-403110.5212/PraxEduc.v.11i2reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/7107/4772Copyright (c) 2016 Práxis Educativainfo:eu-repo/semantics/openAccessAbadi, Adejalmo MoreiraRehfeldt, Márcia Jussara Hepp2020-04-06T23:10:14Zoai:uepg.br:article/7107Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-06T23:10:14Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Autonomy in learning: a relationship between failure and success of Distance Education students
Autonomía para el aprendizaje: una relación entre el fracaso y el éxito de los estudiantes de Educación a Distancia
Autonomia para aprendizagem: uma relação entre o fracasso e o sucesso dos alunos da Educação a Distância
title Autonomy in learning: a relationship between failure and success of Distance Education students
spellingShingle Autonomy in learning: a relationship between failure and success of Distance Education students
Abadi, Adejalmo Moreira
title_short Autonomy in learning: a relationship between failure and success of Distance Education students
title_full Autonomy in learning: a relationship between failure and success of Distance Education students
title_fullStr Autonomy in learning: a relationship between failure and success of Distance Education students
title_full_unstemmed Autonomy in learning: a relationship between failure and success of Distance Education students
title_sort Autonomy in learning: a relationship between failure and success of Distance Education students
author Abadi, Adejalmo Moreira
author_facet Abadi, Adejalmo Moreira
Rehfeldt, Márcia Jussara Hepp
author_role author
author2 Rehfeldt, Márcia Jussara Hepp
author2_role author
dc.contributor.author.fl_str_mv Abadi, Adejalmo Moreira
Rehfeldt, Márcia Jussara Hepp
description This paper presents the results of a research conducted with undergraduate students of distance education at face-to-face support learning centers of Roraima. The research aimed to analyze the relationship between autonomy in distance learning and students’ outcomes. The issue was to investigate which causes related to autonomy contributed to the low performance rate. The theoretical framework deals with Distance Education and autonomy in distance learning. It was a quali-quantitative research, delineated as a case study. The data analysis was structured in order to define the profile of the student, the factors that influence dropout and completion of the courses. The final remarks present evidence of interfering causes in the results and  in the relationship with learning autonomy, involving students as learning structure, and the institution as teaching structure.   Keywords: Autonomy. Distance Education. Autonomy in learning.
publishDate 2017
dc.date.none.fl_str_mv 2017-03-21
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://revistas.uepg.br/index.php/praxiseducativa/article/view/7107
10.5212/PraxEduc.v.11i2.0001
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/7107
identifier_str_mv 10.5212/PraxEduc.v.11i2.0001
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/7107/4772
dc.rights.driver.fl_str_mv Copyright (c) 2016 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Práxis Educativa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 11 No. 2 (2016); 310-331
Práxis Educativa; Vol. 11 Núm. 2 (2016); 310-331
Práxis Educativa; V. 11 N. 2 (2016); 310-331
Práxis Educativa; v. 11 n. 2 (2016); 310-331
1809-4309
1809-4031
10.5212/PraxEduc.v.11i2
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
instacron_str UEPG
institution UEPG
reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv praxiseducativa@uepg.br||praxiseducativa@uepg.br
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