Princípios andragógicos e fatores mediadores da aprendizagem na educação a distância em administração pública

• Autor(a) principal: Brandão, Jammilly Mikaela Fagundes
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/tede/3853
• topic: Aprendizagem; Andragogia; Educação em Administração; Educação a Distância; Learning; Andragogy; Education Administration; Distance Education; CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO

This study main aim was to analyze the learning process based on individual differences of students of the distance bachelor degree in public administration linked to National Training Program in Public Administration - PNAP, according to the andragogical approach. We attempted to verify the profile of this virtual student progress, analyze the relationships between the profiles of these students and andragogic learning principles, and identify the status of self-directedness of these students in their learning process. The theoretical framework comprises five sections, in order to (a) present the different theoretical orientations that purports to explain the phenomenon of learning, (b) treating adult learning based on andragogical approach , including the definition of the adult learner and andragogical model developed by Knowles, Holton and Seanson (2011), (c) describe the self-directed learning, including considering the conceptual counterpoints found in the literature due to different views (behavioral and cognitive) of the authors on the process, (d) characterize the distance, describing its evolution over the years, and (e) reflections on the topics covered in the chapter. To facilitate the achievement of these objectives, it was conducted a quantitative, exploratory and descriptive research, using the survey method. The research was conducted with students from the distance bachelor's degree in Public Administration linked to the PNAP. In total, 273 students participated, comprising 10 institutions from different Brazilian states. The questionnaire was made available to students through the LimeSurvey software via the Internet. Data analysis included the SPSS, and subsidized a descriptive analysis of relationship testing, correlation, factor analysis and ANOVA. The results show that virtual students of administration can be considered as self-directed learners and that there are six principles that underlie the process of learning in a virtual environment. Furthermore, it was found that individual differences shown by the virtual learner act as mediators in the process. The findings reveal that the administration should promote education in liberating conditions to boost the autonomy and self-direction in students, and highlights the importance of using a methodology that allows students to opening suit your learning process to their particular way to study and learn.