Autonomia para aprendizagem na Educação a Distância: um processo de construção e desafios
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Data
2015-04-23
Autores
Orientador
Rehfeldt, Márcia Jussara Hepp
Banca
Rehfeldt, Márcia Jussara Hepp
Schuck, Rogério
Neide, Italo Gabriel
Lopes, Maria Isabel
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Resumo
Na última década a Educação a Distância (EaD) brasileira tem crescido consideravelmente graças a recursos tecnológicos como o computador e a internet, além da regulamentação da modalidade, da criação do Sistema Universidade Aberta do Brasil (UAB) e da implementação de cursos superiores a distância. No contexto da EaD, esta dissertação apresenta estudo sobre as causas do baixo percentual de aproveitamento de alunos de graduação nos Polos de Apoio Presencial da Universidade Virtual de Roraima (UNIVIRR) que foi de 19,7%. O trabalho consta de uma parte introdutória, referencial teórico, procedimentos metodológicos, análise dos dados da pesquisa e da ação prático-pedagógica realizada. Tem como tema a autonomia para aprendizagem na EaD. Como problema, investigar as causas relacionadas à autonomia, contribuintes para o baixo índice de aproveitamento e como objetivo geral, analisar a relação existente entre a autonomia para aprendizagem e os resultados finais dos cursos. Como objetivos específicos: 1) Identificar o perfil do aluno egresso do Ensino Médio: com predominância da faixa etária acima de 25 anos, casado, trabalhador, com pouco domínio da tecnologia, com necessidade da flexibilidade de horário, dependente do professor e do tutor; 2) Identificar os fatores de influência na evasão: destacam-se a falha na interação entre os envolvidos nos processos de ensino e aprendizagem, a precariedade em termos de material de estudo impresso, deficiência de estrutura física e de apoio, a sensação de abandono pela instituição de ensino e a falta de habilidade com a tecnologia por parte de muitos alunos; 3) Analisar os fatores de influência na conclusão dos cursos: destacam-se a motivação dos alunos para a realização dos seus cursos, maior habilidade com a tecnologia, a disponibilidade de computador e internet em casa e boa base de conteúdo da Educação Básica para a Educação Superior e 4) Realizar uma ação prático-pedagógica com tutores presenciais. A pesquisa que norteou este trabalho foi realizada com amostras de ex-alunos concluintes, exalunos não concluintes e ex-tutores presenciais dos cursos concluídos. Quanto aos procedimentos metodológicos, a pesquisa foi de natureza quali-quantitativa com ênfase no aspecto qualitativo, de natureza exploratória, delineada como estudo de caso e método indutivo, cujo instrumento de coleta de dados foi um questionário específico para cada amostra. Os resultados da pesquisa e da prática pedagógica foram organizados em forma de relatórios para cada grupo investigado e acompanhado durante a prática. A análise dos dados foi realizada buscando respostas para o problema de pesquisa e para os objetivos estabelecidos. Evidenciou-se que as causas e fatores interferentes na evasão e na conclusão dos cursos estão relacionados à autonomia para aprendizagem na EaD e que esta pode ter correlação com a estrutura de ensino, representada pela instituição ministrante e demais envolvidos no processo e com a estrutura de aprendizagem representada pelo aluno.
In the last decade, Brazilian Distance Education (DE) has expanded considerably thanks to technological resources, such as computers and the internet, as well as the regulation of the area, the creation of the Brazilian Open University System (BOU) and the implementation of distance higher education. In the perspective of distance education, this dissertation presents a research on the causes of low-performance among undergraduate students in the Present Support Poles at the Virtual University of Roraima (VUNIRR), which was 19.7%. The study consists of an introductory part, theoretical framework, methodological procedures, the research’s data analysis and practical-pedagogical action performed. Its theme is the autonomy of learning in distance education. As a problem, the study investigates the causes related to autonomy, contributing to the low-performance rate, and as a general objective, it analyzes the correlation between autonomy of learning and the final results of the courses. Specific objectives are: 1) To identify the profile of the student egress from high school: predominantly in the age group of above 25 years old, married, worker, with little knowledge of technology, in need of flexible hours, dependent of the teacher and tutor; 2) Identify the influencing factors on evasion: highlighting the failure of interaction between those involved in the teaching and learning processes, the precariousness in terms of printed study material, the weaknesses in the infrastructure and support, the feeling of abandonment by the educational institution and the lack of technological ability presented by many students; 3) analyze the influencing factors in the conclusion of courses: highlighting the motivation of students to the sucessful completion of their courses, the greater ability with technology, the availability of computer and internet at their homes and the existing good foundation in Basic Education to the Higher Education and 4) Conduct a practical-pedagogical action with classroom tutors. The research that guided this study was accomplished with samples of graduates alumni, former not graduated students and former classroom tutors of the concluded courses. With regard to the methodological procedures, the research was of qualitative and quantitative nature, emphasizing exploratory nature in a qualitative aspect, defined as a case study supported by an inductive method, whose tool for data collection was a specific questionnaire for each sample. The results of the research and of the pedagogical practice were organized in the form of group reports and monitored during the development of the research. The data analysis pursued answers for the problem and the established objectives of the research. It was evident that the causes and influencing factors for the evasion or completion of the courses are related to the autonomy of learning in distance education system and that this can be correlated with the teaching structure, represented by the educational institution and the remaining involved in the process and whith the structure of learning presented by the student.
In the last decade, Brazilian Distance Education (DE) has expanded considerably thanks to technological resources, such as computers and the internet, as well as the regulation of the area, the creation of the Brazilian Open University System (BOU) and the implementation of distance higher education. In the perspective of distance education, this dissertation presents a research on the causes of low-performance among undergraduate students in the Present Support Poles at the Virtual University of Roraima (VUNIRR), which was 19.7%. The study consists of an introductory part, theoretical framework, methodological procedures, the research’s data analysis and practical-pedagogical action performed. Its theme is the autonomy of learning in distance education. As a problem, the study investigates the causes related to autonomy, contributing to the low-performance rate, and as a general objective, it analyzes the correlation between autonomy of learning and the final results of the courses. Specific objectives are: 1) To identify the profile of the student egress from high school: predominantly in the age group of above 25 years old, married, worker, with little knowledge of technology, in need of flexible hours, dependent of the teacher and tutor; 2) Identify the influencing factors on evasion: highlighting the failure of interaction between those involved in the teaching and learning processes, the precariousness in terms of printed study material, the weaknesses in the infrastructure and support, the feeling of abandonment by the educational institution and the lack of technological ability presented by many students; 3) analyze the influencing factors in the conclusion of courses: highlighting the motivation of students to the sucessful completion of their courses, the greater ability with technology, the availability of computer and internet at their homes and the existing good foundation in Basic Education to the Higher Education and 4) Conduct a practical-pedagogical action with classroom tutors. The research that guided this study was accomplished with samples of graduates alumni, former not graduated students and former classroom tutors of the concluded courses. With regard to the methodological procedures, the research was of qualitative and quantitative nature, emphasizing exploratory nature in a qualitative aspect, defined as a case study supported by an inductive method, whose tool for data collection was a specific questionnaire for each sample. The results of the research and of the pedagogical practice were organized in the form of group reports and monitored during the development of the research. The data analysis pursued answers for the problem and the established objectives of the research. It was evident that the causes and influencing factors for the evasion or completion of the courses are related to the autonomy of learning in distance education system and that this can be correlated with the teaching structure, represented by the educational institution and the remaining involved in the process and whith the structure of learning presented by the student.
Descrição
Palavras-chave
Autonomia; Educação a Distância; Aprendizagem na Educação a Distância; Autonomia para aprendizagem
Citação
ABADI, Adejalmo Moreira. Autonomia para aprendizagem na Educação a Distância: um processo de construção e desafios. 2014. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 17 nov. 2014. Disponível em: http://hdl.handle.net/10737/717.