Estratégias Para Detecção Precoce De Propensão À Evasão

Mezzari, Adelina; Tarouco, Liane Margarida Rockenbach; Ávila, Bárbara Gorziza; Machado, Geraldo Ribas; Favero, Rute Vera Maria; Bulegon, Ana Marli

doi:10.5944/ried.16.2.9910

Cited by 8 publications

(5 citation statements)

References 46 publications

(31 reference statements)

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“…Conversely, technological difficulties increase the chance of dropout; therefore, students who perceived more difficulties with the technology involved in the courses, have the probability of dropout increased by 7.15 percentage points. Such results are in line with Mezzari et al (2013) and Bawa (2016) which demonstrated that difficulties in using the system increase dropout.…”

Section: Dropout Probabilitysupporting

confidence: 90%

Determinants of Distance Education Dropout: Evidence for Open University of Brazil/Federal University of Santa Maria Courses

Vieira

Filho

COSTA

et al. 2023

Turkish Online Journal of Distance Education

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This work seeks to understand the determinants of student dropout in the courses offered by Open University of Brazil system at the Federal University of Santa Maria. To achieve this objective was used: survival function, factorial analysis and logistic function. The mean dropout rates at the UAB/UFSM were close to 47%, and for undergraduate courses this rate was 50.5%, higher than that of postgraduate, from 43.4%. The probability of a student dropping out of a course is 58.85%, and is higher among male students, with higher income, who resides at a greater distance and who need to move more frequently to perform activities in the classroom. Also, it was found that the perception of the academic aspects as adequate and the greater time of dedication reduce the probability of dropout.

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Section: Dropout Probabilitysupporting

confidence: 90%

Determinants of Distance Education Dropout: Evidence for Open University of Brazil/Federal University of Santa Maria Courses

Vieira

Filho

COSTA

et al. 2023

Turkish Online Journal of Distance Education

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show abstract

“…With respect to age, Mezzari et al [ 14 ] state that the typical DE student is at a more advanced age, which can contribute to problems with the use of technology as a resource and with support. They also emphasize that younger students tend to be more facile at using technology and therefore can more naturally perform VLE tasks.…”

Section: Discussionmentioning

confidence: 99%

“…Mezzari et al [ 14 ] note that Brazil’s National Institute of Educational Studies and Research (INEP) has released data to facilitate the study of withdrawal. Based on these data, the Brazilian Statistical Yearbook of Distance Education (ABRAEAD) found that approximately one-half of the students (48 %) who annually enter the DE system in Brazil do not receive their diplomas on time [ 15 ].…”

Section: Introductionmentioning

confidence: 99%

Pedagogical monitoring as a tool to reduce dropout in distance learning in family health

2016

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BackgroundThis paper presents the results of a study of the Monsys monitoring system, an educational support tool designed to prevent and control the dropout rate in a distance learning course in family health. Developed by UNA-SUS/UFMA, Monsys was created to enable data mining in the virtual learning environment known as Moodle.MethodsThis is an exploratory study using documentary and bibliographic research and analysis of the Monsys database. Two classes (2010 and 2011) were selected as research subjects, one with Monsys intervention and the other without. The samples were matched (using a ration of 1:1) by gender, age, marital status, graduation year, previous graduation status, location and profession. Statistical analysis was performed using the chi-square test and a multivariate logistic regression model with a 5 % significance level.ResultsThe findings show that the dropout rate in the class in which Monsys was not employed (2010) was 43.2 %. However, the dropout rate in the class of 2011, in which the tool was employed as a pedagogical team aid, was 30.6 %. After statistical adjustment, the Monsys monitoring system remained in correlation with the course completion variable (adjusted OR = 1.74, IC95% = 1.17–2.59; p = 0.005), suggesting that the use of the Monsys tool, isolated to the adjusted variables, can enhance the likelihood that students will complete the course. Using the chi-square test, a profile analysis of students revealed a higher completion rate among women (67.7 %) than men (52.2 %). Analysis of age demonstrated that students between 40 and 49 years dropped out the least (32.1 %) and, with regard to professional training, nurses have the lowest dropout rates (36.3 %).ConclusionsThe use of Monsys significantly reduced the dropout, with results showing greater association between the variables denoting presence of the monitoring system and female gender.

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“…Como destaque inicial, há o estudo de Mezzari et al (2013) que realizou um apanhado sobre os aspectos relacionados ao fenômeno da evasão na EaD. Os autores defenderam a participação dos alunos nos ambientes virtuais como indicativo eficiente na detecção de alunos em perigo de evasão.…”

Section: Evasão Discente Em Cursos Onlineunclassified

Planejamento de um Arcabouço Avaliativo para a Identificação do Perfil Evasivo do Discente: Estudo de Caso IFPB Virtual

Morais¹

2017

Anais Do XXIII Workshop De Informática Na Escola (WIE 2017)

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Abstract. The current article designed and proposed a framework for supporting the teacher on the tracking of student dropout in online courses. For this reason, this study mapped metrics related to the student behavioral and adopted a fuzzy architecture to deal with an uncertainty associated with that phenomenon. This framework was built according to the online courses of IFPB Virtual. As main results, we can highlight the proposal framework based on our case study scenario.Resumo. O presente artigo apresenta um arcabouço avaliativo para apoiar o docente no combate à evasão discente em cursos online. Para isto, este estudo fez um mapeamento das métricas comportamentais do aluno relevantes no mapeamento da evasão e adotou uma arquitetura fuzzy para lidar com a incerteza associada a este fenômeno. O arcabouço apresentado foi definido de acordo com a arquitetura dos cursos online do IFPB Virtual. Como resultados iniciais pode-se destacar a proposição de um arcabouço multidimensional de acordo com o cenário do estudo de caso. IntroduçãoAlém da democratização do ensino, a Educação a Distância (EaD) apresentou notáveis vantagens sob o ponto de vista da eficiência, principalmente quando há um grande volume de alunos ou se observa o crescimento vertiginoso da demanda por matrículas. A expansão do acesso à EaD não deve estar relacionada apenas ao aumento do número de vagas em cursos online, mas ao acompanhamento adequado do aprendizado discente e ao apoio dos processos decisórios do professor durante o curso.Ignorar as especificidades dos sistemas de EaD ou planejar inadequadamente os cursos online pode agravar problemas pedagógicos e acelerar o insucesso nestas plataformas, identificados na literatura sob o formato de reprovação e evasão. Neste caso, a evasão é um dos problemas mais comuns que afligem as instituições de EaD, pois afetam os resultados dos sistemas educacionais. Assim, a busca por suas causas foi objetivo de muitas pesquisas e investigações (De-La-Fuente-Valentín, Pardo e Kloos, 2013; Rostaminezhad et al., 2013).A literatura considera como evasão a desistência do curso pelo estudante, independentemente da quantidade de participações efetuadas, bem como as situações de desistência definitiva após determinado contato com o curso. Em outras situações se

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Estratégias Para Detecção Precoce De Propensão À Evasão

Cited by 8 publications

References 46 publications

Determinants of Distance Education Dropout: Evidence for Open University of Brazil/Federal University of Santa Maria Courses

Determinants of Distance Education Dropout: Evidence for Open University of Brazil/Federal University of Santa Maria Courses

Pedagogical monitoring as a tool to reduce dropout in distance learning in family health

Planejamento de um Arcabouço Avaliativo para a Identificação do Perfil Evasivo do Discente: Estudo de Caso IFPB Virtual

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