Distance Learning Degrees: Possibility of Evasion, Styles and Learning Strategies

Andrade, Raíssa Bárbara Nunes Moraes; Zerbini, Thaís

doi:10.1590/1982-4327e2931

Acessibilidade / Reportar erro

Brasil

Español English

sumário « anterior atual seguinte »

Sumário

Social Psychology • Paidéia (Ribeirão Preto) 29 • 2019 • https://doi.org/10.1590/1982-4327e2931 copy

Distance Learning Degrees: Possibility of Evasion, Styles and Learning Strategies

Ensino Superior a Distância: Possibilidade de Evasão, Estilos e Estratégias de Aprendizagem

Enseñanza Superior a Distancia: Posibilidad de Deserción Escolar, Estilos y Estrategias de Aprendizaje

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Distance Learning (DL) has been shown to be adequate to the current field of Training, Development and Education (TD&E), which constantly undergoes transformations resulting from technological innovations. Students’ characteristics is one of the factors responsible for abandoning DL programs. This study aimed to relate the possibility of evasion of a DL course and the variables belonging to the student’s characteristics (Learning Strategies and Styles). A total of 135 students enrolled in a distance learning degree responded virtually to the instruments of Learning Strategies and Styles. The results showed that most participants who would not abandon the course used the Behavioral and Self-Regulated Learning Strategies and presented the Learning Style related to the Study Environment. The data obtained contribute to future planning of TD&E programs, which should consider the clientele’s characteristics.

Keywords:
distance education; student’s characteristics; evasion

Description of items	Factorials loadings
Description of items	1	2	3	4
1. I remained calm when I had a difficulty		0.72
2. When I felt anxious, I repeated to myself that everything would be okay at the end of the course.
3. I remained calm with the possibility of having a yield below the expected.		0.78
4. I remained calm before the mistakes I made when performing course activities.		0.60
5. I tried harder when I realized I was losing focus.	0.57
6. I forced myself to keep my attention in my studies when I felt uninterested.	0.63
7. I tried harder when I realized I was losing interest on the subject.	0.55
8. I reviewed the subject to verify how much I mastered the content.	0.44
9. I tried harder to verify my understandinZZg of what was being taught.	0.66
10. I looked for solving my doubts by consulting the course booklets.	0.50
11. I sought to better understand the contents when studying them in the course booklets.	0.51
12. I asked for help from the tutor to clarify my doubts about the content.			0.43
13. I asked for help from colleagues in the forums to clarify my doubts.			0.58
14. I exchanged messages with colleagues to clarify doubts about the course content.			0.44
15. I sought other research sources, off the internet, related to the course to help me learn.				-0.67
16. I sought websites related to the course content to help me learn.				-0.60
17. I tried to understand the content by applying it in practice, rather than devoting time reading or asking someone for help.			0.60
18. I reviewed the contents related to the exercises I made mistakes in.
19. I learned content by mentalizing them repeatedly until I perceived that I understood them.			0.80
20. I mentally repeated the course contents that I would like to learn.			0.79
21. I took notes on the course contents.	0.47
22. I made summaries of course contents.
23. I read the course content several times as a learning method.			0.52
24. I made schemes of the course content as a learning method.			0.53
25. I reflected on the implications that the contents learned could have.	0.81
27. I associated the course contents with my previous knowledge.	0.40
28. I differentiated, when analyzing the course contents, the most important aspects from the least important.
29. I identified daily situations in which I could apply the course contents.	0.61
N	122	131	125	131
No. of items	12	3	8	2
Alpha (α)	0.90	0.81	0.83	0.80

Description of items	Factorials loadings
Description of items	1	2	3
4. To perform a parallel activity while studying, such as listening to music, watching TV, surfing the internet.
10. To study together with other students.			0.84
12. To participate in the activities of virtual interaction (forums, chat) to discuss the contents with the other students.			0.31
13. To receive detailed instructions on the activities to be carried out in the course.		0.39
15. That professors/tutors explain clearly what is important to study to achieve the objectives proposed in the course.		0.48
20. To study in well-lit places.	0.61
21. To study in environments with little noise.	0.86
23. That learning assessments are performed to verify my domain of the content presented.
25. To have printed reading material.		0.44
26. To be reminded about the deadlines of the course activities.		0.85
N	134	131	134
No. of items	2	4	2
Alpha (α)	0.76	0.63	0.40

Would you abandon the course for some reason?	Frequency	Valid percentage
Yes	44	32.6
No	91	67.4
Total	135	100.0

Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia Av.Bandeirantes 3900 - Monte Alegre, 14040-901 Ribeirão Preto - São Paulo - Brasil, Tel.: (55 16) 3315-3829 - Ribeirão Preto - SP - Brazil
E-mail: paideia@usp.br

Acompanhe os números deste periódico no seu leitor de RSS

[1] Correspondence address: Raíssa Bárbara Nunes Moraes Andrade. Universidade de São Paulo. FFCLRP-Psicologia, Avenida Bandeirantes, 3900, Ribeirão Preto-SP, Brazil. CEP 14040-900 E-mail: raissa.nmoraes@gmail.com