scholarly journals Análise dos Resultados do Exame Nacional de Desempenho de Estudantes (Enade) para Educação a Distância do ciclo 2015 a 2017

EAD em FOCO ◽  
2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Carlos Eduardo Bielschowsky
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Student Performance ◽  
Performance Test ◽  
Poor Performance ◽  
Strong Increase ◽  
Public And Private ◽  
Supervision Process ◽  
Quality In Education ◽  
Education Courses

Em 2017 completamos um primeiro ciclo de três anos do Exame Nacional de Desempenho de Estudantes (Enade), o que envolve todas as carreiras, com 175.543 alunos participantes de 877 cursos de Educação a Distância (EaD), pertencendo a um total de 144 diferentes instituições de Ensino Superior.Observou-se forte crescimento do número de polos entre 2016 e 2017, tendência que provavelmente irá se sustentar em 2018. Alguns fatos foram especialmente notórios: o baixo crescimento das matrículas nas universidades públicas, quando comparado ao crescimento nas instituições de Ensino Superior (IES) privadas; grande concentração de matrículas (56,2%) em apenas cinco das 257 IES públicas e privadas que oferecem Ensino Superior a distância. Observou-se bom desempenho geral das IES que oferecem (EaD), mas baixo desempenho percentual dos alunos, advindos da concentração de alunos em poucas IES com baixo desempenho no Enade. Ao final deste trabalho, relacionamos os principais problemas identificados pela ausência do processo de supervisão dos cursos de EaD, incluindo a necessidade de uma medida mais adequada para avaliar o seu desempenho, e advogamos outras ações urgentes para sanear as distorções encontradas nesta modalidade.Palavras-chave: Educação superior a distância, Qualidade na educação, Avaliação educacional, Enade, CPC, CGC.  Analysis of the Results of the National Exam for the Performance of Students for Distance Education from the 2015 to 2017 CycleAbstractIn 2017 we completed a first cycle of three years of National Student Performance Test (Enade), which involves all careers, with 175,543 participating students in 877 Distance Education courses, belonging to a total of 144 different institutions of Higher Education . There was a strong increase in the number of poles between 2016 and 2017, a trend that is likely to be sustained in 2018. Some facts were especially noteworthy: low enrollment growth in public universities,when compared to growth in higher education institutions (HEI) private partnerships; (56.2%) in only five of the 257 public and private HEIs offering Distance Higher Education. A good general performance of HEIs offered (EaD) was observed, but low percentage performance of students, due to the concentration of students in a few HEIs with poor performance in Enade.At the end of this paper, we relate the main problems identified by the absence of the supervision process of the EAD courses, including the need for a more adequate measure to evaluate their performance, and advocate other urgent actions to remedy the distortions found in this modality. Keywords: Higher distance Education, Quality in education,Educational evaluation, Enade, CPC, CGC.

scholarly journals Qualidade na Educação Superior a Distância no Brasil: Onde Estamos, para Onde Vamos?

EAD em FOCO ◽  
2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Carlos Eduardo Bielschowsky
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Higher Education Institutions ◽  
Traditional Learning ◽  
Average Performance ◽  
Face To Face ◽  
Quality In Education ◽  
Education Courses ◽  
Education In Brazil

 A educação superior a distância no Brasil tinha, em 2004, cerca de 60 mil alunos matriculados; cresceu rapidamente e atingiu em 2016 a marca de 1,5 milhão de matrículas, oferecendo importante colaboração para o desenvolvimento do país. Nesse contexto, mais do que nunca, é necessário analisar como se processou esse crescimento e prospectar o futuro, com vista a seu aprimoramento. Foi pesquisado o perfil da oferta atual dos cursos de EaD e comparado com os presenciais. Em 2016 eram 206 Instituições de Ensino Superior (IES) oferecendo EaD, com desempenho médio, medido pelo Enade, equivalente ao dos cursos presenciais. Desse total, apenas cinco IES detinham 58% das matrículas, em sua maioria com cursos com conceito abaixo do patamar de 1,5 nos exames de 2015 e 2016. Isso significa que, na prática, a maioria dos alunos de EaD está frequentando cursos mal avaliados segundo o critério do Enade. Um fato contraditório e alarmente é que essas mesmas IES têm, de maneira geral, resultados do Enade para seus cursos presenciais superiores àqueles obtidos em seus cursos em EaD, indicando que não tratam as duas modalidades com o mesmo critério de responsabilidade. Finalizamos este artigo com a análise do conceito provisório do curso (CPC) e considerando a necessidade de implantar algumas medidas visando ao aprimoramento da oferta na área de Educação a Distância.Palavras-chave: Qualidade na educação, Educação no Brasil, Educação a distância, Educação presencial, Enade, CPC. Quality Higher Distance Learning Education: where are we and where are we moving toward to? Abstract Distance higher education in Brazil used to have, in 2004, about 60 thousand students enrolled; it grew rapidly and reached the 1.5 million enrollment mark in 2016, providing an important contribution to the development of the country. In this context, more than ever, it is necessary to analyze how this growth was processed and to look at the future, for its improvement. The profile of the current offer of distance education courses was researched and compared with the traditional ones. In 2016 there were 206 Higher Education Institutions (HEIs) offering Distance Learning, with average performance, measured by Enade, equivalent to that of face-to-face courses. Out of this total, only five HEIs held 58% of enrollments, mostly with courses with a concept below 1.5 in the 2015 and 2016 exams. This means that, in practical terms, most DL students are attending poor courses evaluated according to Enade and its criteria. A contradictory and widespread fact is that these same HEIs generally have results from Enade for their on-site courses higher than those obtained in their courses in DL, indicating that they do not treat the two modalities with the same criterion of responsibility. We conclude this article with the analysis of the provisional concept of the course (CPC) and considering the need to implement some measures aimed at improving the offer in the area of Distance Education.Keywords: Quality in education, Education in Brazil, Distance learning, Traditional learning, Enade, CPC

Constructivist Internet-Blended Learning and Resiliency in Higher Education

2018 ◽  
pp. 1087-1101
Author(s):  
Jennifer L. Penland
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Graduate Students ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Meaningful Learning ◽  
Flexible Schedules ◽  
The Impact ◽  
Education Courses

This chapter focuses on the changes that have occurred recently in the distance education arena and the impact on higher education institutions focusing on undergraduate and graduate students taking these courses. Data were gathered from 164 individual participants enrolled in education courses at Shepherd University during the spring 2013, fall 2013 and spring 2014 semesters from end of course surveys with ten questions focusing on the following areas: when students learn, why students learn and how students learn. Findings suggested; (1) increased enrollment in distance education courses, (2) courses allow for flexible schedules (3) better communication with instructor and (4) more meaningful learning overall for students.

scholarly journals AS CONTRIBUIÇÕES DA EDUCAÇÃO A DISTÂNCIA PARA O DESENVOLVIMENTO LOCAL E REGIONAL: VISÃO DOS PROFISSIONAIS ATUANTES NOS POLOS DE APOIO PRESENCIAL

2020 ◽  
Vol 13 (2) ◽  
pp. 256
Author(s):  
Eloiza Ribeiro Lopes Gama ◽  
Marcelo Henrique Pereira dos Santos ◽  
Francisco Ricardo Duarte ◽  
Luzia Coelho Rodrigues
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Local Development ◽  
Qualitative Approach ◽  
The Internet ◽  
Access To Higher Education ◽  
City Managers ◽  
Data Collection Process ◽  
Education Courses ◽  
Effective Contribution

This article aims to identify the Distance Education contributions as policy of expansion and democratization of higher education, under the focus of the view of Coordinators of Presential Support and Tutors and observe the contributions of the expansion of distance education courses for regional and local development in the states of Bahia and Pernambuco. To carry out this investigation, were selected four poles, located in the cities of Juazeiro / BA, Pintadas / BA, Ouricuri /PE and Trindade /PE. To collect data, we used the qualitative approach analysis. For the data collection process, it proceeded to the interviews with Pole Coordinators and Presential and Distant Tutors in the selected poles. In addition to these interviews, we used the survey of documentation and files (documents, spreadsheets and printed and digital records) of the Secretary of Distance Education of UNIVASF, in order to verify the locations and poles of graduates and locate Coordinators and Tutors. After this phase of collection, proceeded to the transcription of the interviews and document comparison, followed by analysis of collected data. Among the results, it highlights that the coordinators agreed that Distance Education has come to increase access to higher education and improving the lives of people. it stands out that still occur common difficulties revealed by them, among which the internet lack of quality and lack of support about the Pole maintenance with city managers. These results demonstrate the effective contribution of Distance Education, both in the training of graduates and for the local and regional development and show that this is a field still open to further investigations.

Developing an Effective Online Evaluation System

2011 ◽  
pp. 1079-1084
Author(s):  
Martha Henckell ◽  
Michelle Kilburn ◽  
David Starrett
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Evaluation System ◽  
Traditional Education ◽  
Quality Education ◽  
Upward Movement ◽  
Academic Administrators ◽  
Education Programs ◽  
To Receive ◽  
Education Courses

As with any new program, the chance of failure runs high and distance education, in comparison with the longevity of traditional education, is considered relatively new. Still, distance education appears to be here to stay. In fact, a 2000 market survey found that over 94% of all colleges were either offering or planning to offer distance education courses (Twigg, 2001). With this much interest and popularity, the need for policies to regulate distance education program practices should be recognized by all participating institutions of higher education (Czubaj, 2001). While students appear to be more focused on the conveniences that distance education provides, universities are more attentive to the need for offering a valid learning alternative. Higher education enrollments have shown upward movement and this has, to a degree, been attributed to the adult learners’ interest in, and availability of, distance education (Boettcher, as cited by Worley, 2000). Change in the enrollment demographics and the offering of distance education programs stimulates the need for new decisions by academic administrators for quality and accreditation purposes (Shea, Motiwalla, & Lewis, 2001; Tricker, Rangecroft, Long, & Gilroy, 2001). One of the first steps toward ensuring success of distance education programs is identifying the requirements of all those involved. Student needs are to receive a quality education; faculty needs are to have at their disposal (and to use) the knowledge and means to provide this education; and institution needs are to assess that students receive a quality education and to provide faculty with the resources for student educational needs to be met. One of the problems that could harm distance learning or prevent it from being all that it can be is the lack of a good evaluation system. The focus of this article will be to identify and describe, from the literature, the components of an effective evaluation system. Armed with this information, administrators will be able to make better program decisions.

scholarly journals Online Learning during Corona Virus 2019: Empirical Analysis

2021 ◽  
Vol 12 (6) ◽  
pp. 18
Author(s):  
Muhammad Tariq Bhatti
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Teaching ◽  
Virus Disease ◽  
Private Universities ◽  
Control Measures ◽  
University Education ◽  
World Health ◽  
Public And Private ◽  
Corona Virus

Corona Virus Disease (COVID-19) was declared a worldwide pandemic by the World Health Organization (WHO) on mid of March 2020. Globally, most governments - including Pakistan - approved extraordinary social control measures to stem the tide of this pandemic disease. These actions required social segregation and a temporary suspension of education. As with all other institutions of higher education, public and private universities will also be required to offer distance learning to students by the end of the academic year 2020–2021. Universities of private and public sector, at all levels of higher education, suspended physical classes and implemented online teaching for university students. And, this spontaneous, quick, and uncertain nature of the teaching created difficulties for students. Data on accepted procedures for directing such sudden transitions to university education were scarce, and there was no consensus on the best way to proceed. Students at public and private universities have been impacted by a shift to distance education. Studying students' academic difficulties and the unexpected benefits of distance education, and then using that information to develop strategies that could be used in emergency situations in university education, was the goal of the study.   Received: 3 August 2021 / Accepted: 7 October 2021 / Published: 5 November 2021

Monitoring Student Performance Through an Agile Project Based Assessment Strategy for Distance Higher Education

2021 ◽  
Vol 19 (4) ◽  
pp. 0-0
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Student Assessment ◽  
Public University ◽  
Project Based Learning ◽  
Agile Methodology ◽  
Agile Methodologies ◽  
Agile Approach ◽  
Assessment Procedures ◽  
Education Courses

This article presents an observational qualitative study regarding the use of agile methodologies in implementing project-based student assessment procedures in higher education courses. The study comprised 32 students enrolled in an online Biology class in a public university in Rio de Janeiro, Brazil. Students underwent two types of activities: first using traditional project-based learning; second using an agile approach based on the EduScum methodology. Results demonstrated that the agile methodology enforced student engagement, especially collaboration aspects. Interactions between students and teachers became more acute and straightforward. Moreover, it became easier for teachers to monitor students' performance throughout the course. This, this study provides highlights to enable schools to improve students' assessment procedures in distance education courses

scholarly journals The Impact of Distance Education on University Retention Rates

2018 ◽  
Vol 6 (11) ◽  
pp. 48-62
Author(s):  
Emily Breit ◽  
Samuel Schreyer
Keyword(s):  
Distance Education ◽  
Retention Rate ◽  
Retention Rates ◽  
Public And Private ◽  
Non Profit ◽  
Freshmen Retention ◽  
University Retention ◽  
The Impact ◽  
Education Courses ◽  
The U.S

This study uses new measures of distance education to assess the impact on retention rates at 4-year public and private non-profit universities in the U.S. We present evidence that the percent of undergraduates enrolled exclusively in distance education courses reduces a university’s freshmen retention rate, particularly for institutions with a relatively low median SAT score.  We find no clear evidence of lower retention rates when undergraduates are enrolled in a combination of on-campus and distance education courses.  These findings suggest increased enrollment through distance education can come at the expense of lower retention.

scholarly journals A gestão de educação a distância. A importância da mediação pedagógica colaborativa

2021 ◽  
Vol 1 (1) ◽  
pp. 20-27
Author(s):  
Adival Rodrigues De Jesus ◽  
Mareni Schlickmann Prada
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Higher Education Institutions ◽  
Family Members ◽  
Management Decisions ◽  
Education Professional ◽  
Educational Processes ◽  
Quality In Education

A formação individual através de pesquisas e estudo é uma necessidade constante na vida de um profissional, principalmente o profissional da educação, e os gestores das IESD - Instituições de Ensino Superior a Distância encontram uma série de desafios para estabelecer processos educativos eficientes e da mesma forma eficazes para estes profissionais. Através deste estudo, constata-se que a mediação pedagógica colaborativa entre os personagens envolvidos na educação a distância é considerada oportuna a ser desenvolvida nas IESD. Um método utilizado pelos gestores para o processo de participação dos docentes, proporcionando um trabalho onde todos colaborem para o desenvolvimento da gestão através de aplicação coletiva, participativa em busca da qualidade na educação, isso significa que professores, acadêmicos, familiares responsáveis, tutores, equipe pedagógica e demais colaboradores nas IESD tendo consciência sobre seus papéis contribuem nas das decisões da pedagógicas da gestão.   Individual formation through research and study is a constant need in the life of a professional, especially the education professional, and the managers of the IESD - Distance Higher Education Institutions encounter a series of challenges to establish efficient and effective educational processes for these professionals. Through this study, it is found that collaborative pedagogical mediation among the characters involved in distance education is considered opportune to be developed in the IESD. A method used by managers for the process of participation of teachers, providing a work where everyone collaborates for the development of management through collective, participatory application in search of quality in education, this means that teachers, academics, responsible family members, tutors, pedagogical staff and other collaborators in IESD being aware of their roles contribute in the pedagogical management decisions.  

scholarly journals KONVERGENSI MEDIA DI ERA DIGITAL (EKSPLOITASI MEDIA KOMUNIKASI DALAM PROSES BELAJAR MENGAJAR DI ERA DIGITAL)

2018 ◽  
Vol 19 (1) ◽  
pp. 52-57
Author(s):  
Sri Sediyaningsih
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Interpersonal Communication ◽  
Learning Process ◽  
Teaching And Learning ◽  
Private Higher Education ◽  
Ministry Of Education ◽  
Public And Private ◽  
Education Platform

The issuance of the Law No. 20 of 2003 concerning the National Educational System further strengthened the existence of the Distance Education System which was regulated further through Ministry of Education and Culture Regulation No. 24 of 2012 and Ministry of Education and Culture Regulation No. 109 of 2013. The issuance of both regulations also provided opportunities for public and private higher education institutions to administer distance higher education platform, so that universities in Indonesia had many opportunities to provide their learning services through distance learning. Accompanied by technological advancements, the distance learning process got the opportunity to meet the community’s expectations for the reach of higher education. Serious management was needed in managing the teaching and learning process in distance education. Each media had its own characteristics and capabilities in reaching its audience. Therefore, it was necessary to observe what media that should be used in the teaching and learning process. To answer this problem, through ethnomethodology methods based on constructivist thinking, and based on the theory of diffusion-innovation, media interpersonal communication, and decontextualisation of messages, the results of this study provided an overview of how media selection and media utilization in the teaching and learning process in the distance education method.

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