Permanence in Distance Higher Education

Authors

DOI:

https://doi.org/10.5944/ried.20.1.16808

Keywords:

distance education, higher education, dropping out, dropouts, retention.

Abstract

The topic of student retention in higher education is challenging, in face-to-face as well as distance modalities. The pursuit of indicators and instruments that lead to an understanding of what makes students stay in education is a challenge. Using the work of Spady (1971), Pascarella (1985), Ethington (1990), Tinto (1997), García Aretio (2002), Tinto & Pusser (2006) e Cabrera et al. (2006) as a theoretical foundation, a quasi-quantitative study was carried out to study the most relevant variables for retention in distance education. To that end, two factors were taken into consideration, namely: student dedication and program quality. As a result of this study, the indicators considered by the students to be the most relevant for their staying in the program were identified. This work aids the elaboration of projects and policies that contemplate aspects that help mitigate dropout in higher education, a serious problem

with a high social cost.

Downloads

Download data is not yet available.

Author Biographies

Pricila Kohls dos Santos, Pontifícia Universidade Católica do Rio Grande do Sul

Pós-doutoranda no Centro de Estudos em Educação Superior - PUCRS. Doutora em Educação pela PPGEDU/PUCRS, com estágio sanduíche na Universidad Politécnica de Madrid (2014). Participante do Projeto Alfa GUIA (Gestão Universitária Integral do Abandono). Mestre em Educação pelo PPGEDU/PUCRS, possui graduação em Pedagogia Multimeios e Informática Educativa pela Pontifícia Universidade Católica do Rio Grande do Sul.

Lucia Maria Martins Giraffa, Pontifícia Universidade Católica do Rio Grande do Sul

Pós-Doutorado na Universidade do Texas (Austin) no College of Education, Bolsista CAPES, Doutorado em Ciências da Computação pela Universidade Federal do Rio Grande do Sul, Mestrado em Educação pela Pontifícia Universidade Católica do Rio Grande do Sul, Especialização em Análise de Sistemas pela Pontifícia Universidade Católica do Rio Grande do Sul, graduação em Licenciatura Curta Em Ciências pela Universidade Federal do Rio Grande do Sul.

References

Almazán, O. M. (2015). Evaluación de la modalidad de interacción de la tutoría y los efectos en logro académico en entornos en línea. RIED. Revista Iberoamericana de Educación a Distancia, 18(1), 231.

Aretio, G. L. (2002). La educación a distancia: de la teoría a la práctica. Barcelona: Ariel.

Aretio, G. (2014). Bases, mediaciones y futuro de la educación a distancia en la sociedad digital. Editorial Síntesis.

Bardin, L. (2012). Análise de Conteúdo. Lisboa: Edições 70.

Cabrera, A. F., Nora, A., Castañeda, M. B. (1992). The role of finances in the persistence process: A structural model. Research in Higher Education, 33(5), 571-593.

Cabrera, L., Bethencourt, J. T., Pérez, P. A., & Afonso, M. G. (2006). El problema del abandono de los estudios universitarios. Relieve, 12(2), 171-203.

Ethington, C. A. (1990). A psychological model of student persistence. Research in Higher Education, 31(3), 279-293.

Flick, U. (2013). Qualidade na pesquisa qualitativa. Porto Alegre: Artmed.

Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E. & Tatham, R. L. (2013). Análise multivariada de dados. Porto Alegre: Bookman Editora.

Himmel, E. (2002). Modelos de análisis de la deserción estudiantil en la educación superior. Revista calidad de la educación, 17, 91-108.

Lakatos, E. M., Marconi, M. A. (2014). Metodologia do Trabalho Científico: Procedimentos Básicos, Pesquisa Bibliográfica, Projeto e Relatório, Publicações e Trabalhos Científicos. São Paulo: Atlas.

Litto, F. M., FORMIGA, M. (2012). Educação a distância: o estado da arte. São Paulo: Pearson.

Malhotra, N. K. (2012). Pesquisa de marketing: uma orientação aplicada. Porto Alegre: Bookman Editora.

Martinez, M. (2003). High attrition rates in e-learning: challenges, predictors, and solutions. The Elearning Developers’ Journal, 14. Recuperado de: http://www.elearningguild.com/pdf/2/071403MGT-L.pdf

Moncada Mora, L. F. (2014). La integración académica de los estudiantes universitarios como factor determinante del abandono de corto plazo. Un análisis en el Sistema de Educación Superior a Distancia del Ecuador. RIED. Revista Iberoamericana de Educación a Distancia, 17(2), 173-196.

Moore, M., Kearsley, G. (2012). Educação a Distância: Uma visa integrada. São Paulo: Cengage Learning.

Palloff, R. M., Pratt, K. (2004). O aluno virtual. Porto Alegre: Artmed.

Pascarella, E. T. (1985). Students' affective development within the college environment. The Journal of Higher Education, 56(6), 640-663.

Ristoff, D. (1999). Universidade em foco: reflexões sobre a educação superior. Florianópolis: Insular.

Ristoff, D. (2012). A trajetória dos cursos de graduação a distância. Associação Brasileira de Educação a Distância – ABED. Recuperado de: http://www.abed.org.br/congresso2012/programa.asp.

Spady, W. G. (1971). Dropouts from higher education: Toward an empirical model. Interchange, 2(3), 38-62.

Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. Journal of higher education, 68(6), 599-623.

Tinto, V. (2012). Completing College: rethinking institutional action. London: Chicago Press.

Tinto, V., Pusser, B. (2006). Moving from theory to action: Building a model of institutional action for student success. National Postsecondary Education Cooperative, 1-51. Recuperado de: http://web.ewu.edu/groups/academicaffairs/IR/NPEC_5_Tinto_Pusser_Report.pdf

Downloads

Published

2017-01-02

How to Cite

Kohls dos Santos, P., & Martins Giraffa, L. M. (2017). Permanence in Distance Higher Education. RIED. Revista Iberoamericana De Educación a Distancia, 20(1), 305–321. https://doi.org/10.5944/ried.20.1.16808

Issue

Vol. 20 No. 1 (2017): Special Issue. MOOC from a practical perspective

Section

Research and Case Studies

License

Copyright (c) 2016 RIED. Revista Iberoamericana de Educación a Distancia

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The articles that are published in this journal are subject to the following terms:

1. The authors grant the exploitation rights of the work accepted for publication to RIED, guarantee to the journal the right to be the first publication of research understaken and permit the journal to distribute the work published under the license indicated in point 2.

2. The articles are published in the electronic edition of the journal under a Creative Commons Attribution 4.0 International (CC BY 4.0) license. You can copy and redistribute the material in any medium or format, adapt, remix, transform, and build upon the material for any purpose, even commercially. You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

3. Conditions for self-archiving. Authors  are encouraged to disseminate electronically the OnlineFirst version (assessed version and accepted for publication) of its articles before publication, always with reference to its publication by RIED, favoring its circulation and dissemination earlier and with this a possible increase in its citation and reach among the academic community.