Analysis of Academic Efficiency of subsequent courses, in distance and in-person modalities, offered by the Federal Institute of Amapá (2018)
DOI:
https://doi.org/10.33448/rsd-v9i8.5262Keywords:
Academic efficiency; EaD mode; Face-to-face modality; Teaching.Abstract
The Federal Institutes, created in 2008, are part of the Federal Education System and aim at training citizens to work actively in the world of work. The Subsequent Form, one of the ways in which the High School Technical Courses enable technical training and is intended for students who have already finished high school. The objective of this research was to compare the academic efficiency indexes of the subsequent courses, in the distance and on-site modalities, offered by the Federal Institute of Amapá (IFAP) in 2018. To this end, a bibliographical and documentary research was carried out, as to the approach, this study it is quanti-qualitative. The data were accessed on the Nilo Peçanha Platform (plataformanilopecanha.org). It was found that the Academic Efficiency of the Subsequent Technical Courses offered in the Face-to-face modality is greater than that of the Courses offered in the Distance modality. With regard to distance education, because it has lower Academic Efficiency when compared to classroom teaching, it is necessary that the institution develops actions to combat and prevent evasion. In conclusion, the need to foster other studies that investigate the problems related to dropout in Distance Education and that also propose other solutions to minimize dropout rates and raise the Academic Efficiency Index of Subsequent Courses offered in distance education by the Federal Institute of Amapá.
References
Both, I. J., & Brandalise, M. Â. T. (2018). Interferência pedagógica na avaliação da aprendizagem no ensino presencial e a distância com o uso de tecnologias. Revista Ibero-Americana de Estudos em Educação, 13(2), 807-821.
Campos, V. G., Schimiguel, J., & Calejon, L. M. C. (2015). A avaliação de aprendizagem na educação a distância: punição ou aprendizagem significativa? Educação Online(19), 202-215.
Carmo, R. d. O. S., & Franco, A. P. (2019). Da docência presencial à docência online: aprendizagens de professores universitários na educação a distância. Educação em Revista, 35.
Creswell, J. W. (2007). Projeto de pesquisa: métodos qualitativo, quantitativo e misto. Porto Alegre: Artmed.
Costa, R. L. d., & Libâneo, J. C. (2018). A Educação Profissional Técnica a Distância: a mediação docente e as possibilidades de formação. Educação em Revista, 34.
Farra, R.A.D & Lopes, P.D.C (2013). Métodos mistos de pesquisa em educação: pressupostos teóricos. Nuances: estudos sobre Educação, Presidente Prudente. (24), 3, 67-80.
Filho, P. d. S., & Carvalho, M. A. d. (2019). Evasão escolar em cursos de educação profissional a distância: um levantamento de suas principais causas. Brazilian Journal of Development, 5(7), 7735-7746.
Gattermann, B., & Possa, L. B. (2018). Inclusão e aprendizagem como imperativos da governamentalidade neoliberal e a criação dos Institutos Federais de Educação no Brasil. Revista Ibero-Americana de Estudos em Educação, 13(5), 1632-1651.
IFAP. (2019). Cursos Técnicos. 2019. Acessado 01 out 2019 em http://www.ifap.edu.br/index.php/cursos/tecnicos
IFAP. (2019a). Acessado 01 out. 2019 em http://www.ifap.edu.br/index.php/cursos/graduacao
Moraes, G. H., Almeida, S. C. L. d., Alves, T. E., Filho, R. P. R., Leão, P. H. A., Juliatto, M. A., Botelho, A. d. F., Godoy, D. F. d., Gallindo, É. d. L., Ribeiro, F. P., Kenchian, G., Souza, I. R. M. d. S., Silva, J. C., Lima, M. V. S., Bermejo, P. H. d. S., Silva, S. S. d., & Junior, W. T. d. S. (2018). Plataforma Nilo Peçanha: guia de referência metodológica. Editora Evobiz.
Neta, O. M. M., Pereira, M. d. L., Rocha, S. R., & Nascimento, F. d. L. S. (2018). A Educação Profissional nas Leis de Diretrizes e Bases da Educação: pontos e contrapontos. HOLOS, 4, 172-189.
Pereira, A.S. et al. (2018). Metodologia da pesquisa científica [e-book] (UAB/NTE/UFSM, Ed.) Disponível em: https://repositorio.ufsm.br/bitstream/handle/1/15824/Lic_Computacao_Metodologia-Pesquisa-Cientifica.pdf?sequence=1.
Silva, E. V. d. (2019). Educação a distância: uma realidade na formação docente inicial. Brazilian Journal of Development, 5(7), 9854-9866.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.