Abstract
Evasion is a concern for both face-to-face and distance education courses. This article presents the results of research regarding its causes. In addition to investigating references from other works about the same subject, we also undertaken a study using data derived from a distance learning course for in-service teachers. This study and the accompanying research aim to diagnose the causes of evasion and to obtain evidence that helps to prevent situations contributing to it. There is an analysis of the records of course activities and an evaluation of computer-based communication strategies, i.e., with the aim of detecting evasion risk levels, as well as identifying relevant factors that lead to evasion. These data help to elicit indicators of student activity in distance learning courses which, in turn, facilitate the identification of situations where there is a higher risk of evasion.
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