Abstract
The evasion in distance courses is one of the main obstacles institutions. In this scenario, it includes the upper courses that have been offered by the Virtual University of the State of Sao Paulo - UNIVESP. This study had as objective to analyze the causes of evasion in superior courses offered in the distance modality. In order to do so, 100 students evaded these courses completed, so online, social profile, behavior and attitudes of the student in relation to distance learning courses are covered in the questionnaire. The results indicate that a significant portion of the escaped performed other tasks concurrent with the course; even expose that escaped the good part of the interviewees presented difficulties of iteration with the platforms used in the learning process, as well as mapping of the social profile of these individuals. As conclusions are: the fact that the EaD is a reality and as points this study with bias of sharp growth in the coming years, but also indicates the need for changes in processes and in relationship with students enabling not only their access to EaD but its effective utilization and permanence in the courses and institutions, be they public or private, who offer this type of education, and also the need of further studies that may give continuity to mapping and solutions pointing to the inclusion or exclusion of items that increase the reliability of EaD and minimize the factors identified as the cause of the circumvention.
Highlights
The evasion in distance courses is one of the main obstacles institutions
O crescimento do EAD, segundo Santos et al (2008), está associado à busca por conhecimentos e educação ao longo da vida, atributos estes que são reconhecidos como elementos fundamentais para o desenvolvimento humano e social
Para Belloni (2009), significa, fundamentalmente, rever e tornar menos estrito os requisitos de acesso ao ensino, para o aluno estudar a distância
Summary
Xenos et al (2002) classificam os fatores da evasão em cursos a distância em fatores internos, fatores relativos ao curso e tutores e os fatores demográficos do estudante. Na prática o ponto central das causas exógenas é o fato de que a instituição não tem poder sobre o estudante para evitar esse tipo de evasão, mas pode atuar na sua minimização, trabalhando as causas com os discentes, traçando um perfil do estudante ao entrar na universidade, procurando identificar possíveis causas e consequentemente as tratar quando possível. Para Aretio (1998; 2002), existem dois tipos de abandono na EaD: abandono real e abandono sem começar, ou seja, alunos sem começar são aqueles que não existe nenhum registro de atividade, avaliação, teste e/ou prova em qualquer disciplina do curso matriculado. Segundo Pacheco, Melo e Moretto Neto (2007) os cálculos com base no abandono real aproximasse em porcentagem aos cursos presenciais, ou seja, não existem grandes diferenças de evasão do ensino presencial para a distância.
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