Model to support academic progression in higher education online students
Modelo para la progresión académica de estudiantes online en Educación Superior
Modelo de progressão acadêmica de alunos online no Ensino Superior
| 2022 | |
|
aprendizaje electrónico programa de grado en línea educación superior deserción estudiantil persistencia académica ayuda educativa estudiantes adultos ensino eletrônico educação a distância ensino superior deserção dos alunos persistência acadêmica serviços de apoio acadêmico alunos adultos online learning distance education higher education adult dropout academic persistence academic support services adult learners |
|
| Español | |
| Universidad ORT Uruguay | |
| RAD | |
|
https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3181
http://hdl.handle.net/20.500.11968/4601 |
|
| Acceso abierto | |
| http://creativecommons.org/licenses/by/4.0 |
| _version_ | 1807261362263425024 |
|---|---|
| author | Romero Alonso, Rosa Eliana |
| author2 | Anzola Vera, Juan José |
| author2_role | author |
| author_facet | Romero Alonso, Rosa Eliana Anzola Vera, Juan José |
| author_role | author |
| collection | RAD |
| dc.creator.none.fl_str_mv | Romero Alonso, Rosa Eliana Anzola Vera, Juan José |
| dc.date.none.fl_str_mv | 2022-02-28 |
| dc.description.en-US.fl_txt_mv | During the last few years there has been an increase in online training programs, an opportunity for those who need to reconcile studies with other activities. Retention rates in this type of training are low. There are multiple factors that have been identified as part of the problem of continuity in studies for adult students in online programs. The method design is mixed, of the sequential explanatory type. The quantitative phase is an ex post facto study of the causal comparative type that allowed to identify significant differences between groups for the variables under study, from a sample of 9,405 first-year students. The qualitative phase included the application of interviews. It was found that the tutor's orientation, passing basic skill courses, the participation of the students in induction activities and having the attention of the socio-affective support unit, directly influence academic persistence in students, as well as their, participation in online platforms and grade averages. Students value effective communication with teachers and tutors. It is from the diversity of actions undertaken that a containment network is generated to support the process of continuity of studies. It is not possible to attribute success to a single action separately, and we deduce from in-depth interviews that, also, the influence of each program is different in relation to the needs presented by each student, showing the importance of institutions deploying various support actions, which will be used by students to the extent of their needs. |
| dc.description.es-ES.fl_txt_mv | La oferta formativa de programas online ha aumentado, siendo una oportunidad para quienes requieren compatibilizar el estudio con otras actividades. Las tasas de retención en este tipo de formación son bajas. Múltiples factores explican la deserción de estudiantes adultos en programas online. El diseño es mixto, del tipo explicativo secuencial. La fase cuantitativa permitió identificar diferencias significativas entre grupos para las variables en estudio, a partir de una muestra de 9.405 estudiantes. La fase cualitativa contempló la aplicación de entrevistas. Se pudo constatar que el acompañamiento del tutor, la aprobación de los cursos de habilidades básicas, la participación de los estudiantes en actividades de inducción y contar con la atención de la unidad de apoyo socioafectivo, influyen directamente en la deserción de los estudiantes, en su participación en la plataforma online y en el promedio de calificaciones. Los estudiantes valoran la comunicación efectiva con docentes y tutores. Se debe generar una red de contención para apoyar el proceso de continuidad de estudios con diversas acciones, también, la influencia de cada programa es distinta en relación con las necesidades que presenta cada alumno, mostrando la importancia de que las instituciones desplieguen una diversidad de apoyos, los que serán utilizados por los estudiantes en la medida de sus necesidades. |
| dc.description.pt-BR.fl_txt_mv | A oferta formativa de programas online tem aumentado, sendo uma oportunidade para quem precisa conciliar o estudo com outras atividades. As taxas de retenção neste tipo de formação são baixas. Vários fatores explicam a evasão de alunos adultos nos programas online. O desenho é misto do tipo explicativo sequencial. A fase quantitativa permitiu a identificação de diferenças significativas entre os grupos para as variáveis em estudo, a partir de uma amostra de 9.405 alunos. A fase qualitativa incluiu a aplicação de entrevistas. Constatou-se que o acompanhamento do tutor, a aprovação dos cursos de habilidades básicas, a participação dos alunos nas atividades de indução e o atendimento da unidade de apoio socioafetivo influenciam diretamente na deserção dos alunos, na sua participação na plataforma online e na média das notas. Os alunos valorizam a comunicação eficaz com professores e tutores. Deve ser gerada uma rede de contenção para apoiar o processo de continuidade dos estudos com diversas ações, também, a influência de cada curso é diferente em relação às necessidades apresentadas por cada aluno, mostrando a importância de que as instituições implementem uma diversidade de apoios que serão utilizados pelos alunos de acordo com as suas necessidades. |
| dc.format.none.fl_str_mv | application/pdf text/html text/xml |
| dc.identifier.none.fl_str_mv | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3181 10.18861/cied.2022.13.1.3181 |
| dc.identifier.uri.none.fl_str_mv | http://hdl.handle.net/20.500.11968/4601 |
| dc.language.iso.none.fl_str_mv | spa |
| dc.publisher.es-ES.fl_str_mv | Universidad ORT Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3181/3511 https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3181/3591 https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3181/3584 |
| dc.rights.license.none.fl_str_mv | http://creativecommons.org/licenses/by/4.0 |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Cuadernos de Investigación Educativa; Vol. 13 No. 1 (2022): Cuadernos de Investigación Educativa |
| dc.source.es-ES.fl_str_mv | Cuadernos de Investigación Educativa; Vol. 13 Núm. 1 (2022): Cuadernos de Investigación Educativa |
| dc.source.none.fl_str_mv | 1688-9304 1510-2432 10.18861/cied.2022.13.1 reponame:RAD instname:Universidad ORT Uruguay instacron:Universidad ORT |
| dc.source.pt-BR.fl_str_mv | Cuadernos de Investigación Educativa; v. 13 n. 1 (2022): Cuadernos de Investigación Educativa |
| dc.subject.en-US.fl_str_mv | online learning distance education higher education adult dropout academic persistence academic support services adult learners |
| dc.subject.es-ES.fl_str_mv | aprendizaje electrónico programa de grado en línea educación superior deserción estudiantil persistencia académica ayuda educativa estudiantes adultos |
| dc.subject.pt-BR.fl_str_mv | ensino eletrônico educação a distância ensino superior deserção dos alunos persistência acadêmica serviços de apoio acadêmico alunos adultos |
| dc.title.none.fl_str_mv | Model to support academic progression in higher education online students Modelo para la progresión académica de estudiantes online en Educación Superior Modelo de progressão acadêmica de alunos online no Ensino Superior |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | During the last few years there has been an increase in online training programs, an opportunity for those who need to reconcile studies with other activities. Retention rates in this type of training are low. There are multiple factors that have been identified as part of the problem of continuity in studies for adult students in online programs. The method design is mixed, of the sequential explanatory type. The quantitative phase is an ex post facto study of the causal comparative type that allowed to identify significant differences between groups for the variables under study, from a sample of 9,405 first-year students. The qualitative phase included the application of interviews. It was found that the tutor's orientation, passing basic skill courses, the participation of the students in induction activities and having the attention of the socio-affective support unit, directly influence academic persistence in students, as well as their, participation in online platforms and grade averages. Students value effective communication with teachers and tutors. It is from the diversity of actions undertaken that a containment network is generated to support the process of continuity of studies. It is not possible to attribute success to a single action separately, and we deduce from in-depth interviews that, also, the influence of each program is different in relation to the needs presented by each student, showing the importance of institutions deploying various support actions, which will be used by students to the extent of their needs. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | RAD_772dc4f7621bd725f8ce9244d6ff32e2 |
| identifier_str_mv | 10.18861/cied.2022.13.1.3181 |
| instacron_str | Universidad ORT |
| institution | Universidad ORT |
| instname_str | Universidad ORT Uruguay |
| language | spa |
| network_acronym_str | RAD |
| network_name_str | RAD |
| oai_identifier_str | oai:rad.ort.edu.uy:20.500.11968/4601 |
| publishDate | 2022 |
| reponame_str | RAD |
| repository.mail.fl_str_mv | rodriguez_v@ort.edu.uy |
| repository.name.fl_str_mv | RAD - Universidad ORT Uruguay |
| repository_id_str | 3927 |
| rights_invalid_str_mv | http://creativecommons.org/licenses/by/4.0 |
| spelling | Romero Alonso, Rosa ElianaAnzola Vera, Juan José2022-02-28During the last few years there has been an increase in online training programs, an opportunity for those who need to reconcile studies with other activities. Retention rates in this type of training are low. There are multiple factors that have been identified as part of the problem of continuity in studies for adult students in online programs. The method design is mixed, of the sequential explanatory type. The quantitative phase is an ex post facto study of the causal comparative type that allowed to identify significant differences between groups for the variables under study, from a sample of 9,405 first-year students. The qualitative phase included the application of interviews. It was found that the tutor's orientation, passing basic skill courses, the participation of the students in induction activities and having the attention of the socio-affective support unit, directly influence academic persistence in students, as well as their, participation in online platforms and grade averages. Students value effective communication with teachers and tutors. It is from the diversity of actions undertaken that a containment network is generated to support the process of continuity of studies. It is not possible to attribute success to a single action separately, and we deduce from in-depth interviews that, also, the influence of each program is different in relation to the needs presented by each student, showing the importance of institutions deploying various support actions, which will be used by students to the extent of their needs.La oferta formativa de programas online ha aumentado, siendo una oportunidad para quienes requieren compatibilizar el estudio con otras actividades. Las tasas de retención en este tipo de formación son bajas. Múltiples factores explican la deserción de estudiantes adultos en programas online. El diseño es mixto, del tipo explicativo secuencial. La fase cuantitativa permitió identificar diferencias significativas entre grupos para las variables en estudio, a partir de una muestra de 9.405 estudiantes. La fase cualitativa contempló la aplicación de entrevistas. Se pudo constatar que el acompañamiento del tutor, la aprobación de los cursos de habilidades básicas, la participación de los estudiantes en actividades de inducción y contar con la atención de la unidad de apoyo socioafectivo, influyen directamente en la deserción de los estudiantes, en su participación en la plataforma online y en el promedio de calificaciones. Los estudiantes valoran la comunicación efectiva con docentes y tutores. Se debe generar una red de contención para apoyar el proceso de continuidad de estudios con diversas acciones, también, la influencia de cada programa es distinta en relación con las necesidades que presenta cada alumno, mostrando la importancia de que las instituciones desplieguen una diversidad de apoyos, los que serán utilizados por los estudiantes en la medida de sus necesidades.A oferta formativa de programas online tem aumentado, sendo uma oportunidade para quem precisa conciliar o estudo com outras atividades. As taxas de retenção neste tipo de formação são baixas. Vários fatores explicam a evasão de alunos adultos nos programas online. O desenho é misto do tipo explicativo sequencial. A fase quantitativa permitiu a identificação de diferenças significativas entre os grupos para as variáveis em estudo, a partir de uma amostra de 9.405 alunos. A fase qualitativa incluiu a aplicação de entrevistas. Constatou-se que o acompanhamento do tutor, a aprovação dos cursos de habilidades básicas, a participação dos alunos nas atividades de indução e o atendimento da unidade de apoio socioafetivo influenciam diretamente na deserção dos alunos, na sua participação na plataforma online e na média das notas. Os alunos valorizam a comunicação eficaz com professores e tutores. Deve ser gerada uma rede de contenção para apoiar o processo de continuidade dos estudos com diversas ações, também, a influência de cada curso é diferente em relação às necessidades apresentadas por cada aluno, mostrando a importância de que as instituições implementem uma diversidade de apoios que serão utilizados pelos alunos de acordo com as suas necessidades.application/pdftext/htmltext/xmlhttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/318110.18861/cied.2022.13.1.3181http://hdl.handle.net/20.500.11968/4601spaUniversidad ORT Uruguayhttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3181/3511https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3181/3591https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3181/3584info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0Cuadernos de Investigación Educativa; Vol. 13 No. 1 (2022): Cuadernos de Investigación EducativaCuadernos de Investigación Educativa; Vol. 13 Núm. 1 (2022): Cuadernos de Investigación EducativaCuadernos de Investigación Educativa; v. 13 n. 1 (2022): Cuadernos de Investigación Educativa1688-93041510-243210.18861/cied.2022.13.1reponame:RADinstname:Universidad ORT Uruguayinstacron:Universidad ORTaprendizaje electrónicoprograma de grado en líneaeducación superiordeserción estudiantilpersistencia académicaayuda educativaestudiantes adultosensino eletrônicoeducação a distânciaensino superiordeserção dos alunospersistência acadêmicaserviços de apoio acadêmicoalunos adultosonline learningdistance educationhigher educationadult dropoutacademic persistenceacademic support servicesadult learnersModel to support academic progression in higher education online studentsModelo para la progresión académica de estudiantes online en Educación SuperiorModelo de progressão acadêmica de alunos online no Ensino Superiorinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersion20.500.11968/46012023-06-01 16:36:15.648oai:rad.ort.edu.uy:20.500.11968/4601https://rad.ort.edu.uyUniversidadhttps://www.ort.edu.uy/https://rad.ort.edu.uy/server/oai/requestrodriguez_v@ort.edu.uyUruguayopendoar:39272023-06-01T16:36:15RAD - Universidad ORT Uruguayfalse |
| spellingShingle | Model to support academic progression in higher education online students Romero Alonso, Rosa Eliana aprendizaje electrónico programa de grado en línea educación superior deserción estudiantil persistencia académica ayuda educativa estudiantes adultos ensino eletrônico educação a distância ensino superior deserção dos alunos persistência acadêmica serviços de apoio acadêmico alunos adultos online learning distance education higher education adult dropout academic persistence academic support services adult learners |
| status_str | publishedVersion |
| title | Model to support academic progression in higher education online students |
| title_full | Model to support academic progression in higher education online students |
| title_fullStr | Model to support academic progression in higher education online students |
| title_full_unstemmed | Model to support academic progression in higher education online students |
| title_short | Model to support academic progression in higher education online students |
| title_sort | Model to support academic progression in higher education online students |
| topic | aprendizaje electrónico programa de grado en línea educación superior deserción estudiantil persistencia académica ayuda educativa estudiantes adultos ensino eletrônico educação a distância ensino superior deserção dos alunos persistência acadêmica serviços de apoio acadêmico alunos adultos online learning distance education higher education adult dropout academic persistence academic support services adult learners |
| url | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3181 http://hdl.handle.net/20.500.11968/4601 |
