Avaliação de treinamentos a distância em uma organização pública

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

This research had of its objectives evaluate a distance education program on a federal public institution and revalidate statistically the evaluation of the scales. It describes the learning strategies used by participants and their reactions in five courses offered by Internet. A review or the national and foreign literature has indicated the need to evaluate actions of teachinglearning in Distance Education (EaD), as well in contexts of Corporative Education. In the last few years researchers had recommended to investigate the reactions (participants satisfaction with the courses), learning strategies and students outline in distance courses. To reach these objectives five courses offered by institution were valued in the period from august/2004 to December/2006. The questionnaires Graphic Interface Reaction, Tutor Performance, Instrucional Procedure, Course Results and Learning Strategies were utilized to collect students datas. These instruments were developed and validated by Carvalho (2003) and Zerbini (2003) and improved by Borges-Ferreira (2005). The answering of the questionnaires occurred via Internet. The results indicated that in the students sample (N=216), exist a balance between males (56,4%) and females (47,6%), with age average of 38 years (sd=8,42), period of service of 7,6 years (sd=5,81), on average, where 62,6% had complete universitary level, 69,1% hold some manager function and the majority (60,4%) hold the technical post (high school), and only 22,1% of them hold the analyst post (universitary level). The valid answers to the questionnaires were subjected to statistic exploratory analysis, analysis of its principals and factorials components with pairwise treatment for the omission cases, over there the reliability analysis (Alpha de Conbrach). Five evaluate scales seemed psycomethrically valid and reliable. The students reactions to Instrucional Procedures and Graphic Interface were reasonably favorable, however with disagreement standards deviations relatively higher. The factorials averages were 6,52 and 7,28, and the standards deviations 1,99 and 2,29 respectively. The students Reactions to Tutorial Performance presented a relatively low average of 5,87 with standard deviation of 3,05. On the results analysis of Learning Strategies, the Interpersonal Help-seeking and Rehearsal and organization and help-seeking from material had averages of 3,72 and 4,85 respectively, with standards deviations of 2,89 and 3,06, indicating that the students had used too little these strategies during the courses. The best averages were related to Elaboration and practical application factor that registrated an average of 7,76 with standard deviation of 2,89. It was concluded that the students had better reactions to Graphic Interface, Instrucional Procedure and Results,however the averages hadnt being excelents. It points out that the standards deviations of the factors that had low grades presented high values too, indicating a poor distribution on its normal curve. It was realized that the students utilized with more frequency the Learning Strategie related to Elaboration and practical application factor, and that the didactical material needs to be adequated with better Instrucional planning courses, as well improve the tutorial integration strategies with students.

ASSUNTO(S)

tutorial performance reaction learning strategies administracao reação ao desempenho da tutoria distance education educação a distância reações aos resultados reação ao curso reação à interface gráfica educação corporativa course reaction training evaluation reação aos procedimentos instrucionais graphic interface reaction results reaction avaliação de treinamento instrucional procedures reaction estratégias de aprendizagem corporative education

ACESSO AO ARTIGO

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