Resumo

UMEKAWA, Elienay Eiko Rodrigues  e  ZERBINI, Thaís. Dropping out and persistence in distance education actions: analysis of the student profile. Rev. Psicol., Organ. Trab. [online]. 2015, vol.15, n.2, pp. 188-200. ISSN 1984-6657.  http://dx.doi.org/10.17652/rpot/2015.2.517.

Reviews of research in distance education courses are still scarce. This work aims to contribute to the field by proposing and testing a model for evaluating educational activities offered on-line. The objective of the study is to examine relationships between variables linked to dropping out, completing academic courses, and client characteristics, especially focusing on the learning strategies employed. The following scales were applied, subjected to statistical validation: learning strategies and factors related to dropouts and completions in distance education. Data collection was performed at three distinct points. Exploratory factor analyses (Principal Components and Principal Axis Factoring), and internal consistency analyses (Cronbach's alpha), were performed. To fulfill the proposed objective, a standard multiple regression analysis was performed. The results indicated the importance of using strategies that promote self-management processes of teaching and learning, self-regulation of motivation/anxiety and the search for interpersonal help in achieving positive academic outcomes, benefiting the performance of students who study on-line.

Palavras-chave : Distance education; dropout; education.

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