| Título |
Fatores influentes no desempenho acadêmico de universitários em ações educacionais a distância |
| Autores |
BARROS MARTINS, LARA, Zerbini T. |
| Publicación externa |
Si |
| Medio |
Estudos de Psicologia (Natal) |
| Alcance |
Article |
| Naturaleza |
Científica |
| Cuartil SJR |
3 |
| Impacto SJR |
0.262 |
| Ámbito |
Nacional |
| Web |
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85013671277&doi=10.5935%2f1678-4669.20160030&partnerID=40&md5=851cb906a572ba60c452ce2e3ea0a94d |
| Fecha de publicacion |
01/01/2016 |
| Scopus Id |
2-s2.0-85013671277 |
| DOI |
10.5935/1678-4669.20160030 |
| Abstract |
As distance education becomes more noticeable, research is necessary to certify its effectiveness and applicability, and verify whether the expected learning outcomes are achieved. This study tested an e-learning assessment model to identify learning predictors, including learning strategies, frequency of use of web tools, and students\' reaction to the instructional procedures and to the tutor. The questionnaires were applied to the students of the blended disciplines Scientific Methodology and Economics, offered to all the undergraduates of the private university that participated on this study. Results of multiple regression analysis show that the self-regulatory learning strategies and the frequency of use of web tools explained the occurrence of learning; the favorable reactions to the instructional procedures were negatively associated to the students\' academic performance. The empirical results bring practical implications that may impact on the improvement of instructional design and the effects of e-learning programs. |
| Palabras clave |
Distance education; Evaluation; Learning |
| Miembros de la Universidad Loyola |
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