About this paper

Appears in:
Pages: 5524-5529
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.1305

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain

STATISTICAL METHOD TO EVALUATE DISTANCE EDUCATION COURSES

O. Anglas Tarumoto, M. Tarumoto, E. Moriya Schlunzen, K. Schlunzen Jr.

São Paulo State University (Unesp), School of Technology and Sciences, Presidente Prudente (BRAZIL)
Distance Education (EAD) courses as a way of acquiring knowledge, has been expanding in recent years in the several educational levels, both in formal and informal education. In Brazil, this expansion was visible mainly after the distance educations regulations made by the Ministry of Education (MEC) for the undergraduate and postgraduate levels. With this growth, there is concern about the form and quality in which the courses are being offered. Finally, in 2007 the Quality Reference in Distance Higher Education was published by the Ministry of Education (MEC). When talking about quality, one must think to how construct evaluation instruments. In the other hand, especially within the educational context, evaluation is always a complex process, considering that the main concern is what to evaluate and why to evaluate. In this work, it was defined that the objective is to evaluate a Specialization course in the distance modality based on the students' point of view. Structured questionnaires were applied, using statistical sampling techniques so that students could give their opinion about the course they were receiving. In this questionnaire, questions with answer alternatives (closed questions) and an open question were considered. In this situation, the closed questions were analyzed quantitatively, using statistical techniques, such as cluster analysis. For the Special Education Specialization course in the Inclusive Education Perspective of the Teacher Training of Sao Paulo network Program (REDEFOR), the degree of satisfaction in relation to the Virtual Learning Environment and the performance of the onsite Tutors were the smallest in the first disciplines. One of the main criticisms of the students was related to the number of activities that they performed and the deadline for their delivery, which was consistent with the quantitative analysis, considering that within dimension II - "Didactic Material", issues with lower degree of satisfaction, were those related to the quantity of materials worked and the delivery times. The analyzes also showed that the course was of high satisfaction (more than 90%) and that the qualitative analyzes were able to capture the strengths and some deficiencies that can be corrected.
@InProceedings{ANGLASTARUMOTO2018STA,
author = {Anglas Tarumoto, O. and Tarumoto, M. and Moriya Schlunzen, E. and Schlunzen Jr., K.},
title = {STATISTICAL METHOD TO EVALUATE DISTANCE EDUCATION COURSES},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.1305},
url = {http://dx.doi.org/10.21125/inted.2018.1305},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {5524-5529}}
TY - CONF
AU - O. Anglas Tarumoto AU - M. Tarumoto AU - E. Moriya Schlunzen AU - K. Schlunzen Jr.
TI - STATISTICAL METHOD TO EVALUATE DISTANCE EDUCATION COURSES
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.1305
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 5524
EP - 5529
ER -
O. Anglas Tarumoto, M. Tarumoto, E. Moriya Schlunzen, K. Schlunzen Jr. (2018) STATISTICAL METHOD TO EVALUATE DISTANCE EDUCATION COURSES, INTED2018 Proceedings, pp. 5524-5529.
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