Abstract:

The assessment of e-learning in undergraduate studies is carried out through institutional self-assessment, since 2012. The process of self-assessment is used as a tool for management and qualification of teaching. The study aims to analyze students' satisfaction with e-learning and to lead the reorientation of distance education in undergraduate courses. The study is part of the project "Self-assessment in undergraduate and graduate studies: studies on the complexity of teaching and learning and on the formative role of evaluation", approved by the Research Ethics Committee [CEP / 402.527]. It is a retrospective study, with descriptive methods, quantitative and qualitative, using a database of self-assessment, from 2012 to 2017. The categories of analysis and their results were: (I) Teaching actions in Virtual Learning Environments (VLE), with 10.343 valid answers and 57.57% and 57.57% of satisfied students over the period. The factors of dissatisfaction are related to teaching strategies in the VLE, to feedback, to low interaction. (II) The articulation between the presence and distance activities presented 60.14% of satisfaction, in 10.360 responses and the disconnection between the development of face-to-face content and distance activities generate dissatisfaction. The results of the evaluations in the period determined a significant change from 2019, with reorientation of the pedagogical projects, hiring of an interdisciplinary team of support to the teachers and remodeling of the virtual learning environment.

Keywords:

Higher Education, Institutional Self-assessment, e-learning.