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Abstract(s)
O ensino a distância é uma modalidade de educação que tem sido implementada por
algumas instituições de ensino superior. Atualmente, devido à pandemia de Síndrome
Respiratória Aguda Grave causada pelo coronavírus-19, esta modalidade está
implementada em quase todas as instituições de ensino superior por todo o mundo,
podendo até pensar-se que é uma modalidade de “salvação” do sistema educativo. No
entanto, o ensino a distância em Moçambique tem sido objeto de vários debates e discussões
na televisão, na rádio e na internet, devido à sua baixa qualidade, baixa taxa de inscrições e
forte abandono escolar. Esta investigação tem como propósito analisar os modelos de
ensino a distância implementados em universidades privadas e públicas de Moçambique
considerando a estrutura dos modelos, as características dos estudantes e fatores sociais.
Para o seu alcance, foi desenvolvida uma pesquisa empírica, adotando uma abordagem
metodológica mista (qualitativa e quantitativa), seguindo uma estratégia de investigação de
casos. Foram utilizados dois instrumentos para a recolha de dados: análise documental e
questionário. Todos os questionários foram aplicados virtualmente, envolvendo 360
estudantes, 7 professores, 21 tutores e 15 gestores de duas universidades privadas e duas
públicas. Concluiu-se que os principais modelos de ensino a distância implementados em
Moçambique são do tipo online e semipresencial. A maioria dos estudantes que frequentam
estes modelos são trabalhadores adultos, localizados nas zonas urbanas. A dimensão
tecnológica afeta a qualidade de ensino e aprendizagem, devido à falta de domínio no uso
da tecnologia por parte de alguns estudantes, professores e tutores e, à fraca qualidade da
internet. Em relação à dimensão administrativa, esta está ligada diretamente à baixa taxa
de inscrições e ao abandono escolar por parte dos estudantes, ou seja, o modelo 100%
online, o preferido, é mais caro comparativamente com o modelo semipresencial e, por
consequentemente, a maioria dos estudantes ativos entre os 18 e os 24 anos de idade não se
inscrevem nos cursos, e alguns abandonam os cursos por falta de condições financeiras.
Espera-se que os resultados alcançados possibilitem uma reflexão crítica sobre elaboração
de projetos instrucionais neste domínio, estratégias e políticas de implementação de ensino
a distância em Moçambique.
Distance learning is an education modality that has been implemented by some higher education institutions. Currently, due to the Severe Acute Respiratory Syndrome pandemic caused by coronavirus-19, this modality is implemented in almost all higher education institutions worldwide, and it may even be thought that it is a modality of “salvation” of the education system. However, distance learning in Mozambique has been the subject of several debates and discussions on television, radio, and the internet, due to its low quality, low enrollment rate and strong dropout rates. This research aims to analyze the distance learning models implemented in private and public universities in Mozambique considering the structure of the models, the characteristics of students and social factors. To achieve this, an empirical research was developed, adopting a mixed methodological approach (qualitative and quantitative), following a case research strategy. Two instruments were used for data collection: document analysis and questionnaire. All questionnaires were applied virtually, involving 360 students, 7 professors, 21 tutors and 15 directors from two private and two public universities. It was concluded that the main distance learning models implemented in Mozambique are online and blended learning. Most of the students who attend these models are adult workers, located in urban areas. The technological dimension affects the quality of teaching and learning, due to the lack of mastery in the use of technology by some students, teachers, and tutors, and due to the poor quality of the internet. Regarding the administrative dimension, this is directly linked to the low enrollment rate and school dropout by students, that is, the 100% online model, the preferred one, is more expensive compared to the blended-learning model and, consequently, the most active students between 18 and 24 years of age do not enroll in courses, and some drop out of courses due to lack of financial conditions. It is hoped that the results achieved will enable a critical reflection on the development of instructional projects in this field, strategies, and policies for the implementation of distance learning in Mozambique.
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Distance learning is an education modality that has been implemented by some higher education institutions. Currently, due to the Severe Acute Respiratory Syndrome pandemic caused by coronavirus-19, this modality is implemented in almost all higher education institutions worldwide, and it may even be thought that it is a modality of “salvation” of the education system. However, distance learning in Mozambique has been the subject of several debates and discussions on television, radio, and the internet, due to its low quality, low enrollment rate and strong dropout rates. This research aims to analyze the distance learning models implemented in private and public universities in Mozambique considering the structure of the models, the characteristics of students and social factors. To achieve this, an empirical research was developed, adopting a mixed methodological approach (qualitative and quantitative), following a case research strategy. Two instruments were used for data collection: document analysis and questionnaire. All questionnaires were applied virtually, involving 360 students, 7 professors, 21 tutors and 15 directors from two private and two public universities. It was concluded that the main distance learning models implemented in Mozambique are online and blended learning. Most of the students who attend these models are adult workers, located in urban areas. The technological dimension affects the quality of teaching and learning, due to the lack of mastery in the use of technology by some students, teachers, and tutors, and due to the poor quality of the internet. Regarding the administrative dimension, this is directly linked to the low enrollment rate and school dropout by students, that is, the 100% online model, the preferred one, is more expensive compared to the blended-learning model and, consequently, the most active students between 18 and 24 years of age do not enroll in courses, and some drop out of courses due to lack of financial conditions. It is hoped that the results achieved will enable a critical reflection on the development of instructional projects in this field, strategies, and policies for the implementation of distance learning in Mozambique.
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Description
Keywords
Ensino à Distância - Modelo Qualidade de Ensino-Aprendizagem Taxa de Inscrições Abandono Escolar