Thaís Zerbini

Estratégias de aprendizagem em curso a distância: validação de uma escala

Pesquisas em avaliacao de treinamentos a distância sao incipientes. O artigo pretende contribuir com a area ao construir e validar estatisticamente o instrumento Estrategias de Aprendizagem. O curso-alvo foi oferecido pelo SEBRAE para alunos do Brasil inteiro. A coleta de dados foi realizada ao final do curso por meio de questionario digitalizado que mede a frequencia com que os participantes utilizam as estrategias ao longo do curso. Foram realizadas analises estatisticas de Componentes Principais (PC) e Fatoriais (PAF) e de consistencia interna (alfa de Cronbach). Apos a validacao estatistica, o instrumento apresentou sete fatores: Controle da emocao, 5 itens (a=0,89); Busca de ajuda interpessoal, 6 itens (a=0,89); Repeticao e organizacao, 5 itens (a=0,77); Controle da motivacao, 4 itens (a=0,84); Elaboracao, 3 itens (a=0,83); Busca de ajuda ao material didatico, 2 itens (a=0,75); Monitoramento da compreensao, 3 itens (a=0,82). Os resultados indicam que a escala e estatisticamente valida e confiavel.

Panorama das pesquisas em educação a distância no Brasil

Investment in training, development and education is a competitive advantage for organizations. In this context, distance learning education (EAD) is regarded as a viable possibility in the construction of mechanisms which encourage continuous learning and acquirement of skills throughout life. The present study is within the set of reflections. Its goal is to briefly describe the context and focus of research on distance training in Brazil, from 2003 to 2009, based on literature and data review at the Brazilian Statistical Yearbook of Education Open and Distance (ABRAED). The production review of knowledge in distance education in Brazil shows the need for more research in corporate education, professional training, and evaluation. The pace of research is incompatible with the rapid growth of this type of learning in organizations. Other considerations are taken and a research agenda is proposed.

Reação aos procedimentos instrucionais de um curso via internet: validação de uma escala

Research into the evaluation of distance training is still in the early stages. This article intends to contribute to this area by validating statistically the tool Reaction to Educational Processes. The course being evaluated was offered by the Servico Brasileiro de Apoio as Micro e Pequenas Empresas to students across Brazil. The data collection was conducted at the end of the course by means of a questionnaire that measures the satisfaction of the participants with regard to the educational processes offered in the course. Analyses were carried out of the main, factorial components and Internal Consistency (Cronbachs Alpha Coefficient). Following statistical validation, the questionnaire demonstrated two factors: Traditional Processes, 12 questions, α=0.91, factor loads ranging from 0.53 to 0.79; Web Resources, 3 questions, confidence level α=0.76, and factor loads 0.40, 0.76 and 0.88. The results indicated that the scale presented evidence of construct validity.

Qualificação profissional a distância: avaliação da transferência de treinamento

This study identifies variables that explain the application of skills taught to participants of a web-based professional education distance-learning program. The scales Ambient of Study and Interaction Procedures, Learning Strategies, Reaction to Instructional Procedures, Reaction to Tutor Performance and Training Transfer were applied and submitted to statistical validation. Data collection was performed in three different points in time. The multiple regression model displayed the average of the answers of 470 participants in relation to the items of the scale Transfer of Training as a variable criterion. The predictor variables were the average answers of participants to items of the remaining scales. The results revealed that the participant who favorably perceived his/her Context of Study and Instructional Procedures and more frequently used the learning strategies known as Elaboration and Comprehension Monitoring also reported an increased occurrence of Training Transfer.This study identifies variables that explain the application of skills taught to participants of a web-based professional education distance-learning program. The scales Ambient of Study and Interaction Procedures, Learning Strategies, Reaction to Instructional Procedures, Reaction to Tutor Performance and Training Transfer were applied and submitted to statistical validation. Data collection was performed in three different points in time. The multiple regression model displayed the average of the answers of 470 participants in relation to the items of the scale Transfer of Training as a variable criterion. The predictor variables were the average answers of participants to items of the remaining scales. The results revealed that the participant who favorably perceived his/her Context of Study and Instructional Procedures and more frequently used the learning strategies known as Elaboration and Comprehension Monitoring also reported an increased occurrence of Training Transfer.

A RELAÇÃO ENTRE SUPORTE À APRENDIZAGEM E IMPACTO DE TREINAMENTO NO TRABALHO

Among the variables that influence the effectiveness of Training, Development and Education actions (TDE a total of 83 questionnaires concerning seven trainings was achieved. The sample is comprised by 61 men and 22 women, 18-64 years old, and 53% have completed higher education. Exploratory and descriptive analyzes were performed and also correlation analysis, in order to assess the relationship between the two variables. The Learning Support Scale presented averages between 3.37 and 8.12, high standard deviation and high variation in minimum and maximum responses, indicating divergent responses. The Training Impact at Work Scale presented averages between 3.65 and 4.39, and showed a low standard deviation, but the variation of the minimum and maximum responses is high in most cases, indicating that some respondents did not agree with the statements. Participants perceive moderately Learning Support in the company and judge that have occurred Training Impact at Work. Variables showed a significant and moderate correlation (r = 0.53), which corroborates the literature’s findings related to psychosocial support; but still more research is needed about Learning Support in order to check the scale’s evidences of validity and better define and distinguish this concept in relation to other.

Construção e validação de uma escala de transferência de treinamento

The goal of the article is to describe the process of construction and validation of a training transfer instrument. The data was collected at the end of the course by a digitalized questionnaire. The items of the questionnaire were associated to a scale that measures the frequency that the participants utilized to describe behaviors in the instructional objectives after finishing the course in their place of work. Analyses of principal components, factors and internal consistency have been made. The unifactorial structure obtained had 24 questions (α=0,96). The bifactorial structure obtained was composed by factors such as strategic business planning (17 questions, α=0,94) and finance business planning (7 questions, α=0,95). The results indicate that the scale is statistically valid and reliable.

Estratégias de Aprendizagem em Curso Corporativo a Distância: como Estudam os Trabalhadores?

This research aims to verify the validity of the Learning Strategies Scale (LSS) applied to a distance course (mediated by intranet) in a corporate environment. It also intends to check what learning strategies are used the most by workers in a virtual study environment at work. The evaluated course was offered by a Brazilian bank for its employees, and the LSS was applied to 541 participants. Principal components, exploratory factor analyses, internal consistency, and descriptive analyses were conducted. The results indicated that there were five main factors: Emotion Control, 4 items (α = 0.91); Rehearsal and Organization, 6 items (α = 0.83); Motivation Control, 4 items (α = 0.97); Elaboration, 3 items (α = 0.89); and Comprehension Monitoring, 6 items (α = 0.91). Interpersonal Help-Seeking and Seeking Help from Written Material did not figure as potential factors; this can be explained by the fact that the evaluated course’s design has neither written material nor active tutoring for its participants. The highest averages were concentrated on the items from the factors Elaboration and Emotion Control. These strategies may be ones that individuals use throughout their lives, in their individual studies, and in different educational situations.A presente pesquisa objetiva verificar as evidencias de validade da Escala de Estrategias de Aprendizagem (EEA) aplicada em um curso a distância em ambiente corporativo. Pretende ainda verificar quais sao as estrategias de aprendizagem mais utilizadas pelos trabalhadores em ambiente virtual de estudo no contexto de trabalho. O curso avaliado abrange venda de produtos bancarios oferecido por um banco de grande porte aos seus funcionarios. A EEA foi aplicada em 541 participantes. Foram realizadas analises de componentes principais, fatoriais, consistencia interna e descritivas. Os resultados indicaram uma escala de cinco fatores: Controle da Emocao, 4 itens (α = 0,91), Repeticao e Organizacao, 6 itens (α = 0,83), Controle da Motivacao, 4 itens (α = 0,97), Elaboracao, 3 itens (α = 0,89), Monitoramento da Compreensao, 6 itens (α = 0,91). Busca de Ajuda Interpessoal e Busca de Ajuda ao Material Didatico nao figuraram como potenciais fatores – ja que o desenho do curso avaliado nao apresenta material didatico, tampouco oferece tutoria ativa aos participantes. A maior ocorrencia de medias altas concentra-se nos itens do fator Elaboracao eControle da Emocao. Esse fato pode ser explicado pelos individuos estarem acostumados a utilizar as estrategias de elaboracao e de controle da emocao ao longo da vida, em seus estudos individuais em diferentes situacoes educacionais.

Distance Education: training transfer evaluation

This study identifies variables that explain the application of skills taught to participants of a web-based professional education distance-learning program. The scales Ambient of Study and Interaction Procedures, Learning Strategies, Reaction to Instructional Procedures, Reaction to Tutor Performance and Training Transfer were applied and submitted to statistical validation. Data collection was performed in three different points in time. The multiple regression model displayed the average of the answers of 470 participants in relation to the items of the scale Transfer of Training as a variable criterion. The predictor variables were the average answers of participants to items of the remaining scales. The results revealed that the participant who favorably perceived his/her Context of Study and Instructional Procedures and more frequently used the learning strategies known as Elaboration and Comprehension Monitoring also reported an increased occurrence of Training Transfer.This study identifies variables that explain the application of skills taught to participants of a web-based professional education distance-learning program. The scales Ambient of Study and Interaction Procedures, Learning Strategies, Reaction to Instructional Procedures, Reaction to Tutor Performance and Training Transfer were applied and submitted to statistical validation. Data collection was performed in three different points in time. The multiple regression model displayed the average of the answers of 470 participants in relation to the items of the scale Transfer of Training as a variable criterion. The predictor variables were the average answers of participants to items of the remaining scales. The results revealed that the participant who favorably perceived his/her Context of Study and Instructional Procedures and more frequently used the learning strategies known as Elaboration and Comprehension Monitoring also reported an increased occurrence of Training Transfer.

Fatores influentes no desempenho acadêmico de universitários em ações educacionais a distância

Ao passo em que a educacao a distância assume destaque, sao necessarias investigacoes que atestem a eficacia e aplicabilidade da modalidade, em termos do alcance dos resultados de aprendizagem. Testou-se um modelo para a avaliacao de acoes educacionais a distância, visando identificar preditores de aprendizagem, incluindo estrategias de aprendizagem, frequencia nos recursos da web e reacoes aos procedimentos instrucionais e ao desempenho do tutor. Foram aplicados os questionarios aos alunos das disciplinas semipresenciais Metodologia Cientifica e Economia, ofertadas a todos os graduandos da universidade privada participante. Atraves da analise de regressao multipla padrao, verificou-se que as estrategias de aprendizagem autorregulatorias e a frequencia de uso das ferramentas da web explicaram a ocorrencia de aprendizagem; as reacoes favoraveis aos procedimentos instrucionais estiveram negativamente associadas ao desempenho academico dos estudantes. Os resultados empiricos obtidos trazem implicacoes praticas que podem impactar no aprimoramento do planejamento instrucional e nos efeitos de cursos a distância.

Escala de Estratégias de Aprendizagem: evidências de validade em contexto universitário híbrido

Instruments to identify and measure learning strategies used by students in distance and hybrid courses are very important, considering the expansion of e-learning. The objective was to adapt and verify the evidences of validity of an instrument of learning strategies in higher education institutions. Students of a private university in the state of Sao Paulo who were enroled in blended learning disciplines participated of this study, in person or remotely. Exploratory factor and internal consistency analisys were conducted. The scale has four factors: cognitive strategies (15 items, α=0.90), emotion control (4 items, α=0.77), self-regulatory strategies (7items, α= 0.86) and interpersonal help seeking (3 items, α=0.68). This structure differs empirically from those found in others studies with the scale. Future research should use it in different contexts and samples, especially in a 100%