An exploration of institutional and personal barriers to online academic engagement at a Brazilian university

Cinthia Bittencourt Spricigo; Bárbara Maria Camilotti; Charles R. Graham; Ruth Baptista

doi:10.5944/educxx1.36095

Autores/as

Cinthia Bittencourt Spricigo Pontifical Catholic University of Parana, Brasil https://orcid.org/0000-0002-9086-7032
Bárbara Maria Camilotti Pontifical Catholic University of Paraná, Brasil https://orcid.org/0000-0002-6342-5327
Charles R. Graham Brigham Young University, Utah, EE. UU. https://orcid.org/0000-0001-8598-2602
Ruth Baptista Brigham Young University, Utah, EE. UU. https://orcid.org/0009-0007-4477-308X

DOI:

https://doi.org/10.5944/educxx1.36095

Palabras clave:

aprendizaje en línea, compromiso académico de los estudiantes, facilitadores y barreras del compromiso académico, enseñanza superior

Resumen

La reciente pandemia mundial ha aumentado la conciencia institucional en todo el mundo sobre la importancia de contar con opciones de aprendizaje en línea de alta calidad para los estudiantes. La participación de los estudiantes a menudo se correlaciona con resultados de calidad, como el éxito académico y la satisfacción de los estudiantes. Comúnmente se piensa que el compromiso del alumno tiene tres dimensiones importantes: compromiso afectivo, compromiso conductual y compromiso cognitivo (marco ACE). La participación también está habilitada o limitada por facilitadores/barreras. Tres categorías importantes de facilitadores/barreras son las características del alumno, el entorno personal y el entorno del curso. Los elementos en cada una de estas tres áreas permiten o son barreras para que los estudiantes participen plenamente en un curso. Esta investigación exploró cuáles son las barreras para que los estudiantes participen plenamente en sus cursos en línea en una universidad brasileña para determinar qué áreas serán más productivas para que los administradores y diseñadores de programas universitarios se centren en aumentar la participación académica de los estudiantes. Se aplicó una encuesta a estudiantes de la universidad brasileña en programas de pregrado en línea. Incluyó elementos relacionados con las barreras de los facilitadores de participación en las tres áreas descritas en el marco ACE y recibió 429 respuestas válidas. Las dimensiones afectivas y conductuales fueron percibidas por los estudiantes como los indicadores de compromiso más bajos en el marco ACE. Entre los facilitadores o las barreras para la participación, los de la categoría entorno del curso se percibieron predominantemente como barreras, mientras que las características del alumno y el entorno del estudiante se percibieron como facilitadores. Sin embargo, las tres categorías fueron más una barrera que un facilitador para más del 40% de los estudiantes. Aunque el entorno del curso es la barrera más controlada por las instituciones, comprender el entorno personal de los estudiantes y las características del aprendizaje puede ayudarlos a brindar apoyo y facilitar el compromiso académico en los cursos en línea.

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