Existe Diferença de Aprendizado entre o Ensino Presencial e o EAD no Ensino Superior Brasileiro?

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dc.contributor.authorRosa, João Pedro de Andrade
dc.contributor.authorKomatsu, Bruno Kawaoka
dc.contributor.authorNAERCIO AQUINO MENEZES FILHO
dc.coverage.cidadeSão Paulopt_BR
dc.coverage.paisBrasilpt_BR
dc.creatorRosa, João Pedro de Andrade
dc.creatorKomatsu, Bruno Kawaoka
dc.date.accessioned2023-12-13T19:52:04Z
dc.date.available2023-12-13T19:52:04Z
dc.date.issued2021
dc.description.notesProdução vinculada a Cátedra Ruth Cardoso. Formato em Policy Paperpt_BR
dc.description.otherIn the context of the expansion of higher education in Brazil, mainly in the offer of distance learning places, we aim to assess the quality of learning in distance courses. We analyzed the student’s performances through the results of ENADE. The ENADE aims to evaluate curricu lum content, the development of competencies and skills necessary for general and professional training, and the level of updating of students. We estimate the impact of distance learning through propensity score matching. The negative effect of distance learning dominates the po sitive and null effects in all specifications and for both outcome variables. Evidence indicates that, on average, distance learning students perform worse when compared to students on pre sential courses. The average difference between the groups was 0.380 in the General Formation note and 0.148 in the Specific Concept note, both measures in standard deviation. Among the types of institutions, all changes were affected, except for the null effect for the General Forma tion note of Federal Centers. We found negative results of distance learning for the beneficiaries of the expansion policies of Higher Education, namely: ProUni, FIES, and quota programs. Be neficiaries of quota programs are most affected by distance education. Besides, the courses that dispel the greatest negatives effects of distance learning were Nursing, Biomedicine, Public Ma nagement, Social Work courses, and most of the Engineering courses. On the other hand, the programs that transfer the positives effects of EAD are Workplace Safety, Interior Design, Ra diology, and Law. Course-level exercises pointed to negatives effects on 55.49% of the results, with 24.73% of the results found for no significant differences and 19.78% for positives effects of EAD. Analyzing the differences between the Brazilian territory, we observed that the UFs that dissipate the largest positives effects of EAD are the states of Esp´ırito Santo, Pernambuco, Goias, and the Distrito Federal (Federal District). On the other hand, the UFs with the biggest ´ negatives results are Rondonia, Amap ˆ a, Sergipe, and Santa Catarina. More than ´ 70.37% of the total of UF level exercises results presented negatives effects of distance learning. On the other hand, 16.67% of the results displayed no statistically significant differences, and only 12.96% showed positive resultspt_BR
dc.format.extent65 p.pt_BR
dc.format.mediumDigitalpt_BR
dc.identifier.urihttps://repositorio.insper.edu.br/handle/11224/6174
dc.language.isoPortuguêspt_BR
dc.relation.ispartofseriesPolicy Paperpt_BR
dc.rights.licenseTODOS OS DOCUMENTOS DESTA COLEÇÃO PODEM SER ACESSADOS, MANTENDO-SE OS DIREITOS DOS AUTORES PELA CITAÇÃO DA ORIGEMpt_BR
dc.subject.keywordsOnline Learningpt_BR
dc.subject.keywordsENADEpt_BR
dc.subject.keywordsCollege Educationpt_BR
dc.titleExiste Diferença de Aprendizado entre o Ensino Presencial e o EAD no Ensino Superior Brasileiro?pt_BR
dc.typePolicy Paper
dspace.entity.typePublication
local.identifier.sourceUrihttps://www.insper.edu.br/wp-content/uploads/2021/01/Policy_Paper_52.pdf
local.subject.cnpqCiências Sociais Aplicadaspt_BR
local.typePolicy Paperpt_BR
relation.isAuthorOfPublicationf6aa41b4-c778-4302-9674-af120c85cc97
relation.isAuthorOfPublication.latestForDiscoveryf6aa41b4-c778-4302-9674-af120c85cc97
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