Engajamento online em cursos de graduação em tempos de pandemia: uma análise quantitativa no contexto da Unipampa

Abstract

The objective of this study is to understand the process of online engagement and disengagement of undergraduate students during remote teaching, correlating the results of the levels of online engagement and disengagement in each dimension evaluated (behavioral, emotional, agentive, cognitive and social) with performance academic, as well as identifying variations between the levels of online engagement and disengagement of students according to the related variables. For this, the research was outlined in terms of objectives, being descriptive in terms of quantitative approach and the strategy adopted was the survey, with a sample of 1.373 undergraduate students. The data collection was carried out through a questionnaire that has 50 items, which was constructed from the analysis of already validated scales. The data were initially analyzed using descriptive statistics, analyzing the characteristics of the sample in order to observe the frequency distribution and the summary measures. In addition, statistical tests of association of variables were carried out, executing the Spearman correlation test, correlating the results of the online engagement and disengagement levels with the academic performance of the students and the ANOVA and Kruskal-Wallis tests to verify variations between the levels of online engagement and disengagement of students in relation to different variables. Finally, a descriptive analysis of the students' free and open responses was carried out. It was observed that the sample has a significant percentage of students who showed behavioral, emotional, agentive, cognitive and social engagement during the remote teaching period, with greater preponderance in the cognitive and behavioral dimensions. As for disengagement, none of the dimensions reached a sufficient score to determine the presence of disengagement in the sample. It was found that the dimensions of behavioral, agentive, cognitive and social engagement are positively correlated with the average score obtained by students during remote teaching and the dimensions of behavioral, agentive, cognitive and social disengagement are negatively correlated with the average score obtained by students during remote teaching, demonstrating that engagement and disengagement are influential variables in academic performance. It was inferred that there was a significant difference between the levels of engagement and disengagement when related to the different variables. This study corroborates with the literature on the constructs of engagement and disengagement, exploring a subject little studied in our country and mainly contributes with a new research instrument built and adjusted to our reality. We recommend other studies that evaluate the theme in the context of higher education, however that include different educational institutions, allowing a broader view of education at the national level, as well as the validation and application of the instrument constructed in different cultural contexts.