STUDENT PERCEPTIONS ABOUT CURRICULAR COMPONENTS BY DISTANCE LEARNING IN PRESENTIAL COURSES

Abstract

This research study focuses on the perceptions of students from face-to-face Administration and Accounting courses at a higher education institution in the Midwest of Santa Catarina, Brazil, regarding distance learning curricular components. The research is of a qualitative-quantitative nature, descriptive in type, based on a survey using a questionnaire and semi-structured interviews. The results indicate that the organization of Distance Learning is systematically and coherently developed, showing advancements throughout its existence in the institution under study. Out of the 122 participating students, 80 are enrolled in the Administration course, and 42 in Accounting, between the 2nd and the 8th semester, aged between 17 and 25 years old (81.9%), 56.6% females and 42.6% males. These students have a positive assessment of the organization of the Distance Learning sector (76.45%) and evaluate well (72.10%) also the study material, as well as the tests (64.8%), and the performance of teachers is rated as satisfactory by 65.87% of students. Positive evaluation percentages decrease when the same students assess their own performance, resulting in a positive perception of 54.35%. Perceptions are predominantly positive, but neutrality draws attention to the need for specific actions, such as conducting surveys at the end of each curricular component to assess teacher's performance, material quality, and other variables important for the teaching and learning process.

Keywords: Distance Learning – DL. Satisfaction survey.