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Distance Learning, Yet So Near: Bridging Engagement and Performance in Brazil

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Campos Machado L. M., Reis F., Ribeiro E., Capelato R.
The New Educational Review
|
2024
|
vol. 78
99-110
EN
This study investigates how instructors’ qualifications, student-to-teacher ratio, and students’ perceptions of support influence academic performance in higher education in Brazil. Using 2022 microdata from national assessments and data from the Higher Education Census, we analyzed a sample of student performance through frequency distribution and ordinal logistic regression. The results reveal statistically significant relationships between student performance and various proxies of engagement and interaction. Notably, a lower student-to-teacher ratio is associated with higher scores, highlighting the importance of individualized attention in educational settings. Additionally, the findings indicate that students’ perceptions of administrative support and their relationship with academic coordination positively impact performance. These insights emphasize the need for effective tools and strategies in distance education to foster greater instructor-student interaction, particularly considering the significant growth of online learning since the pandemic.
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