<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex.]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492013000200199</article-id>
<article-id pub-id-type="doi">10.17058/rea.v21iesp2.0199</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Perfil dos alunos de licenciatura a distância e aspectos que contribuem para aprendizagem]]></article-title>
<article-title xml:lang="en"><![CDATA[Profile of undergraduate students at a distance and aspects that contribute to learnin]]></article-title>
<article-title xml:lang="es"><![CDATA[Perfil de los estudiantes licenciatura distancia y cuestiones que contribuyen al aprendizaje]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[Daniela Karine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina Programa de Pós-Graduação em Educação Departamento de Metodologia de Educação]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2013</year>
</pub-date>
<volume>21</volume>
<numero>2es</numero>
<fpage>199</fpage>
<lpage>220</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492013000200199&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492013000200199&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492013000200199&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este estudo teve como objetivo mapear algumas caracter&#237;sticas dos alunos dos cursos de licenciatura a dist&#226;ncia da UFSC, caracterizando aspectos pessoais, pedag&#243;gicos e infraestruturais que podem interferir no processo de ensino e aprendizagem, para oferecer maiores subs&#237;dios para a proposi&#231;&#227;o de projetos pedag&#243;gicos de forma&#231;&#227;o de professores a dist&#226;ncia e nortear a reflex&#227;o sobre o perfil dos alunos da EAD. Para tanto, foi aplicado um question&#225;rio on-line em uma amostra por conveni&#234;ncia, nos polos presenciais com o apoio dos tutores do curso. Foram considerados 245 question&#225;rios respondidos e os dados revelam que os alunos t&#234;m idade m&#233;dia de 31,4 anos, 55,5% s&#227;o casados, 46,1% t&#234;m filhos e 93,5% dos alunos exerce alguma atividade profissional concomitantemente aos estudos. Quanto aos h&#225;bitos de estudo, 81,2% dos alunos frequenta at&#233; duas vezes por semana o polo, 62,5% indica n&#227;o ter tempo para estudar e o material impresso &#233; o aspecto did&#225;tico do curso que mais contribui para aprendizagem, seguido pelo encontro presencial e v&#237;deoaulas. Destacam-se tamb&#233;m no processo de ensino e aprendizagem a dist&#226;ncia, o conhecimento adquirido e a import&#226;ncia da presen&#231;a social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This study aimed to map the profile and some characteristics of students in undergraduate courses to become teacher offered in distance education model, featuring personal aspects, educational and infrastructure that may affect the process of teaching and learning, to provide greater benefits to the proposition of distance education pedagogical projects to training teachers and guide the study on the profile of students in distance education. For this purpose, in the poles of classroom teaching supported by tutors of the course, a online questionnaire was applied in a sample selected for convenience. It was considered 245 finished questionnaires and the data showed that students have an average age of 31.4 years, 55.5% are married, have children 46.1% and 93.5% of students has some kind of professional activitie concurrently with studies. With regard to study habits, 81.2% of students attend once or twice per week the pole's classroom, 62.5% indicated not having time to study, and the printed material is the didactic aspect of the course that most contributes to student learning, followed by the meeting with the teacher in the classroom and then, instructional videos. It is remarkable in the proccess of teaching and learning on distance education, the knowledge acquired and the importance of social presence.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El objetivo de este estudio consiste en trazar algunas caracter&#237;sticas de los estudiantes de licenciatura a distancia de la UFSC, con aspectos de la infraestructura de personal, educativo y que pueden interferir con el proceso de ense&#241;anza y aprendizaje, para ofrecer mayores beneficios a la proposici&#243;n de la formaci&#243;n pedag&#243;gica de los docentes la distancia y orientar la reflexi&#243;n sobre el perfil de los estudiantes de educaci&#243;n a distancia. Para ello, se administr&#243; un cuestionario en l&#237;nea en una muestra de conveniencia, el aula polos con el apoyo de tutores del curso. 245 cuestionarios fueron considerados y los datos muestran que los estudiantes tienen una edad media de 31,4 a&#241;os, el 55,5% est&#225;n casadas, el 46,1% tiene hijos y el 93,5% de los estudiantes tiene alg&#250;n tipo de estudios profesionales al mismo tiempo. En cuanto a los h&#225;bitos de estudio, el 81,2% de los alumnos asisten dos veces por semana hasta el polo, el 62,5% indic&#243; no tener tiempo para estudiar y material impreso es el aspecto did&#225;ctico de la asignatura que m&#225;s contribuye al aprendizaje, seguido de reuni&#243;n cara a cara y las clases de v&#237;deo. Tambi&#233;n cabe destacar en el proceso de ense&#241;anza y aprendizaje a distancia conocimientos adquiridos y la importancia de la presencia social]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Perfil do Aluno a Distância]]></kwd>
<kwd lng="pt"><![CDATA[Educação a Distância]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias Digitais]]></kwd>
<kwd lng="pt"><![CDATA[Presença Social]]></kwd>
<kwd lng="en"><![CDATA[Profile of Students in Distance Education]]></kwd>
<kwd lng="en"><![CDATA[Distance Education]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Digital Technologies]]></kwd>
<kwd lng="en"><![CDATA[Social Presence]]></kwd>
<kwd lng="es"><![CDATA[Perfil del Estudiante a Distancia]]></kwd>
<kwd lng="es"><![CDATA[Educación a Distancia]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Las Tecnologías Digitales]]></kwd>
<kwd lng="es"><![CDATA[La Presencia Social]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
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<source><![CDATA[]]></source>
<year></year>
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</article>
