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首页> 外文期刊>Revista Ibero-Americana de Estratégia >Public Management: Formation of a Constructivist Model to Support the Virtual School of Public Administration of Santa Catarina in Combating the Evasion of Distance Learning
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Public Management: Formation of a Constructivist Model to Support the Virtual School of Public Administration of Santa Catarina in Combating the Evasion of Distance Learning

机译：公共管理：建构建构主义模式以支持圣卡塔琳娜州公共管理虚拟学校打击远程学习

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Objective: We aimed to form a constructivist model that subsidizes the management of the Moodle site of training courses offered by the Virtual School of Public Administration of the State of Santa Catarina (SEA-SC), with regard to combating the evasion of registered students. Methodology / Approach : We adopted Multi-criteria Decision Support-Constructivist methodology (MDSC) to support the construction of the model based on the decision-makers’ perspective (School Director and SEA Administrator). For the selection of the theoretical contribution, we used the Knowledge Development Process-Constructivist (ProKnow-C). An epistemological constructivism approach was adopted. Originality / Relevance : In the current literature on distance training, there is a gap in the process to evaluate an evasion in these courses and, consequently, to aid the decision-making process of its managers and planners. Main results : Based on the knowledge generated by the managers, we found: (i) 13 aspects were considered necessary to evaluate the performance of the training courses, via the Moodle site, and for these, ordinal scales were constructed and their reference levels have been defined; (ii) the status quo in the 13 indicators of the ad hoc model was identified; (iii) the ‘Evasion Management’ area evidenced the need for improvement actions in these aspects: simultaneous tutorials and inscriptions in multiple courses; and (iv) some variances between the aspects (indicators) proposed in the literature and those considered relevant by managers; characteristic of investigations guided by the qualitative approach and constructivist epistemology. Theoretical / Methodological Contribution: This article presents the duality about the understanding of the process and the avoidance factors of the training courses between literature and empirical perception. We identified that conducting constructivist bases by considering the values, goals and perceptions of the context can result in a legitimate (model) instrument.
机译：目标：我们旨在形成一种建构主义模型，以补贴圣卡塔琳娜州公共行政虚拟学校（SEA-SC）提供的Moodle培训课程站点的管理，以打击逃避注册学生的行为。方法论/方法：我们采用了多准则决策支持-建构主义方法论（MDSC），以基于决策者的观点（学校主任和SEA管理员）支持模型的构建。为了选择理论上的贡献，我们使用了知识开发过程建构者（ProKnow-C）。采取了认识论建构主义的方法。独创性/相关性：在有关远程培训的最新文献中，评估这些课程中的回避行为的过程存在差距，因此，在协助其管理者和计划者的决策过程中存在差距。主要结果：根据管理人员的知识，我们发现：（i）通过Moodle网站评估培训课程绩效的13个方面被认为是必要的，为此，构建了有序量表，其参考水平为被定义; （ii）确定了特设模式的13项指标的现状; （iii）“逃避管理”区域证明了在这些方面需要采取改进措施：同时进行多门课程的辅导和题词; （iv）文献中提出的方面（指标）与管理者认为相关的方面之间存在一些差异;定性方法和建构主义认识论指导的研究的特征。理论/方法方面的贡献：本文介绍了对过程的理解和文学与实证理解之间培训课程的回避因素的双重性。我们确定，通过考虑环境的价值，目标和认知来进行建构主义基础可以产生合法的（模型）工具。

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