The Bond and Motivation in Carrying Out the Integrator Project III of the Univesp Degree Courses
DOI:
https://doi.org/10.18264/eadf.v15i1.2496Keywords:
Distance education, Bonding, Motivation, Integrative project, UnivespAbstract
Distance learning makes it difficult to create bonds between students due to reduced social interaction. This study aimed to analyze the relationship between bonding and motivation in the academic experience of students in the Integrative Project (IP) at the Virtual University of the State of São Paulo (Univesp). Specifically, it sought to understand the types of bonds established and how they influenced motivation, retention, and completion of the IP. As a method, a focus group was conducted with four participants, and the data were interpreted through content analysis. The results indicated that geographical proximity contributes to the initial formation of groups, although it does not, by itself, guarantee the project's success. In this sense, effective communication, role definition, and support from advisors were identified as determinants for motivation. The analysis also showed that collaborative leadership and bonds built throughout the projects played an essential role in academic engagement. It is concluded that pedagogical mediation and group organization are crucial for student performance, as is the active role of advisors.
Keywords: Distance education. Bonding. Motivation. Integrative project. Univesp.
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