Challenges of distance learning: a study on participation in integrative projects

Abstract

The expansion of Distance Education (DE) in Brazilian higher education has broadened access to academic training but also revealed pedagogical challenges, especially regarding student engagement. Practical and collaborative subjects, such as the Integrative Project (IP), require active participation, which becomes problematic due to low attendance in synchronous classes and limited interaction in virtual forums. This study analyzed the relationship between student participation and academic performance in IPs at the Virtual University of the State of São Paulo (UNIVESP), focusing on three classes from different courses. Using a quantitative approach, data from three consecutive semesters were examined, including attendance records, forum interactions, and final group project grades. The sample included students from Production Engineering, Computer Science, and Business Administration. Results showed that groups with higher participation achieved better academic performance, while those with lower engagement obtained significantly lower averages. A direct correlation between engagement and academic achievement was observed. The findings highlight the importance of active pedagogical mediation, consistent interaction, and systematic monitoring by instructors and tutors as essential factors to ensure the effectiveness of Distance Education and the success of Integrative Projects as formative tools.