Thesis (Ph.D.) - University of Queensland, 2004. / Includes bibliography.

Thesis (Ed.D.)--Georgia Southern University, 2006. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 101-108) and appendices.

Thesis (Ph.D.)--York University, 2009. Graduate Programme in Higher Education. / Typescript. Includes bibliographical references (leaves 140-151). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR51685

Thesis (Ph.D.)--Ohio University, June, 2005. / Includes bibliographical references (leaves 180-191)

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Samuel D. Miller ; submitted to the School of Education. Includes bibliographical references (p. 110-120)

Thesis (Ed.D.)--University of Delaware, 2007. / Principal faculty advisor: Fred T. Hofstetter, School of Education. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains ix, 208 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 133-142).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 96-102).

Thesis (M.A.)--California State University, Dominguez Hills, 1999. / Typescript (photocopy). "Fall 1999." Includes bibliographical references (leaves 25-26) and abstract.

Made available in DSpace on 2015-03-03T11:52:38Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-08-26Bitstream added on 2015-03-03T12:06:20Z : No. of bitstreams: 1 000809754.pdf: 768246 bytes, checksum: 148b89fc017a4a2547cc1771cd660e2d (MD5) / O presente trabalho apresenta os resultados de uma pesquisa que analisou a trajetória educacional de quatro estudantes de cursos de Pós Graduação da Universidade de Franca – UNIFRAN, concluintes em junho de 2013. Embasado conceitualmente em autores que pesquisaram a EaD, foram utilizados, principalmente, os conceitos de Educação a distância e as novas possibilidades de ensino a partir das Novas Tecnologias aplicadas à Educação. Durante a pesquisa, foram coletados dados através de questionário de quatro estudantes concluintes do curso de Psicopedagogia no ano de 2013, visando à caracterização do grupo pesquisado. Conforme indicado por Schrader (2002), o questionário coletou dados a partir de indicadores sociais objetivos. Após a elaboração de um roteiro de entrevistas baseado no trabalho de Muzzeti (2007), foram selecionados os mesmos estudantes com diferentes trajetórias de escolarização para serem entrevistados. Após as entrevistas, elaborou-se um retrato do aproveitamento e aplicação dos conhecimentos dos agentes através de um conjunto de variáveis (origem social, trajetória de escolarização e percurso universitário) conforme a metodologia empregada por Lahire (2004) e Costa e Lopes (2008). Cada retrato sociológico foi analisado como um estudo de caso. Verificou-se que, no grupo de quatro agentes entrevistados, as singularidades de cada trajetória, as diferentes origens sociais e as diferentes características de aproveitamento, não tendem a representar grandes distâncias sociais e intelectuais. Por outro lado, mesmo com um grande número de regularidades, cada trajetória social é única e apresenta o que cada agente pode aproveitar do processo educativo utilizando a modalidade à distância / This work presents the results of a research which analyzed the educational trajectory of four students of Graduate Courses at the University of Franca – Unifran, graduating in June 2013. Based upon conceptually in authors who investigated the Ead, were mainly used the concepts of Distance Education and the new possibilities of education from new Technologies applied to Education. During the research, data were collected through a questionnaire of four graduating students of Educational Psychology in 2013, aiming to characterize the studied group. As indicated by Schrader (2002), the questionnaire collected data through objective social indicators. After the development of an interview guide based on the work of Muzzeti (2007), the same students with different trajectories of schooling were selected to be interviewed. After the interviews, a portrait of the use and application of the agents’ knowledge was elaborated through a set of variables (social origin, trajectory of schooling and university courses) according to the methodology employed by Lahire (2004) and Costa and Lopes (2008). Each sociological portrait was analyzed as a case study. It was found that in the group of four interviewed agents, the singularities of each trajectory, different social backgrounds and different utilization characteristics do not tend to represent great social and intellectual distances. On the other hand, even with a large number of regularities, each social trajectory is unique and shows what each agent can take advantage of the educational process using the distance mode