INSTITUTIONAL SELF-ASSESSMENT AS SUPPORT FOR THE DEFINITION OF A NEW E-LEARNING MODEL A. Justin Cerveira Kampff, M. Creutzberg, D.A. da Silva Melo, D. Conforto, M.J. Mentges Pontifícia Universidade Católica do Rio Grande do Sul (BRAZIL) Abstract The assessment of e-learning in undergraduate studies is carried out through institutional self- assessment since 2010. The process of self-assessment is used as a tool for management and qualification of teaching. The study aims to analyze student’s satisfaction with e-learning and to lead the reorientation of distance education in undergraduate courses. The study is part of the project "Self- assessment in undergraduate and graduate studies: studies on the complexity of teaching and learning and on the formative role of evaluation", approved by the Research Ethics Committee [CEP / 402.527]. It is a retrospective study, with descriptive methods, quantitative and qualitative, using a database of self-assessment, collected from 2015 to 2018. The categories of analysis and their results were: (I) Teaching actions on the Virtual Learning Environments (VLE), with 9221 valid answers and 57.57% of satisfied students over the period. The factors of dissatisfaction are related to teaching strategies in the VLE, feedback and low interaction. (II) The articulation between the face-to-face and distance activities presented 60.14% of satisfaction in 9242 responses and the disconnection between the development of face-to-face content and distance activities generate dissatisfaction. The results of the evaluations in the period determined a significant change from 2019, with reorientation of the pedagogical projects, hiring of an interdisciplinary team of support to the teachers and remodeling of the virtual learning environment. Keywords: Higher Education, institutional evaluation, e-learning. 1 INTRODUCTION The National System for the Evaluation of Higher Education (Sistema Nacional de Avaliação de Educação Superior - SINAES), created in 2004, has among its goals the improvement of the quality and effectiveness of Higher Education Institutions (HEIs) [1]. The legislation foresees processes of External Evaluation of HEIs, the Institution and all courses, which are carried out by the Ministry of Education. The law also provides for mandatory internal evaluation processes that must be conducted by the Institution’s Committee of Evaluation (Comissão Própria de Avaliação - CPA). In the Pontifical Catholic University of Rio Grande do Sul (Pontifícia Universidade Católica do Rio Grande do Sul - PUCRS), self-assessment processes have been happening since the 1970s. In 2006, in addition to the SINAES proposal, the Undergraduate Discipline Assessment (Avaliação de Disciplinas da Graduação - ADG) was implemented. In 2010, specific questions were included regarding the subjects offered in the distance education modality, progressively implemented since 2008 at the University. The evaluation processes contribute to the pedagogical management of the subjects and courses - they are therefore an important management tool. The results are made available to the managers of the Undergraduate Deans, as well as to the course coordinators and to the teachers, at the end of the process, which is held every six months. The Institutional Evaluation project foresees that the teacher analyzes the results to plan the discipline in the following semester and, in this way, to qualify their pedagogical practices. An important aspect to note is that national legislation provides courses in the distance modality or, as is the case of PUCRS until 2019, the offer of 20% of distance education of the total hours of the face- to-face courses. Thus, the study presented here refers to this percentage of supply. Based on the ADG, the present study aimed to analyze the satisfaction and dissatisfaction factors related to the subjects offered in the online modality and to subsidize the reorientation of distance education in the undergraduate courses. Proceedings of EDULEARN19 Conference 1st-3rd July 2019, Palma, Mallorca, Spain ISBN: 978-84-09-12031-4 9067