Difficulties met by Unicamp students in the transition to remote learning

Detalhes bibliográficos
Autor(a) principal: Serafim, Milena Pavan
Data de Publicação: 2023
Outros Autores: Dibbern, Thais Aparecida, Cristofoletti, Evandro Coggo, Rampasso, Izabela Simon, Anholon, Rosley, Silva, Dirceu da, Leal Filho, Walter, Atvars, Teresa Dib Zambon
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Estudos em Avaliação Educacional
Texto Completo: https://publicacoes.fcc.org.br/eae/article/view/9043
Resumo: This paper conducts an exploratory analysis of data collected from a survey with Brazilian students at Universidade Estadual de Campinas (Unicamp) about the difficulties observed in the transition from in-person to remote learning due to the Covid-19 pandemic. We conducted bibliographic research and applied exploratory factor analysis (EFA) to responses from 1,776 students. Our goal was to obtain a model that explains most of the variance in the data. Upon analyzing the EFA results, two groups of difficulties stood out: those related to course planning and those related to access and the provision of adequate infrastructure for remote learning. These findings can contribute to higher education institutions’ institutional plans. Importantly, we are not inferring a prevalence of difficulties, but rather emphasizing that university stakeholders should actively analyze and explore these challenges.
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spelling Difficulties met by Unicamp students in the transition to remote learningDificultades que encontraron estudiantes de Unicamp en la transición a la enseñanza remotaDificuldades encontradas por alunos da Unicamp na transição para o ensino remotoEnsino PresencialEnsino RemotoEducação SuperiorCovid-19Presential TeachingRemote TeachingHigher EducationCovid-19Enseñanza PresencialEnseñanza RemotaEducación SuperiorCovid-19This paper conducts an exploratory analysis of data collected from a survey with Brazilian students at Universidade Estadual de Campinas (Unicamp) about the difficulties observed in the transition from in-person to remote learning due to the Covid-19 pandemic. We conducted bibliographic research and applied exploratory factor analysis (EFA) to responses from 1,776 students. Our goal was to obtain a model that explains most of the variance in the data. Upon analyzing the EFA results, two groups of difficulties stood out: those related to course planning and those related to access and the provision of adequate infrastructure for remote learning. These findings can contribute to higher education institutions’ institutional plans. Importantly, we are not inferring a prevalence of difficulties, but rather emphasizing that university stakeholders should actively analyze and explore these challenges.En este artículo se realiza un análisis exploratorio de datos recogidos en una investigación aplicada a estudiantes brasileños de la Universidade Estadual de Campinas (Unicamp) sobre las dificultades observadas en la transición de la educación presencial a la remota debido a la pandemia de covid-19. Llevamos a cabo una investigación bibliográfica y aplicamos el análisis factorial exploratorio (AFE) a las respuestas de 1.776 estudiantes, buscando obtener un modelo que explicase la mayor parte de la variación de los datos. Al analizar los resultados de la aplicación de AFE, se destacan dos grupos de dificultades: las relacionadas a la planificación del curso y las vinculadas al acceso y a la puesta a disposición de una infraestructura adecuada a la educación remota. Tales reflexiones pueden contribuir para los planes institucionales de las instituciones de educación superior. Es interesante subrayar que no estamos infiriendo una prevalencia de dificultades, sino señalando que dichas dificultades deben ser analizadas y exploradas por los stakeholders (partes interesadas) universitarios.Neste artigo, realiza-se uma análise exploratória de dados coletados em uma pesquisa aplicada a estudantes brasileiros da Universidade Estadual de Campinas (Unicamp) sobre as dificuldades observadas na transição do ensino presencial para o remoto devido à pandemia de covid-19. Conduzimos uma pesquisa bibliográfica e aplicamos a análise fatorial exploratória (AFE) às respostas de 1.776 estudantes, buscando obter um modelo que explicasse a maior parte da variação dos dados. Analisando os resultados da aplicação da AFE, destacam-se dois grupos de dificuldades: as relacionadas ao planejamento do curso e as relacionadas ao acesso e à disponibilização de infraestrutura adequada para o ensino remoto. Essas reflexões podem contribuir para os planos institucionais das instituições de ensino superior. É interessante salientar que não estamos inferindo uma prevalência de dificuldades, mas apontando que essas dificuldades devem ser analisadas e exploradas pelos stakeholders (partes interessadas) universitários.Fundação Carlos Chagas2023-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://publicacoes.fcc.org.br/eae/article/view/904310.18222/eae.v34.9043Estudos em Avaliação Educacional; Vol. 34 (2023); e09043Estudos em Avaliação Educacional; Vol. 34 (2023); e09043Estudos em Avaliação Educacional; Vol. 34 (2023); e09043Estudos em Avaliação Educacional; V. 34 (2023); e09043Estudos em Avaliação Educacional; v. 34 (2023); e090431984-932X0103-6831reponame:Estudos em Avaliação Educacionalinstname:Fundação Carlos Chagas (FCC)instacron:FCCporenghttps://publicacoes.fcc.org.br/eae/article/view/9043/4725https://publicacoes.fcc.org.br/eae/article/view/9043/4726https://publicacoes.fcc.org.br/eae/article/view/9043/4869https://publicacoes.fcc.org.br/eae/article/view/9043/4870Copyright (c) 2023 Estudos em Avaliação Educacionalhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSerafim, Milena Pavan Dibbern, Thais AparecidaCristofoletti, Evandro CoggoRampasso, Izabela SimonAnholon, RosleySilva, Dirceu daLeal Filho, WalterAtvars, Teresa Dib Zambon2024-01-29T19:53:49Zoai:ojs.publicacoes.fcc.org.br:article/9043Revistahttp://publicacoes.fcc.org.br/ojs/index.php/eae/indexONGhttp://publicacoes.fcc.org.br/ojs/index.php/eae/oaieae@fcc.org.br||ngimenes@fcc.org.br1984-932X0103-6831opendoar:2024-01-29T19:53:49Estudos em Avaliação Educacional - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Difficulties met by Unicamp students in the transition to remote learning
Dificultades que encontraron estudiantes de Unicamp en la transición a la enseñanza remota
Dificuldades encontradas por alunos da Unicamp na transição para o ensino remoto
title Difficulties met by Unicamp students in the transition to remote learning
spellingShingle Difficulties met by Unicamp students in the transition to remote learning
Serafim, Milena Pavan
Ensino Presencial
Ensino Remoto
Educação Superior
Covid-19
Presential Teaching
Remote Teaching
Higher Education
Covid-19
Enseñanza Presencial
Enseñanza Remota
Educación Superior
Covid-19
title_short Difficulties met by Unicamp students in the transition to remote learning
title_full Difficulties met by Unicamp students in the transition to remote learning
title_fullStr Difficulties met by Unicamp students in the transition to remote learning
title_full_unstemmed Difficulties met by Unicamp students in the transition to remote learning
title_sort Difficulties met by Unicamp students in the transition to remote learning
author Serafim, Milena Pavan
author_facet Serafim, Milena Pavan
Dibbern, Thais Aparecida
Cristofoletti, Evandro Coggo
Rampasso, Izabela Simon
Anholon, Rosley
Silva, Dirceu da
Leal Filho, Walter
Atvars, Teresa Dib Zambon
author_role author
author2 Dibbern, Thais Aparecida
Cristofoletti, Evandro Coggo
Rampasso, Izabela Simon
Anholon, Rosley
Silva, Dirceu da
Leal Filho, Walter
Atvars, Teresa Dib Zambon
author2_role author
author
author
author
author
author
author
dc.contributor.author.fl_str_mv Serafim, Milena Pavan
Dibbern, Thais Aparecida
Cristofoletti, Evandro Coggo
Rampasso, Izabela Simon
Anholon, Rosley
Silva, Dirceu da
Leal Filho, Walter
Atvars, Teresa Dib Zambon
dc.subject.por.fl_str_mv Ensino Presencial
Ensino Remoto
Educação Superior
Covid-19
Presential Teaching
Remote Teaching
Higher Education
Covid-19
Enseñanza Presencial
Enseñanza Remota
Educación Superior
Covid-19
topic Ensino Presencial
Ensino Remoto
Educação Superior
Covid-19
Presential Teaching
Remote Teaching
Higher Education
Covid-19
Enseñanza Presencial
Enseñanza Remota
Educación Superior
Covid-19
description This paper conducts an exploratory analysis of data collected from a survey with Brazilian students at Universidade Estadual de Campinas (Unicamp) about the difficulties observed in the transition from in-person to remote learning due to the Covid-19 pandemic. We conducted bibliographic research and applied exploratory factor analysis (EFA) to responses from 1,776 students. Our goal was to obtain a model that explains most of the variance in the data. Upon analyzing the EFA results, two groups of difficulties stood out: those related to course planning and those related to access and the provision of adequate infrastructure for remote learning. These findings can contribute to higher education institutions’ institutional plans. Importantly, we are not inferring a prevalence of difficulties, but rather emphasizing that university stakeholders should actively analyze and explore these challenges.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/eae/article/view/9043
10.18222/eae.v34.9043
url https://publicacoes.fcc.org.br/eae/article/view/9043
identifier_str_mv 10.18222/eae.v34.9043
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/eae/article/view/9043/4725
https://publicacoes.fcc.org.br/eae/article/view/9043/4726
https://publicacoes.fcc.org.br/eae/article/view/9043/4869
https://publicacoes.fcc.org.br/eae/article/view/9043/4870
dc.rights.driver.fl_str_mv Copyright (c) 2023 Estudos em Avaliação Educacional
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Estudos em Avaliação Educacional
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Estudos em Avaliação Educacional; Vol. 34 (2023); e09043
Estudos em Avaliação Educacional; Vol. 34 (2023); e09043
Estudos em Avaliação Educacional; Vol. 34 (2023); e09043
Estudos em Avaliação Educacional; V. 34 (2023); e09043
Estudos em Avaliação Educacional; v. 34 (2023); e09043
1984-932X
0103-6831
reponame:Estudos em Avaliação Educacional
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Estudos em Avaliação Educacional
collection Estudos em Avaliação Educacional
repository.name.fl_str_mv Estudos em Avaliação Educacional - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv eae@fcc.org.br||ngimenes@fcc.org.br
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