Tecnologias e estratégias de comunicação online durante a pandemia covid-19: o caso das instituições de ensino superior em Portugal

• Autor(a) principal: Loureiro, Ana
• Data de Publicação: 2021
• Outros Autores: Vieira, M. F., Oliveira, Nuno Ricardo, Morgado, Lina, Runa, Ana, Seco, C., Cardoso, Paula, Messias, Inês, Paz, João, pereira, hugo, Paiva, Ana, Mendes, Elisabete
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10400.15/3932
• topic: ensino remoto de emergência; educação a distância; comunicação online; transição digital; práticas pedagógicas

The suspension of classroom classes from March 2020, determined by the Portuguese government in response to the CoViD-19 pandemic, imposed on educational institutions an unprecedented urgency of innovative pedagogical practices facilitated by technology. Among the many challenges, teachers had to adapt and reinvent their teaching strategies and methodologies. Having additional difficulties such as the lack of access to technologies that facilitate online classes and a concern about the possible decrease in the quality of learning due to the sudden switch to emergency remote learning (ERE). This communication proposal is an integral part of a broader study, still in progress, and from which we will present the results regarding the use of technologies for synchronous and asynchronous communication, in Portuguese higher education institutions, during the period of social confinement. The main objective of the investigation was to understand how higher education professors and students experienced the digital transition to the ERE, the pedagogical practices and the communication strategies adopted during this period. The investigation used mixed methods and, in order to respond to the proposed objectives and describe the pedagogical practices implemented and the communication strategies, specific instruments were built for data collection. A questionnaire was developed, aimed at students, and interviews aimed at both students and teachers, focusing on the technological, pedagogical and emotional dimensions, as well as on the evaluation of the experience. Data collection was carried out after the first confinement, at the end of the first semester of 2020, and took place in eight Portuguese higher education institutions (four Universities and four Polytechnic Institutes). In this communication, we will present a preliminary analysis of the results obtained and that are related to the pedagogical strategies adopted and the use of technology in synchronous and asynchronous online communication. We will also discuss the impacts of remote teaching on teaching work, evaluating whether they can bring positive and/or negative consequences to the pedagogical activity.