Teachers’ perceptions of remote learning during the pandemic: a case study
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/1822/82975 |
Resumo: | The closure of higher education institutions (HEIs) due to the outbreak of the COVID-19 pandemic led to visible changes in pedagogical practices. With the lockdown, there was ambiguity and disagreement about the workload of teachers and students, and about what to teach and what strategies to select. For most instructors, the first challenge was to recreate the face-to-face experience. Worldwide, most universities have speedily adopted synchronous and asynchronous communication modes. Google Classroom, Microsoft Teams, Cisco, Webex, Zoom, and Moodle were among the most used tools. The present study is based upon a quantitative approach, and it intends to analyse teachers’ perceptions of remote teaching during the first pandemic period. Data were collected through an online questionnaire during June and July 2020. The questionnaire had 27 questions divided into three main sections: sociodemographic characterization, e-Learning strategies, and remote assessment. The study population was teachers of a Portuguese HEI. A random sample was used with 547 participants. The main conclusions show that the less experienced teachers are, the more satisfied they feel with remote classes and remote assessment. On the other hand, the most experienced teachers used more tools during the remote teaching period and developed more strategies to perform remote assessment. Regarding the overall assessment of the emergency remote teaching, the participants consider that it was a positive period, and they were moderately satisfied with remote classes and the strategies and tools used during this period. |
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Teachers’ perceptions of remote learning during the pandemic: a case studyRemote teachingHigher educationAssessmentTeacher’s perceptionsLevels of satisfactionSocial SciencesThe closure of higher education institutions (HEIs) due to the outbreak of the COVID-19 pandemic led to visible changes in pedagogical practices. With the lockdown, there was ambiguity and disagreement about the workload of teachers and students, and about what to teach and what strategies to select. For most instructors, the first challenge was to recreate the face-to-face experience. Worldwide, most universities have speedily adopted synchronous and asynchronous communication modes. Google Classroom, Microsoft Teams, Cisco, Webex, Zoom, and Moodle were among the most used tools. The present study is based upon a quantitative approach, and it intends to analyse teachers’ perceptions of remote teaching during the first pandemic period. Data were collected through an online questionnaire during June and July 2020. The questionnaire had 27 questions divided into three main sections: sociodemographic characterization, e-Learning strategies, and remote assessment. The study population was teachers of a Portuguese HEI. A random sample was used with 547 participants. The main conclusions show that the less experienced teachers are, the more satisfied they feel with remote classes and remote assessment. On the other hand, the most experienced teachers used more tools during the remote teaching period and developed more strategies to perform remote assessment. Regarding the overall assessment of the emergency remote teaching, the participants consider that it was a positive period, and they were moderately satisfied with remote classes and the strategies and tools used during this period.The APC was financed by Portuguese national funds through FCT—Fundação para a Ciência e Tecnologia, under the project UIDB/05422/2020.The work of author Vanda Lima is supported by national funds, through the FCT—Portuguese Foundation for Science and Technology under the project UIDB/04728/2020.Multidisciplinary Digital Publishing Institute (MDPI)Universidade do MinhoSilva, SusanaFernandes, JoanaPeres, PaulaLima, VandaSilva, Candida2022-10-122022-10-12T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/82975engSilva, S.; Fernandes, J.; Peres, P.; Lima, V.; Silva, C. Teachers’ Perceptions of Remote Learning during the Pandemic: A Case Study. Educ. Sci. 2022, 12, 698. https://doi.org/10.3390/educsci121006982227-710210.3390/educsci12100698698https://www.mdpi.com/2227-7102/12/10/698info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T12:53:52Zoai:repositorium.sdum.uminho.pt:1822/82975Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:53:21.541337Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Teachers’ perceptions of remote learning during the pandemic: a case study |
title |
Teachers’ perceptions of remote learning during the pandemic: a case study |
spellingShingle |
Teachers’ perceptions of remote learning during the pandemic: a case study Silva, Susana Remote teaching Higher education Assessment Teacher’s perceptions Levels of satisfaction Social Sciences |
title_short |
Teachers’ perceptions of remote learning during the pandemic: a case study |
title_full |
Teachers’ perceptions of remote learning during the pandemic: a case study |
title_fullStr |
Teachers’ perceptions of remote learning during the pandemic: a case study |
title_full_unstemmed |
Teachers’ perceptions of remote learning during the pandemic: a case study |
title_sort |
Teachers’ perceptions of remote learning during the pandemic: a case study |
author |
Silva, Susana |
author_facet |
Silva, Susana Fernandes, Joana Peres, Paula Lima, Vanda Silva, Candida |
author_role |
author |
author2 |
Fernandes, Joana Peres, Paula Lima, Vanda Silva, Candida |
author2_role |
author author author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Silva, Susana Fernandes, Joana Peres, Paula Lima, Vanda Silva, Candida |
dc.subject.por.fl_str_mv |
Remote teaching Higher education Assessment Teacher’s perceptions Levels of satisfaction Social Sciences |
topic |
Remote teaching Higher education Assessment Teacher’s perceptions Levels of satisfaction Social Sciences |
description |
The closure of higher education institutions (HEIs) due to the outbreak of the COVID-19 pandemic led to visible changes in pedagogical practices. With the lockdown, there was ambiguity and disagreement about the workload of teachers and students, and about what to teach and what strategies to select. For most instructors, the first challenge was to recreate the face-to-face experience. Worldwide, most universities have speedily adopted synchronous and asynchronous communication modes. Google Classroom, Microsoft Teams, Cisco, Webex, Zoom, and Moodle were among the most used tools. The present study is based upon a quantitative approach, and it intends to analyse teachers’ perceptions of remote teaching during the first pandemic period. Data were collected through an online questionnaire during June and July 2020. The questionnaire had 27 questions divided into three main sections: sociodemographic characterization, e-Learning strategies, and remote assessment. The study population was teachers of a Portuguese HEI. A random sample was used with 547 participants. The main conclusions show that the less experienced teachers are, the more satisfied they feel with remote classes and remote assessment. On the other hand, the most experienced teachers used more tools during the remote teaching period and developed more strategies to perform remote assessment. Regarding the overall assessment of the emergency remote teaching, the participants consider that it was a positive period, and they were moderately satisfied with remote classes and the strategies and tools used during this period. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-10-12 2022-10-12T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/1822/82975 |
url |
https://hdl.handle.net/1822/82975 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Silva, S.; Fernandes, J.; Peres, P.; Lima, V.; Silva, C. Teachers’ Perceptions of Remote Learning during the Pandemic: A Case Study. Educ. Sci. 2022, 12, 698. https://doi.org/10.3390/educsci12100698 2227-7102 10.3390/educsci12100698 698 https://www.mdpi.com/2227-7102/12/10/698 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Multidisciplinary Digital Publishing Institute (MDPI) |
publisher.none.fl_str_mv |
Multidisciplinary Digital Publishing Institute (MDPI) |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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