Strategies for achieving affective objectives in remote education

Detalhes bibliográficos
Autor(a) principal: Gil, Antonio Carlos
Data de Publicação: 2020
Outros Autores: Pessoni, Arquimedes
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Docência do Ensino Superior (Online)
Texto Completo: https://periodicos.ufmg.br/index.php/rdes/article/view/24493
Resumo: This work was motivated by the wide use of videoconferencing as an alternative to face-to-face classes due to the pandemic caused by Covid-19. It can be characterized as a theoretical essay that aims to discuss the effectiveness of remote teaching to achieve affective learning objectives. The most easily achieved objectives through expository classes – and consequently through videoconferences – are cognitive, notably at the levels of memorization and understanding. When learning objectives are in the affective domain – which involve emotions, feelings and attitudes – other strategies are required. Thus, based on the contribution of theorists in the field of learning objectives and the results of empirical research, the possibilities of using different strategies are discussed through online course platforms. Strategies for reflective discussion, collaborative work, verbalization group/observation group, peer tutoring, dramatization, symposium, seminar and gamification are discussed. The study points to the adoption of hybrid education as the preferred form of higher education in the post-pandemic scenario, but which must be accompanied by the training of teachers in the use of group teaching strategies.
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spelling Strategies for achieving affective objectives in remote educationEstrategias para lograr objetivos afectivos en la educación remotaEstratégias para o alcance de objetivos afetivos no ensino remoto Objetivos afetivosEnsino remotoEnsino híbridoPandemiaCovid-19Affective goalsRemote teachingHybrid teachingPandemicCovid-19Objetivos afectivosEnseñanza remotaEnseñanza híbridaPandemiaCovid-19This work was motivated by the wide use of videoconferencing as an alternative to face-to-face classes due to the pandemic caused by Covid-19. It can be characterized as a theoretical essay that aims to discuss the effectiveness of remote teaching to achieve affective learning objectives. The most easily achieved objectives through expository classes – and consequently through videoconferences – are cognitive, notably at the levels of memorization and understanding. When learning objectives are in the affective domain – which involve emotions, feelings and attitudes – other strategies are required. Thus, based on the contribution of theorists in the field of learning objectives and the results of empirical research, the possibilities of using different strategies are discussed through online course platforms. Strategies for reflective discussion, collaborative work, verbalization group/observation group, peer tutoring, dramatization, symposium, seminar and gamification are discussed. The study points to the adoption of hybrid education as the preferred form of higher education in the post-pandemic scenario, but which must be accompanied by the training of teachers in the use of group teaching strategies.El trabajo aquí presentado fue motivado por la amplia utilización de la videoconferencia como alternativa a las clases presenciales debido a la pandemia provocada por Covid-19. Se puede caracterizar como un ensayo teórico que tiene como propuesta discutir la efectividad de la educación remota para lograr objetivos afectivos de aprendizaje. Los objetivos más fáciles de conseguir a través de clases expositivas y, en consecuencia, a través de videoconferencias, son los cognitivos, sobre todo en los niveles de memorización y comprensión. Cuando los objetivos de aprendizaje están en el dominio afectivo, que involucran emociones, sentimientos y actitudes, se requieren otras estrategias. Así, a partir del aporte de los teóricos en el campo de los objetivos de aprendizaje y de los resultados de investigaciones empíricas, se discuten las posibilidades de utilización de distintas estrategias en plataformas de cursos en línea. Se debaten las estrategias de discusión reflexiva, trabajo colaborativo, grupo de verbalización/grupo de observación, tutoría entre pares, dramatización, simposio, seminario y gamificación. El estudio apunta a la adopción de la educación híbrida como la forma preferencial de educación superior en el escenario pospandémico, pero que debe estar acompañada de la formación de los docentes en el uso de estrategias de enseñanza grupal.O trabalho ora apresentado foi motivado pela ampla utilização da videoconferência como alternativa às aulas presenciais em decorrência da pandemia provocada pela Covid-19. Pode ser caracterizado como um ensaio teórico que tem como proposta discutir a eficácia do ensino remoto para o alcance de objetivos afetivos de aprendizagem. Os objetivos mais facilmente alcançáveis mediante aulas expositivas — e consequentemente mediante videoconferências — são os cognitivos, notadamente nos níveis de memorização e compreensão. Quando os objetivos de aprendizagem estão no domínio afetivo — que envolvem emoções, sentimentos e atitudes —, outras estratégias são requeridas. Assim, com base na contribuição de teóricos no campo dos objetivos de aprendizagem e nos resultados de pesquisas empíricas, procede-se à discussão das possibilidades de utilização de diferentes estratégias mediante plataformas de cursos on-line. São discutidas as estratégias de discussão reflexiva, trabalho colaborativo, grupo de verbalização/grupo de observação, tutoria por pares, dramatização, simpósio, seminário e gamificação. O estudo aponta para a adoção do ensino híbrido como forma preferencial de ensino superior no cenário pós-pandemia, mas que deve vir acompanhado da capacitação dos docentes na utilização de estratégias de ensino grupal.Universidade Federal de Minas Gerais2020-11-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufmg.br/index.php/rdes/article/view/2449310.35699/2237-5864.2020.24493Revista Docência do Ensino Superior; Vol. 10 (2020); 1-18Revista Docência do Ensino Superior; Vol. 10 (2020); 1-18Revista Docência do Ensino Superior; v. 10 (2020); 1-182237-58642358-6338reponame:Revista Docência do Ensino Superior (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/rdes/article/view/24493/20292Copyright (c) 2020 Antonio Carlos Gil, Arquimedes Pessonihttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGil, Antonio CarlosPessoni, Arquimedes2023-02-07T01:58:53Zoai:periodicos.ufmg.br:article/24493Revistahttps://periodicos.ufmg.br/index.php/rdes/indexPUBhttps://periodicos.ufmg.br/index.php/rdes/oairevistadocenciaensinosuperior@ufmg.br||2237-58642237-5864opendoar:2023-02-07T01:58:53Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv Strategies for achieving affective objectives in remote education
Estrategias para lograr objetivos afectivos en la educación remota
Estratégias para o alcance de objetivos afetivos no ensino remoto
title Strategies for achieving affective objectives in remote education
spellingShingle Strategies for achieving affective objectives in remote education
Gil, Antonio Carlos
Objetivos afetivos
Ensino remoto
Ensino híbrido
Pandemia
Covid-19
Affective goals
Remote teaching
Hybrid teaching
Pandemic
Covid-19
Objetivos afectivos
Enseñanza remota
Enseñanza híbrida
Pandemia
Covid-19
title_short Strategies for achieving affective objectives in remote education
title_full Strategies for achieving affective objectives in remote education
title_fullStr Strategies for achieving affective objectives in remote education
title_full_unstemmed Strategies for achieving affective objectives in remote education
title_sort Strategies for achieving affective objectives in remote education
author Gil, Antonio Carlos
author_facet Gil, Antonio Carlos
Pessoni, Arquimedes
author_role author
author2 Pessoni, Arquimedes
author2_role author
dc.contributor.author.fl_str_mv Gil, Antonio Carlos
Pessoni, Arquimedes
dc.subject.por.fl_str_mv Objetivos afetivos
Ensino remoto
Ensino híbrido
Pandemia
Covid-19
Affective goals
Remote teaching
Hybrid teaching
Pandemic
Covid-19
Objetivos afectivos
Enseñanza remota
Enseñanza híbrida
Pandemia
Covid-19
topic Objetivos afetivos
Ensino remoto
Ensino híbrido
Pandemia
Covid-19
Affective goals
Remote teaching
Hybrid teaching
Pandemic
Covid-19
Objetivos afectivos
Enseñanza remota
Enseñanza híbrida
Pandemia
Covid-19
description This work was motivated by the wide use of videoconferencing as an alternative to face-to-face classes due to the pandemic caused by Covid-19. It can be characterized as a theoretical essay that aims to discuss the effectiveness of remote teaching to achieve affective learning objectives. The most easily achieved objectives through expository classes – and consequently through videoconferences – are cognitive, notably at the levels of memorization and understanding. When learning objectives are in the affective domain – which involve emotions, feelings and attitudes – other strategies are required. Thus, based on the contribution of theorists in the field of learning objectives and the results of empirical research, the possibilities of using different strategies are discussed through online course platforms. Strategies for reflective discussion, collaborative work, verbalization group/observation group, peer tutoring, dramatization, symposium, seminar and gamification are discussed. The study points to the adoption of hybrid education as the preferred form of higher education in the post-pandemic scenario, but which must be accompanied by the training of teachers in the use of group teaching strategies.
publishDate 2020
dc.date.none.fl_str_mv 2020-11-28
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://periodicos.ufmg.br/index.php/rdes/article/view/24493
10.35699/2237-5864.2020.24493
url https://periodicos.ufmg.br/index.php/rdes/article/view/24493
identifier_str_mv 10.35699/2237-5864.2020.24493
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/rdes/article/view/24493/20292
dc.rights.driver.fl_str_mv Copyright (c) 2020 Antonio Carlos Gil, Arquimedes Pessoni
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Antonio Carlos Gil, Arquimedes Pessoni
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Revista Docência do Ensino Superior; Vol. 10 (2020); 1-18
Revista Docência do Ensino Superior; Vol. 10 (2020); 1-18
Revista Docência do Ensino Superior; v. 10 (2020); 1-18
2237-5864
2358-6338
reponame:Revista Docência do Ensino Superior (Online)
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Revista Docência do Ensino Superior (Online)
collection Revista Docência do Ensino Superior (Online)
repository.name.fl_str_mv Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv revistadocenciaensinosuperior@ufmg.br||
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