Do presencial ao remoto e de volta ao presencial: a perspectiva do discente sobre o ensino-aprendizagem durante e após a pandemia da Covid-19

• Autor(a) principal: Castro, Adriana de Castro da
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/37272
• topic: Ensino remoto; Ensino presencial; Ensino-aprendizagem; Ciências Contábeis; Pandemia de Covid-19; CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::CIENCIAS CONTABEIS

This exploratory research investigated the perception of students of the Accounting Sciences course, at the Federal University of Uberlândia (UFU), on the Pontal campus, in relation to the teaching-learning process during remote teaching, due to the social isolation instituted due to the Covid-19 pandemic, and after returning to face-to-face classes. The sample of 61 (sixty-one) students answered a questionnaire adapted from Alves (2022) and expanded to ask about the return to face-to-face teaching. Regarding remote teaching, most participants said they had adapted well to technological resources and media, with Moodle, Teams and Google Meet, these being the platforms most used by students to follow synchronous and asynchronous remote classes, when the strategy most used in teaching-learning were video lessons. As for the negative aspects of remote teaching, the lack of interaction with other students and teachers was pointed out; and as a positive aspect, the flexibility due to the possibility of doing one's own study routine. With the return to face-to-face teaching, most students confirmed that the Moodle Platform continued to be used, as well as the fixation exercises became the usual learning method in classes. As for the readaptation to face-to-face teaching, most said they followed the classes and the resolution of exercises well. Regarding the contribution of face-to-face classes to learning, the interaction with other students and professors was positively highlighted by most students; and as a negative point, the impossibility of accessing the classes and the content taught at any time due to the fact that the classes are no longer recorded. It was observed that some strategies used in remote teaching were incorporated into face-to-face teaching, such as the use of Moodle to insert class material and exercises for fixation, for example.