Autonomy of college students before and during remote education
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | ETD - Educação Temática Digital |
Texto Completo: | https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8670720 |
Resumo: | This article presents a survey carried out with 394 college students from 19 higher education, 17 institutions in the State of Minas Gerais and 2 in São Paulo, 9 private and 10 public, using a form with 52 objective questions and 6 discursive questions. Considering that students' autonomy is an important factor for learning, especially in the context of remote teaching, a discussion was held about autonomy from a relational point of view and, based on some questions selected for this analysis, it was presented, as participants studied before the remote period, if anything had changed during this period and why. The results show that undergraduate students had many difficulties with their studies during the pandemic, especially due to the distractions present when studying in the family context, with access to several other stimuli that competed for their attention, also highlighting the lack of interpersonal contact with teachers. and colleagues. Most of the learning strategies they used were learned on their own and, for them, remote teaching could harm their training, as they tried to avoid greater losses. On the other hand, they also understood that this situation affected all other college students, which made them more comfortable, in addition to considering that it was better to have remote learning than no learning, considering the atypical situation caused by the pandemic. |
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Autonomy of college students before and during remote educationAutonomía de los estudiantes universitarios antes y durante la educación remotaAutonomia de estudantes universitários antes e durante o ensino remotoHábitos estudantisHábitos de los estudiantesStudent habitsThis article presents a survey carried out with 394 college students from 19 higher education, 17 institutions in the State of Minas Gerais and 2 in São Paulo, 9 private and 10 public, using a form with 52 objective questions and 6 discursive questions. Considering that students' autonomy is an important factor for learning, especially in the context of remote teaching, a discussion was held about autonomy from a relational point of view and, based on some questions selected for this analysis, it was presented, as participants studied before the remote period, if anything had changed during this period and why. The results show that undergraduate students had many difficulties with their studies during the pandemic, especially due to the distractions present when studying in the family context, with access to several other stimuli that competed for their attention, also highlighting the lack of interpersonal contact with teachers. and colleagues. Most of the learning strategies they used were learned on their own and, for them, remote teaching could harm their training, as they tried to avoid greater losses. On the other hand, they also understood that this situation affected all other college students, which made them more comfortable, in addition to considering that it was better to have remote learning than no learning, considering the atypical situation caused by the pandemic.Este artículo presenta una encuesta realizada con 394 estudiantes universitarios de 19 instituciones de enseñanza superior, 17 del Estado de Minas Gerais y 2 de São Paulo, 9 privadas y 10 públicas, utilizando un formulario con 52 preguntas objetivas y 6 preguntas discursivas. Considerando que la autonomía de los estudiantes es un factor importante para el aprendizaje, especialmente en el contexto de la enseñanza a distancia, se llevó a cabo una discusión sobre la autonomía desde el punto de vista relacional y, a partir de algunas preguntas seleccionadas para este análisis, se presentó, como los participantes estudiaron antes del período remoto, si algo había cambiado durante este período y por qué. Los resultados muestran que los estudiantes universitarios tuvieron muchas dificultades con sus estudios durante la pandemia, especialmente por las distracciones presentes al estudiar en el contexto familiar, con acceso a varios otros estímulos que competían por su atención, destacando también la falta de contacto interpersonal con los docentes. y colegas. La mayoría de las estrategias de aprendizaje que utilizaron las aprendieron por su cuenta y, para ellos, la enseñanza a distancia podría perjudicar su formación, ya que trataban de evitar pérdidas mayores. Por otro lado, también entendieron que esta situación afectaba a todos los demás universitarios, lo que los hizo sentir más cómodos, además de considerar que era mejor tener docencia a distancia que no docencia, considerando la situación atípica provocada por la pandemia.Este artigo apresenta uma pesquisa realizada com 394 universitários de 19 instituições de ensino superior, 17 do Estado de Minas Gerais e 2 de São Paulo, sendo 9 privadas e 10 públicas, a partir de um formulário com 52 questões objetivas e 6 questões discursivas. Considerando que a autonomia dos estudantes é um fator importante para o aprendizado, especialmente no contexto do ensino remoto, realizou-se uma discussão sobre a autonomia de um ponto de vista relacional e foi apresentado, a partir de algumas questões selecionadas para esta análise, como os participantes estudavam antes do período remoto, se algo havia mudado durante este período e por quê. Os resultados mostram que os estudantes universitários tiveram muitas dificuldades com os estudos durante a pandemia, especialmente pelas distrações presentes ao estudar no contexto familiar, com acesso a vários outros estímulos que competiam por sua atenção, destacando ainda a falta que sentiam do contato interpessoal com professores e colegas. As estratégias de aprendizagem que utilizavam, em sua maioria, foram aprendidas por conta própria e, para eles, o ensino remoto poderia trazer prejuízo em sua formação frente o que tentavam evitar perdas maiores. Por outro lado, também entendiam que esta situação afetava todos os outros universitários, o que os deixava mais confortáveis, além de considerarem que era melhor ter ensino remoto que nenhum ensino, considerando a situação atípica provocada pela pandemia.Universidade Estadual de Campinas2024-04-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/867072010.20396/etd.v26i00.8670720ETD - Educação Temática Digital; Vol. 26 (2024): Continuous publication; e024018ETD - Educação Temática Digital; Vol. 26 (2024): Publicación continua; e024018ETD - Educação Temática Digital; v. 26 (2024): Publicação contínua; e0240181676-2592reponame:ETD - Educação Temática Digitalinstname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8670720/33771Brazil; Contemporary Brasil; ContemporáneoBrasil; ContemporâneoCopyright (c) 2024 ETD - Educação Temática Digitalhttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSouza, Rita de Cássia deDomingues, SérgioMelo, Carolina Silva Bandeira deEuclides, Maria SimoneCruz, Beatriz Monteiro daCunha, Denis Antônio da2024-04-09T16:57:59Zoai:ojs.periodicos.sbu.unicamp.br:article/8670720Revistahttp://periodicos.sbu.unicamp.br/ojs/index.php/etdPUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/etd/oaippec@unicamp.br||acdiasjr@gmail.com||etd@unicamp.br|| gilbfe@unicamp.br1676-25921676-2592opendoar:2024-04-09T16:57:59ETD - Educação Temática Digital - Universidade Estadual de Campinas (UNICAMP)false |
dc.title.none.fl_str_mv |
Autonomy of college students before and during remote education Autonomía de los estudiantes universitarios antes y durante la educación remota Autonomia de estudantes universitários antes e durante o ensino remoto |
title |
Autonomy of college students before and during remote education |
spellingShingle |
Autonomy of college students before and during remote education Souza, Rita de Cássia de Hábitos estudantis Hábitos de los estudiantes Student habits |
title_short |
Autonomy of college students before and during remote education |
title_full |
Autonomy of college students before and during remote education |
title_fullStr |
Autonomy of college students before and during remote education |
title_full_unstemmed |
Autonomy of college students before and during remote education |
title_sort |
Autonomy of college students before and during remote education |
author |
Souza, Rita de Cássia de |
author_facet |
Souza, Rita de Cássia de Domingues, Sérgio Melo, Carolina Silva Bandeira de Euclides, Maria Simone Cruz, Beatriz Monteiro da Cunha, Denis Antônio da |
author_role |
author |
author2 |
Domingues, Sérgio Melo, Carolina Silva Bandeira de Euclides, Maria Simone Cruz, Beatriz Monteiro da Cunha, Denis Antônio da |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Souza, Rita de Cássia de Domingues, Sérgio Melo, Carolina Silva Bandeira de Euclides, Maria Simone Cruz, Beatriz Monteiro da Cunha, Denis Antônio da |
dc.subject.por.fl_str_mv |
Hábitos estudantis Hábitos de los estudiantes Student habits |
topic |
Hábitos estudantis Hábitos de los estudiantes Student habits |
description |
This article presents a survey carried out with 394 college students from 19 higher education, 17 institutions in the State of Minas Gerais and 2 in São Paulo, 9 private and 10 public, using a form with 52 objective questions and 6 discursive questions. Considering that students' autonomy is an important factor for learning, especially in the context of remote teaching, a discussion was held about autonomy from a relational point of view and, based on some questions selected for this analysis, it was presented, as participants studied before the remote period, if anything had changed during this period and why. The results show that undergraduate students had many difficulties with their studies during the pandemic, especially due to the distractions present when studying in the family context, with access to several other stimuli that competed for their attention, also highlighting the lack of interpersonal contact with teachers. and colleagues. Most of the learning strategies they used were learned on their own and, for them, remote teaching could harm their training, as they tried to avoid greater losses. On the other hand, they also understood that this situation affected all other college students, which made them more comfortable, in addition to considering that it was better to have remote learning than no learning, considering the atypical situation caused by the pandemic. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-04-08 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Texto Texto info:eu-repo/semantics/other |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8670720 10.20396/etd.v26i00.8670720 |
url |
https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8670720 |
identifier_str_mv |
10.20396/etd.v26i00.8670720 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8670720/33771 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2024 ETD - Educação Temática Digital https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2024 ETD - Educação Temática Digital https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.coverage.none.fl_str_mv |
Brazil; Contemporary Brasil; Contemporáneo Brasil; Contemporâneo |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
dc.source.none.fl_str_mv |
ETD - Educação Temática Digital; Vol. 26 (2024): Continuous publication; e024018 ETD - Educação Temática Digital; Vol. 26 (2024): Publicación continua; e024018 ETD - Educação Temática Digital; v. 26 (2024): Publicação contínua; e024018 1676-2592 reponame:ETD - Educação Temática Digital instname:Universidade Estadual de Campinas (UNICAMP) instacron:UNICAMP |
instname_str |
Universidade Estadual de Campinas (UNICAMP) |
instacron_str |
UNICAMP |
institution |
UNICAMP |
reponame_str |
ETD - Educação Temática Digital |
collection |
ETD - Educação Temática Digital |
repository.name.fl_str_mv |
ETD - Educação Temática Digital - Universidade Estadual de Campinas (UNICAMP) |
repository.mail.fl_str_mv |
ppec@unicamp.br||acdiasjr@gmail.com||etd@unicamp.br|| gilbfe@unicamp.br |
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1800216649119301632 |