Challenges and changes in teaching practice in remote emergency teaching in Higher Education in Health and Humanities
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/20655 |
Resumo: | This article aimed to analyze teaching practice in emergency remote teaching, verifying how teachers adapted their in-person practices to the remote context, identifying the tools and technological resources used in emergency remote classes and comparing the challenges and potential in conducting the practices pedagogical. This is an exploratory-descriptive study with a qualitative approach, formed by 112 professors in the area of Health and Humanities, from seven Brazilian states, contacted via social networks, and who declared to be developing teaching activities in emergency remote classes. Data were collected via an online questionnaire (Google Forms), consisting of 19 questions. The results showed that for most professors it was not comfortable to transpose the classroom to the remote format, due to the difficulties of initial adaptations in the use of platforms. It was observed that most of the teachers of Public Institutions did not have courses or training meetings, leaving them without institutional support and support. However, teachers from Private Institutions were able to count on support and training from their institutions. There was an overload of teaching work in Home-Office. And it was observed that the Inverted Classroom was the most used strategy in remote learning. And that the guarantee of its potential will remain as a legacy of Hybrid Education for the post-pandemic. It was found with the study that the lack of interaction and inequality of access and inclusion to the internet and modern technological equipment on the part of students were the major difficulties of remote learning. |
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Challenges and changes in teaching practice in remote emergency teaching in Higher Education in Health and HumanitiesRetos y cambios en la práctica docente en la enseñanza a distancia de emergencia en la Educación Superior en Salud y HumanidadesDesafios e mudanças na prática docente no ensino remoto emergencial na Educação Superior em Saúde e Humanidades Remote learningPedagogical practicesInformation and communication technologies.Enseñanza remotaPrácticas pedagógicasTecnologías de la información y la comunicación.Ensino remotoPráticas pedagógicasTecnologias de informação e comunicação.This article aimed to analyze teaching practice in emergency remote teaching, verifying how teachers adapted their in-person practices to the remote context, identifying the tools and technological resources used in emergency remote classes and comparing the challenges and potential in conducting the practices pedagogical. This is an exploratory-descriptive study with a qualitative approach, formed by 112 professors in the area of Health and Humanities, from seven Brazilian states, contacted via social networks, and who declared to be developing teaching activities in emergency remote classes. Data were collected via an online questionnaire (Google Forms), consisting of 19 questions. The results showed that for most professors it was not comfortable to transpose the classroom to the remote format, due to the difficulties of initial adaptations in the use of platforms. It was observed that most of the teachers of Public Institutions did not have courses or training meetings, leaving them without institutional support and support. However, teachers from Private Institutions were able to count on support and training from their institutions. There was an overload of teaching work in Home-Office. And it was observed that the Inverted Classroom was the most used strategy in remote learning. And that the guarantee of its potential will remain as a legacy of Hybrid Education for the post-pandemic. It was found with the study that the lack of interaction and inequality of access and inclusion to the internet and modern technological equipment on the part of students were the major difficulties of remote learning.Este artículo tuvo como objetivo analizar la práctica docente en la enseñanza remota de emergencia, verificando cómo los docentes adaptaron sus prácticas presenciales al contexto remoto, identificando las herramientas y recursos tecnológicos utilizados en las lases remotas de emergencia y comparando los desafíos y potencialidades en la realización de las prácticas pedagógicas. Se trata de un estudio exploratorio-descriptivo, conformado por 112 profesores del área de Salud y Humanidades, de siete estados brasileños, contactados a través de redes sociales, y quienes declararon estar desarrollando actividades docentes en clases remotas de emergencia. Los datos se recopilaron mediante un cuestionario en línea (Formularios de Google). Los resultados mostraron que para la mayoría de los profesores no se sentía cómodo trasladar el aula al formato remoto, debido a las dificultades de adaptaciones iniciales en el uso de plataformas. Se observó que la mayoría de los docentes de Instituciones Públicas no tuvieron cursos ni reuniones de capacitación, dejándolos sin apoyo y apoyo institucional. Sin embargo, los docentes de Instituciones Privadas pudieron contar con el apoyo y la capacitación de sus instituciones. Hubo una sobrecarga de trabajo docente en el Ministerio del Interior. Se observó que el Aula Invertida fue la estrategia más utilizada en el aprendizaje remoto, y la garantía de su potencial será el legado de la Educación Híbrida para la pos pandémica. Con el estudio se encontró que la falta de interacción y la desigualdad de acceso e inclusión a internet y equipamiento tecnológico moderno por parte de los estudiantes eran las mayores dificultades del aprendizaje a distancia.Este artigo teve por objetivo analisar a prática docente no ensino remoto emergencial, verificando como os docentes adaptaram as suas práticas presenciais para o contexto remoto, identificando as ferramentas e recursos tecnológicos utilizados nas aulas remotas emergenciais e comparando os desafios e as potencialidades na condução dessas práticas pedagógicas. Trata-se de um estudo exploratório-descritivo, com abordagem qualitativa, formado por 112 docentes da área de Saúde e Humanidades, de sete estados brasileiros, contatados via redes sociais, e que declararam estar desenvolvendo atividades de ensino nas aulas remotas emergenciais. Os dados foram coletados via questionário on-line (Google Forms). Os resultados evidenciaram, que para a maioria dos docentes não foi confortável a transposição do presencial para o formato remoto, devido às dificuldades de adaptações iniciais na utilização de plataformas. Observou-se que grande parte dos docentes de Instituições Públicas não tiveram cursos ou encontros de capacitação, ficando sem apoio e suporte institucional. Todavia, os docentes de Instituições Privadas puderam contar com o apoio e capacitação por parte de suas instituições. Verificou-se a sobrecarga de trabalho docente em Home-Office. Observou-se que a Sala de Aula Invertida, foi a estratégia mais utilizada no ensino remoto, e a garantia de suas potencialidades ficará o legado do Ensino Híbrido para o pós-pandemia. Constatou-se com o estudo que a falta de interação e a desigualdade de acesso e inclusão a internet e a equipamentos tecnológicos modernos por parte dos discentes, foram as grandes dificuldades do ensino remoto.Research, Society and Development2021-10-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2065510.33448/rsd-v10i13.20655Research, Society and Development; Vol. 10 No. 13; e146101320655Research, Society and Development; Vol. 10 Núm. 13; e146101320655Research, Society and Development; v. 10 n. 13; e1461013206552525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/20655/18760Copyright (c) 2021 Gabriela Eyng Possolli; Patrícia Fonseca Ferreira Fleuryhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPossolli, Gabriela Eyng Fleury, Patrícia Fonseca Ferreira 2021-11-21T18:26:28Zoai:ojs.pkp.sfu.ca:article/20655Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:40:14.087885Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Challenges and changes in teaching practice in remote emergency teaching in Higher Education in Health and Humanities Retos y cambios en la práctica docente en la enseñanza a distancia de emergencia en la Educación Superior en Salud y Humanidades Desafios e mudanças na prática docente no ensino remoto emergencial na Educação Superior em Saúde e Humanidades |
title |
Challenges and changes in teaching practice in remote emergency teaching in Higher Education in Health and Humanities |
spellingShingle |
Challenges and changes in teaching practice in remote emergency teaching in Higher Education in Health and Humanities Possolli, Gabriela Eyng Remote learning Pedagogical practices Information and communication technologies. Enseñanza remota Prácticas pedagógicas Tecnologías de la información y la comunicación. Ensino remoto Práticas pedagógicas Tecnologias de informação e comunicação. |
title_short |
Challenges and changes in teaching practice in remote emergency teaching in Higher Education in Health and Humanities |
title_full |
Challenges and changes in teaching practice in remote emergency teaching in Higher Education in Health and Humanities |
title_fullStr |
Challenges and changes in teaching practice in remote emergency teaching in Higher Education in Health and Humanities |
title_full_unstemmed |
Challenges and changes in teaching practice in remote emergency teaching in Higher Education in Health and Humanities |
title_sort |
Challenges and changes in teaching practice in remote emergency teaching in Higher Education in Health and Humanities |
author |
Possolli, Gabriela Eyng |
author_facet |
Possolli, Gabriela Eyng Fleury, Patrícia Fonseca Ferreira |
author_role |
author |
author2 |
Fleury, Patrícia Fonseca Ferreira |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Possolli, Gabriela Eyng Fleury, Patrícia Fonseca Ferreira |
dc.subject.por.fl_str_mv |
Remote learning Pedagogical practices Information and communication technologies. Enseñanza remota Prácticas pedagógicas Tecnologías de la información y la comunicación. Ensino remoto Práticas pedagógicas Tecnologias de informação e comunicação. |
topic |
Remote learning Pedagogical practices Information and communication technologies. Enseñanza remota Prácticas pedagógicas Tecnologías de la información y la comunicación. Ensino remoto Práticas pedagógicas Tecnologias de informação e comunicação. |
description |
This article aimed to analyze teaching practice in emergency remote teaching, verifying how teachers adapted their in-person practices to the remote context, identifying the tools and technological resources used in emergency remote classes and comparing the challenges and potential in conducting the practices pedagogical. This is an exploratory-descriptive study with a qualitative approach, formed by 112 professors in the area of Health and Humanities, from seven Brazilian states, contacted via social networks, and who declared to be developing teaching activities in emergency remote classes. Data were collected via an online questionnaire (Google Forms), consisting of 19 questions. The results showed that for most professors it was not comfortable to transpose the classroom to the remote format, due to the difficulties of initial adaptations in the use of platforms. It was observed that most of the teachers of Public Institutions did not have courses or training meetings, leaving them without institutional support and support. However, teachers from Private Institutions were able to count on support and training from their institutions. There was an overload of teaching work in Home-Office. And it was observed that the Inverted Classroom was the most used strategy in remote learning. And that the guarantee of its potential will remain as a legacy of Hybrid Education for the post-pandemic. It was found with the study that the lack of interaction and inequality of access and inclusion to the internet and modern technological equipment on the part of students were the major difficulties of remote learning. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-09 |
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://rsdjournal.org/index.php/rsd/article/view/20655 10.33448/rsd-v10i13.20655 |
url |
https://rsdjournal.org/index.php/rsd/article/view/20655 |
identifier_str_mv |
10.33448/rsd-v10i13.20655 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/20655/18760 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Gabriela Eyng Possolli; Patrícia Fonseca Ferreira Fleury https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Gabriela Eyng Possolli; Patrícia Fonseca Ferreira Fleury https://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 |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 13; e146101320655 Research, Society and Development; Vol. 10 Núm. 13; e146101320655 Research, Society and Development; v. 10 n. 13; e146101320655 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052690650365952 |