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Satisfação em regime presencial vs em ensino remoto de emergência : um estudo com professores de uma instituição de ensino superior
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Resumo(s)
O presente estudo assenta numa metodologia quantitativa de recolha e análise de
dados. Apresenta-se como um estudo comparativo no qual se pretende conhecer os
parâmetros promotores de satisfação relativamente a dois cenários de ensino, o remoto e o
presencial, junto do corpo docente de uma faculdade privada portuguesa da área da gestão e
economia. A relevância do tema advém do cenário pandémico vivido nos anos letivos
anteriores ao do presente estudo, 2021/2022, reportando-se a investigação a essa realidade. A
análise da satisfação docente foi efetuada tendo como base o Online Faculty Satisfaction Survey
(OFSS de Bolliger & Wasilik, 2009). A recolha de dados teve como público-alvo os docentes das
várias áreas de ação da faculdade, nomeadamente licenciatura, mestrado e mestrado
executivo, bem como formações especializadas operacionalizando-se através da aplicação de
um questionário online, suportado pelo Qualtrics.
Os resultados permitiram verificar que houve uma tendência no ano letivo 2020/2021
na utilização do ensino online em vez do ensino presencial, mas, terminado o estado de
emergência, o ensino presencial toma liderança novamente como modelo preferencial.
Adicionalmente, os Professores, no ano letivo de 2021/2022, mostraram-se de forma geral
satisfeitos com a sua performance nas diversas manifestações dos alunos em aula, bem como
com a relação de apoio com a instituição.
The present study is based on a quantitative methodology of data collection and analysis. It is presented as a comparative study in which it is intended to know the parameters that promote satisfaction in relation to two teaching scenarios, the remote and the face-toface, with the faculty of a Portuguese private college in the area of management and economics. The relevance of the topic comes from the pandemic scenario experienced in the academic years prior to the one of the present study, 2021/2022, reporting the investigation to this reality. The analysis of teacher satisfaction was based on the Online Faculty Satisfaction Survey (OFSS by Bolliger & Wasilik, 2009). The data collection had as target audience the professors of the various areas of action of the faculty, namely bachelor's, master's and executive master's degrees, as well as specialized training - operationalized through the application of an online questionnaire, supported by Qualtrics. The results showed that there was a trend in the 2020/2021 school year in the use of online teaching in favor of face-to-face teaching, but, after the state of emergency, face-to-face teaching takes the lead again as the preferred model. Additionally, in the academic year 2021/2022, the Professors were generally satisfied with their performance, in the various manifestations of students in class, as well as with the support relationship with the institution.
The present study is based on a quantitative methodology of data collection and analysis. It is presented as a comparative study in which it is intended to know the parameters that promote satisfaction in relation to two teaching scenarios, the remote and the face-toface, with the faculty of a Portuguese private college in the area of management and economics. The relevance of the topic comes from the pandemic scenario experienced in the academic years prior to the one of the present study, 2021/2022, reporting the investigation to this reality. The analysis of teacher satisfaction was based on the Online Faculty Satisfaction Survey (OFSS by Bolliger & Wasilik, 2009). The data collection had as target audience the professors of the various areas of action of the faculty, namely bachelor's, master's and executive master's degrees, as well as specialized training - operationalized through the application of an online questionnaire, supported by Qualtrics. The results showed that there was a trend in the 2020/2021 school year in the use of online teaching in favor of face-to-face teaching, but, after the state of emergency, face-to-face teaching takes the lead again as the preferred model. Additionally, in the academic year 2021/2022, the Professors were generally satisfied with their performance, in the various manifestations of students in class, as well as with the support relationship with the institution.
Descrição
Trabalho de projeto de mestrado, Educação (Área de Especialidade em Educação e Tecnologias Digitais), 2022, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Ensino superior Ensino à distância E-learning Satisfação profissional Professores (Ensino superior) Trabalhos de projeto de mestrado - 2022