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Ensino remoto de emergência e ensino a distância : conceções dos estudantes sobre o vivido durante a pandemia
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Com o aparecimento do vírus SARS-COV2, todos os espectros da sociedade tiveram de se reajustar a uma nova realidade. Começando com medidas políticas extensíveis a todos os setores económicos, também os sistemas de ensino foram afetados com este fenómeno. A necessidade de se ensinar a distância, sem que os professores pudessem ter contacto com os alunos e vice-versa, apoiados por tecnologias digitais, veio revelar algumas fragilidades deste método de ensino. Assim, tornou-se importante compreender as vivências dos alunos do ensino secundário acerca das práticas que foram aplicadas pelos professores durante todo o período pandémico. A investigação realizada visa compreender qual a perspetiva dos estudantes acerca do ensino remoto de emergência e o ensino a distância após a sua vivência do ensino secundário em situação pandémica. Para isto, foi desenvolvido um questionário que permitiu recolher dados quantitativos sobre as características do ensino remoto de emergência e do ensino a distância. Este instrumento contou com 4 dimensões. A primeira visa desmistificar se os alunos compreendem o termos Ensino Remoto de Emergência e Ensino a Distância. A segunda aborda os Métodos e Estratégias adotados. A terceira dimensão pretende compreender o papel do professor durante este período e a última pretende compreender o papel dos alunos. O instrumento foi aplicado a 29 alunos de uma instituição de ensino superior pública na região da grande Lisboa. Os resultados obtidos permitiram compreender que o Ensino Remoto de Emergência vivenciado possuiu algumas fragilidades no que respeita à eficácia do ensino apresentado aos alunos, mas revelou-se essencial numa ótica de garantir que o processo de ensino-aprendizagem se mantinha durante o período pandémico, ainda que nem sempre com as melhores práticas pedagógicas.
With the appearance of the SARS-COV2 virus, all aspects of society had to readjust to a new reality. Starting with policy measures extending to all economic sectors, education systems were also affected by this phenomenon. The need to teach remotely, without teachers being able to have contact with students and vice versa, supported by digital technologies, revealed some weaknesses of this teaching method. Therefore, it became important to understand the experiences of secondary school students regarding the practices that were applied by teachers throughout the pandemic period. The research carried out aims to understand students' perspectives on emergency remote teaching and distance learning after their experience of secondary education in a pandemic situation. For this, a questionnaire was developed that allowed quantitative data to be filled in on the characteristics of emergency remote teaching and distance learning. This instrument has 4 dimensions. At first glance, it demystifies whether students understand the terms Emergency Remote Learning and Distance Learning. The second approach to the Methods and Strategies adopted. The third dimension aims to understand the role of the teacher during this period and the last one to understand the role of students. The instrument was applied to 29 students from a public higher education institution in Lisbon. The results found allowed us to understand that the Emergency Remote Teaching experienced has some weaknesses with regard to the effectiveness of the teaching presented to students, but it proved to be essential from the perspective of ensuring that the teaching-learning process was maintained during the pandemic period, although not always with the best pedagogical practices.
With the appearance of the SARS-COV2 virus, all aspects of society had to readjust to a new reality. Starting with policy measures extending to all economic sectors, education systems were also affected by this phenomenon. The need to teach remotely, without teachers being able to have contact with students and vice versa, supported by digital technologies, revealed some weaknesses of this teaching method. Therefore, it became important to understand the experiences of secondary school students regarding the practices that were applied by teachers throughout the pandemic period. The research carried out aims to understand students' perspectives on emergency remote teaching and distance learning after their experience of secondary education in a pandemic situation. For this, a questionnaire was developed that allowed quantitative data to be filled in on the characteristics of emergency remote teaching and distance learning. This instrument has 4 dimensions. At first glance, it demystifies whether students understand the terms Emergency Remote Learning and Distance Learning. The second approach to the Methods and Strategies adopted. The third dimension aims to understand the role of the teacher during this period and the last one to understand the role of students. The instrument was applied to 29 students from a public higher education institution in Lisbon. The results found allowed us to understand that the Emergency Remote Teaching experienced has some weaknesses with regard to the effectiveness of the teaching presented to students, but it proved to be essential from the perspective of ensuring that the teaching-learning process was maintained during the pandemic period, although not always with the best pedagogical practices.
Descrição
Dissertação de mestrado, Educação e Formação (Área de Especialidade em E-Learning e Formação a Distância), 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Ensino à distância Pandemia Covid-19 Tecnologias digitais Dissertações de mestrado - 2023