Ensino superior em tempos de pandemia: diretrizes à gestão universitária

Educação: um tesouro a descobrir

Abstract: A vida dos seres humanos e marcada pela globalizacao, impondo uma interdependencia planetaria, provocando impactos, por vezes nocivos, para a humanidade como um todo. A perspectiva de superacao das situacoes de dominacao, de exclusao, de desumanizacao, esta na educacao alicercada em principios da solidariedade, da etica, da justica, tendo a democracia como principio norteador na gestao e efetivacao de um projeto de cooperacao internacional. Urge conciliar, vincular desenvolvimento economico e desenvolvimento humano, almejando a construcao de uma sociedade sustentavel.

Ensino remoto na educação superior em tempos de distanciamento social: uma investigação nas instituições de ensino superior privada de um grupo educacional do Brasil

Abstract: The aim of this study was to investigate the influence of remote education on higher education in Private Higher Education Institutions of an Educational Group in Brazil in times of social distance. Methodologically, the aforementioned research focused on a quantitative approach. The collection instrument was a closed questionnaire sent to teachers and students from Private Higher Education Institutions of an Educational Group in Brazil located in Piaui. Despite the impacts of the pandemic, which caused social isolation, the results show that the HEIs linked to the educational group object of the study, had no interruption of classes, which occurred remotely. The main results show that the respondent institutions have technological tools that facilitate the development of remote classes, use active methodologies and the teachers because they are familiar with the distance learning modality did not have many difficulties in migrating to the remote system, and many of the respondents felt challenged to participate in remote teaching activities. It was concluded that the studied institutions had less impacts in the process of changing from on-site to remote education, in the view of the respondent students and teachers.

Significados de mentoria na formação em saúde no Brasil: uma revisão integrativa

Abstract: Resumo: Introducao: A mentoria, na formacao em saude, implica relacoes interpessoais entre mentor(a) e mentorado(a), nas quais o(a) parceiro(a) mais experiente acolhe, oferece suporte, desafia e favorece uma visao mais ampliada da propria jornada do(a) estudante. Objetivos: Este estudo teve como objetivos realizar uma revisao integrativa de artigos brasileiros sobre mentoria em saude e analisar e apreender os significados dessa atividade presentes nessas publicacoes. Metodo: A questao foi elaborada entre outubro de 2020 e janeiro de 2021, e delinearam-se as estrategias de busca e os criterios de inclusao e exclusao. O processo ocorreu via Portal de Periodicos Capes, contemplando as bases de dados Lilacs, Medline, SciELO e Scopus. Para as bases de vocabulario controlado, foram utilizados os descritores (ingles/portugues): mentoring, combinado isoladamente com education, mentors e faculty. Para a base de palavras-chave, utilizaram-se as mesmas combinacoes, substituindo-se education por health education. Resultados: A busca revelou 878 artigos, dos quais se selecionaram 12 como corpus da revisao. Os autores sao docentes e discentes inseridos nas experiencias. O periodico Revista Brasileira de Educacao Medica e o principal veiculo dos manuscritos selecionados. Evidenciam registros descritivo-analiticos de percursos historicos das experiencias e as percepcoes e vivencias no cotidiano delas. Ha centralidade na abordagem qualitativa de pesquisa. Os significados de mentoria perpassam aspectos relacionados a docentes e estudantes no processo formativo da graduacao, envolvendo cuidado, encontros, dialogos e vinculo. A analise das atividades de mentoria permite configurar questoes relativas as interacoes mentor(a)-mentorandos(as) em contextos academicos da area de saude, com grande enfase na educacao medica. Conclusao: O desenvolvimento desta revisao integrativa permite sinalizar a mentoria como uma possibilidade de criacao de um novo habitus na paisagem academica. Na constituicao desse habitus, os estudos enfatizam as relacoes de cuidado e humanizacao, resgatando a relacao mestre(a) e discipulo(a) comprometida com a promocao e o desenvolvimento integral dos(as) estudantes.

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Abstract: Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

Abstract: A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K–12 students. In light of this small corpus, caution is required in generalizing to the K–12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education).

Projecting the transmission dynamics of SARS-CoV-2 through the postpandemic period.

Abstract: It is urgent to understand the future of severe acute respiratory syndrome-coronavirus 2 (SARS-CoV-2) transmission. We used estimates of seasonality, immunity, and cross-immunity for human coronavirus OC43 (HCoV-OC43) and HCoV-HKU1 using time-series data from the United States to inform a model of SARS-CoV-2 transmission. We projected that recurrent wintertime outbreaks of SARS-CoV-2 will probably occur after the initial, most severe pandemic wave. Absent other interventions, a key metric for the success of social distancing is whether critical care capacities are exceeded. To avoid this, prolonged or intermittent social distancing may be necessary into 2022. Additional interventions, including expanded critical care capacity and an effective therapeutic, would improve the success of intermittent distancing and hasten the acquisition of herd immunity. Longitudinal serological studies are urgently needed to determine the extent and duration of immunity to SARS-CoV-2. Even in the event of apparent elimination, SARS-CoV-2 surveillance should be maintained because a resurgence in contagion could be possible as late as 2024.

Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster

Abstract: Distance learning—that is, providing education to students who are separated by distance and in which the pedagogical material is planned and prepared by educational institutions—is a topic of regular interest in the popular and business press. In particular, MOOCs (Massive Open Online Courses), which are open-access online courses that allow for unlimited participation, as well as SPOCs (Small Private Online Courses), are said to have revolutionized universities and the corporate education landscape. In this article we provide a nuanced analysis of the phenomenon of online distance learning. We first provide an overview of its historical evolution, and subsequently define and classify key concepts. We further discuss in detail the optimal target group in terms of participating students and teaching professors and propose corresponding frameworks for driving intrinsic student motivation and for choosing a successful online teacher. We also outline the benefits that institutions can achieve by offering online distance learning. Finally, we speak about the specific connection between online distance learning and social media by focusing on the difference between MOOCs based on traditional lecture formats (xMOOCs) and connectivist cMOOCs.