Ensino superior em tempos de pandemia: diretrizes à gestão universitária
TL;DR: In this paper, two diretrizes for orientar o trabalho de gestores universitarios ao avaliarem as dificuldades e limitacoes impostas pela situacao emergencial decorrente da pandemia, bem como lidarem with elas, de maneira a promover condicoes de trabho e pedagogicas, viaveis e seguras, a professores e estudantes.
Abstract: RESUMO Instituicoes de Ensino Superior de todo o mundo foram afetadas pela pandemia da Covid-19. O prolongamento das medidas de distanciamento fisico entre pessoas impoe a adaptacao do ensino presencial ao formato remoto. Isso exige planejamento e consideracao as condicoes de estudantes e professores. Neste artigo, sao propostas diretrizes para orientar o trabalho de gestores universitarios ao avaliarem as dificuldades e limitacoes impostas pela situacao emergencial decorrente da pandemia, bem como lidarem com elas, de maneira a promover condicoes de trabalho e pedagogicas, viaveis e seguras, a professores e estudantes. Tais diretrizes sao baseadas em uma concepcao de Ensino Superior orientada para o desenvolvimento da capacidade de atuacao profissional (em oposicao a transmissao de conteudo). Sao tambem baseadas em variaveis que interferem no processo educacional.
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TL;DR: In this paper, a plataforma Microsoft Forms was used to evaluate the impact of pandemia on the adaptation of aulas remotas to the environment of a university.
Abstract: Devido a pandemia do COVID-19 e a necessidade de isolamento social, o ensino presencial foi substituido pelo ensino online nas universidades. Diante disso, o presente artigo tem por objetivos conhecer o ambiente que os alunos estao inseridos durante as aulas remotas, assim como analisar a opiniao desses universitarios com relacao aos impactos da pandemia na sua rotina de aprendizagem. Para isso, foi aplicado um questionario online por meio da plataforma Microsoft Forms aos estudantes regularmente matriculados no curso de Engenharia da Computacao da Universidade do Estado de Minas Gerais - UEMG. Os resultados mostraram que as maiores dificuldades encontradas pelos discentes durante as aulas online foram a de adaptacao as aulas remotas, bem como fatores psicologicos. Apesar da internet ser uma fragilidade durante o ensino remoto, pelas respostas dos estudantes fatores emocionais mostraram-se mais relevantes nesse periodo de pandemia. A analise dos dados obtidos com os questionarios aplicados mostrou que embora plataformas adequadas para o ensino online, assim como uma boa conexao com a internet sejam imprescindiveis para que as aulas remotas acontecam fatores emocionais decorrentes do isolamento social, adaptacao as aulas e o ambiente de estudo foram os que mais atrapalharam o processo de aprendizagem dos alunos durante o periodo de pandemia.
3 citations
DOI•
02 Aug 2021TL;DR: In this article, the authors describe, analyze and reflect about the implementation process of a mandatory curricular component which happened during the pandemic by University professors, and identify the challenges, limits and potentialities, including: the management of platforms, the quality of connections, access to scientific references, the protagonism and motivation of the students who were involved, and the approximation between the students and Occupational Therapists from other Universities.
Abstract: Objetivo: Descrever, analisar e refletir sobre o processo de construcao/implementacao de uma subunidade curricular obrigatoria remota, que ocorreu durante a pandemia. Sintese dos elementos do estudo: Realizou-se uma caracterizacao da instituicao e do curso onde ocorreu o processo e, posteriormente, expoe-se o processo de desenvolvimento da subunidade curricular (o funcionamento antes da pandemia e o resultado da reformulacao/adaptacao/implementacao da subunidade curricular remota pelos docentes). Conclusao: Foram identificados desafios, limites e potencialidades desse processo, incluindo: manejo das plataformas, qualidade das conexoes e do ensino, acesso as referencias bibliograficas, protagonismo e motivacao dos estudantes, contato com profissionais de outras instituicoes. Palavras-chave: COVID-19. Ensino remoto. Tecnologias de informacao e comunicacao. Terapia Ocupacional. Abstract Objective: To describe, analyze and reflect about the implementation process of a mandatory curricular component which happened during the pandemic by University professors. Synthesis of the study elements: We did a characterization of the University and after we described the process, including the development process of the curricular component before the pandemic period and the reformulation process before the implementation of remote education. Conclusion: We described the challenges, limits and potentialities, including: the management of platforms, the quality of connections, the access to scientific references, the protagonism and motivation of the students who were involved, and the approximation between the students and Occupational Therapists from other Universities. Keywords: COVID-19. Remote education; Information and communication technologies. Occupational Therapy. Resumen Objetivo: Describir, analizar y reflexionar sobre el proceso de construccion/implementacion de una unidad educativa obligatoria remota, que se produjo durante la pandemia. Sintesis de los elementos de estudio: Se realizo una caracterizacion de la institucion y del curso donde se llevo a cabo el proceso y, posteriormente, se expuso al proceso de desarrollo de la unidad educativa (la operacion ante la pandemia y el resultado de la reformulacion/adaptacion/implementacion de la unidad educativa remota por parte de los maestros). Conclusion: Se identificaron desafios, limites y potencialidades de este proceso, incluyendo: gestion de plataformas, calidad de conexiones y ensenanza, acceso a referencias bibliograficas, protagonismo y motivacion de los estudiantes, contacto con profesionales de otras instituciones. Palabras clave: COVID-19. Ensenanza a distancia. Tecnologias de la informacion y la comunicacion. Terapia Ocupacional.
3 citations
12 Dec 2013
TL;DR: In this article, the authors investigate a coerencia entre a funcao ou objetivos da universidade and o queconsta como funcao dessa organizacao em depoimentos de gestores.
Abstract: Clareza acerca do objetivo de uma organizacao (a universidade, por exemplo) constitui condicao facilitadorapara seus integrantes apresentarem os comportamentos que produzirao os resultados expressos nessa funcao.Parece necessario, nesse sentido, avaliar a coerencia entre a funcao ou objetivos da universidade e o queconsta como funcao dessa organizacao em depoimentos de gestores. Para isso, foram entrevistados tres chefesde departamento academico e tres coordenadores de curso de graduacao, que indicaram sua percepcaoacerca do objetivo da organizacao universitaria. As expressoes de “objetivos” da universidade apresentadaspelos gestores foram classificadas nas categorias: “expressoes vagas” (44,74%), “atividades da organizacao”(21,05%), “funcoes proprias da organizacao” (21,05%) e “declaracoes de intencoes” (13,16%). Os resultadosindicam pouca clareza acerca do objetivo da universidade, confundindo-o com atividades administrativasou burocraticas, com ausencia dos comportamentos configuradores da organizacao. Funcoes de organizacoescom tais caracteristicas dificultam criar condicoes para os resultados definidores da organizacaoserem produzidos, uma vez que ha pouca visibilidade dos comportamentos constituintes da organizacao.Por outro lado, tais constatacoes possibilitam contrastar alguns dos comportamentos que podem delimitar oscomportamentos definidores da funcao da universidade, comportamentos responsaveis pelos resultados deinteresse da sociedade com os que comumente sao atribuidos a esse tipo de organizacao social.
3 citations
TL;DR: In this paper , a bibliographic research line up with the worldwide COVID-19 pandemic in which the main focus will be inclusion, Pygmalion effect as well as teaching and learning remotely.
Abstract: The objective of this article is to do bibliographic research lined up with the worldwide COVID-19 pandemic in which the main focus will be inclusion, Pygmalion effect as well as teaching and learning remotely. The basis is to gather different perspectives to build knowledge through exhaustive reading of books, doctoral dissertations, masters programs dissertations, current news, reliable sources of information, scientific papers, and own experience amongst others. The analysis of this bibliographic research will be useful for future research on topics related. Emotional and affective relations are important and have impact when facing English learning difficulties and when working to have inclusion. In the context of Covid-19, the learning and teaching conditions got complex when migrating to virtual classes. Remote teaching is not a solution to face learning and teaching difficulties. In this way, affection is the best tool for inclusive learning in virtual environments. It is said that one of the biggest barriers is teacher’s formation whose career is based on traditional pedagogy not easily adaptable to digital environments. This situation creates a deep feeling of frustration in teachers, which can be reflected in the low academic performance of English students. Several reflections will be made to encourage the actors involved in the teaching-learning process and in the educational system to ask themselves: Which are the challenges of remote teaching and learning during the Covid-19 pandemic being inclusive through the Pygmalion effect?
2 citations
05 Apr 2021
TL;DR: In this article, a Graduanda em Bacharelado em Ciência e Tecnologia -Universidade Federal dos Vales do Jequitinhonha and Mucuri Diamantina, Brasil.
Abstract: 1 Graduanda em Bacharelado em Ciência e Tecnologia – Universidade Federal dos Vales do Jequitinhonha e Mucuri Diamantina, Brasil. E-mail: babguiar@gmail.com 2 Graduanda em Bacharelado em Ciência e Tecnologia – Universidade Federal dos Vales do Jequitinhonha e Mucuri Diamantina, Brasil. E-mail: luizal.vieirat@gmail.com 3 Técnico Administrativo – Universidade Federal dos Vales do Jequitinhonha e Mucuri Instituto de Ciência e Tecnologia, Diamantina, Brasil. E-mail: engeoguirra@gmail.com 4 Docente de Engenharia Química, Tutora do Programa de Educação Tutorial Estratégias para Diminuir a Retenção e Evasão – Universidade Federal dos Vales do Jequitinhonha e Mucuri Instituto de Ciência e Tecnologia, Diamantina, Brasil. E-mail: flaviana.tavares@ict.ufvjm.edu.br
2 citations
References
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Book•
19 Nov 2008TL;DR: This meta-analyses presents a meta-analysis of the contributions from the home, the school, and the curricula to create a picture of visible teaching and visible learning in the post-modern world.
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
6,776 citations
"Ensino superior em tempos de pandem..." refers background in this paper
...…consistem, por exemplo, no ensino por projetos, por problemas, por competências; nas metodologias inspiradas em Paulo Freire; metodologias ativas etc. Além disso, feedbacks constantes têm sido eficazes na promoção de aprendizagem dos estudantes (DE LUCA, 2013; GUSSO, 2013, HATTIE, 2009, 2017)....
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...A capacitação docente é um dos principais fatores que podem promover a qualidade do ensino (HATTIE, 2009), mesmo em condições adversas....
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...Hattie (2009, 2017) desenvolveu um amplo estudo sistematizando resultados de metanálises e revisões sistemáticas do que era efetivo para promover a qualidade do ensino (em todos os níveis educacionais) e, no que diz respeito a essa interação, identificou aspectos relacionados a características dos…...
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01 May 2009
TL;DR: The meta-analysis of empirical studies of online learning found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction, and suggests that the positive effects associated with blended learning should not be attributed to the media, per se.
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).
3,114 citations
TL;DR: Using existing data to build a deterministic model of multiyear interactions between existing coronaviruses, with a focus on the United States, is used to project the potential epidemic dynamics and pressures on critical care capacity over the next 5 years and projected that recurrent wintertime outbreaks of SARS-CoV-2 will probably occur after the initial, most severe pandemic wave.
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.
2,203 citations
Journal Article•
2,174 citations
TL;DR: In this article, the authors provide an overview of online distance learning and propose corresponding frameworks for driving intrinsic student motivation and for choosing a successful online teacher, and discuss in detail the optimal target group in terms of participating students and teaching professors.
534 citations