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Journal ArticleDOI

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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Journal ArticleDOI
18 Dec 2020
TL;DR: In this paper, the authors investigated the perception of students from two schools, one public and one private, about the development of remote classes and the possibility of using active methodologies.
Abstract: In face of the current educational context imposed by the COVID-19 pandemic, it is necessary to reinvent educational practices amid adversities. Thus, a new educational context emerged, and teaching methodologies needed to adapt to a new configuration. This study aimed to investigate the perception of students from two schools, one public and one private, about the development of remote classes and the possibility of using active methodologies. The methodological basis of this research is qualitative, exploratory, and descriptive. Also, an online questionnaire was used as a data collection instrument. The study pointed out that internet connection is the most unfavorable factor for the development of remote classes. On the other hand, convenience and security are the most positive aspects of this type of teaching. In order to make learning more meaningful, it is important to use active methodologies in remote classes, placing the students at the center of the teaching-learning process, so that they can act and reflect on their actions.

2 citations

Journal ArticleDOI
12 Apr 2021
TL;DR: In this article, a curso de graduacao em enfermagem de uma instituicao privada de ensino superior, localizada no Norte do Parana, was described.
Abstract: Objetivo: relatar as dificuldades educacionais observadas em um curso de enfermagem em meio a pandemia da COVID-19. Metodo: a experiencia foi produzida na disciplina de Saude Ocupacional de um curso de graduacao em enfermagem de uma instituicao privada de ensino superior, localizada no Norte do Parana. Resultados: os estudantes sentiram necessidade de expor as dificuldades para o aprendizado e a adaptacao ao modelo de educacao remoto implementado em funcao das medidas de isolamento e de distanciamento social. As atividades mencionadas nao se referem apenas a adaptacao ao novo modelo, mas atravessam questoes como a propria organizacao da gestao educacional diante do cenario de pandemia. Foram identificadas fragilidades por parte dos alunos pela necessidade de rapida adaptacao as tecnologias necessarias para o desenvolvimento e acompanhamento das aulas de modo remoto. Conclusao: embora algumas ferramentas digitais de informacao e comunicacao ja estivessem presentes no cotidiano desses alunos em algumas disciplinas, problematiza-se que o contexto da pandemia potencializou as dificuldades com tais tecnologias pelo fato de elas se tornarem mediadoras exclusivas dos processos formativos, demandando a necessidade de construcao de modelos que empregassem esses elementos de modo obrigatorio resultando em impactos psicologicos.

2 citations


Cites background from "Ensino superior em tempos de pandem..."

  • ...The different strategies and resources are developed according to several variables, such as availability, access to digital technologies, mastery by the learning actors, students' education level, an education level (infant, elementary, high school or higher), among several other aspects((5-6))....

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Journal ArticleDOI
TL;DR: In this article, the authors identify the correlation between academic performance and mental suffering of psychology students from higher education institutions in Sergipe and identify the risk factors for mental distress: being female, having a frequency equal to or less than 80%, GPA equal or less that 8 points, failing at least one discipline, being dissatisfied with the chosen course, having thought of dropping out of the course, finally, negative self-assessment about academic performance.
Abstract: The purpose of the work was to identify the correlation between academic performance and mental suffering of Psychology students from higher education institutions in Sergipe. The research was carried out during the covid-19 pandemic, in an exploratory cross-sectional study model from March 8 to April 22, 2021 with the application of a self-completed form containing questions about sociodemographic data, self-assessment of academic performance and adaptation of the Self-Report Questionnaire (SRQ-20). The study included a sample of 264 Psychology students from 5 higher education institutions in Sergipe. During data analysis, associations between variables were tested using the T test of independent samples performed using IBM SPSS Statistics Base 20.0. The prevalence of individuals with signs of psychological distress was 70.5%, it was possible to conclude in view of the results, which are risk factors for mental distress: being female, having a frequency equal to or less than 80%, GPA equal or less that 8 points, failing at least one discipline, being dissatisfied with the chosen course, having thought of dropping out of the course, finally, a negative self-assessment about academic performance. These results will be important to support actions aimed at prevention and mental health care in the academic life of psychology students.

1 citations

Journal ArticleDOI
TL;DR: In this article , a survey of 468 respondents to a course of Atividades Domiciliares Emergenciais (ADE) in Ciências Sociais, Filosofia, História, Histõria da Arte, Letras e Pedagogia da Universidade Federal de São Paulo, Brazil, was conducted.
Abstract: O artigo analisa a avaliação dos estudantes de graduação em Ciências Sociais, Filosofia, História, História da Arte, Letras e Pedagogia da Universidade Federal de São Paulo sobre o processo de ensino-aprendizagem durante o primeiro semestre de oferta dos cursos no regime de Atividades Domiciliares Emergenciais (ADE), implantado devido à pandemia de Covid-19. Realizou-se um survey, com 468 respondentes, via questionário autoaplicável, para coletar a avaliação discente - por meio de indicadores em escala qualitativa (Likert) e quantitativa (notas de 0 a 10) - e outras informações que foram agrupadas em quatro dimensões: 1) participação e interação; 2) saúde mental; 3) disponibilidade de tempo; 4) condições materiais de estudo. Além da análise descritiva, utilizou-se dois modelos de regressão (linear e logística) para verificar os fatores pedagógicos, socioeconômicos e emocionais que explicam as diferenças nas avaliações dos estudantes. Os resultados mostraram queda na qualidade geral dos cursos em ADE na percepção dos estudantes. A avaliação é mais positiva entre os que conseguiram participar e interagir, com melhor aproveitamento das aulas síncronas. Quando há aumento de stress e dificuldade de concentração, a avaliação piora. Por fim, as condições materiais adequadas de estudo apareceram como fatores necessários, mas não suficientes para uma boa avaliação discente.

1 citations

Journal ArticleDOI
12 Jul 2022-Reme
TL;DR: In this paper , a coleta foi realizada de forma virtual por meio de a questionário de caracterização sociodemográfica e acadêmica, o Alcohol, Smoking and Substance Involvement Screening Test and o Mental Health Inventory.
Abstract: Objetivo: mensurar o nível de dependência de substâncias psicoativas dos estudantes da área da saúde de uma universidade pública federal e verificar relações com a saúde mental durante a pandemia da covid-19. Método: estudo transversal com abordagem quantitativa realizado com 527 estudantes de sete cursos de graduação da área da saúde de uma universidade pública federal da região Sul do Brasil. A coleta foi realizada de forma virtual por meio de um questionário de caracterização sociodemográfica e acadêmica, o Alcohol, Smoking and Substance Involvement Screening Test e o Mental Health Inventory. Para análise dos dados, foi utilizada a estatística descritiva e inferencial. Resultados: a maioria dos estudantes, durante a pandemia da covid-19, apresentou uso ocasional e sugestivo de abuso para derivados do tabaco, bebidas alcoólicas, maconha e hipnóticos/sedativos. As menores médias de saúde mental foram dos estudantes que tiveram seu nível de dependência classificado como sugestivo de abuso, e as maiores médias foram dos que não fizeram uso dessas substâncias durante a pandemia (sem uso/pandemia). Conclusão: tendo em vista que médias mais elevadas apontam para uma melhor saúde mental, pode-se inferir que uma pior saúde mental está associada ao maior uso de substâncias psicoativas.

1 citations

References
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Book
19 Nov 2008
TL;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)....

    [...]

  • ...A capacitação docente é um dos principais fatores que podem promover a qualidade do ensino (HATTIE, 2009), mesmo em condições adversas....

    [...]

  • ...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…...

    [...]

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

Journal ArticleDOI
14 Apr 2020-Science
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 ArticleDOI
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