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 discussão teórica-prática trazendo definições importantes da literatura a fim de entender os cenários socio-afetivos inferidos in ambientes virtuais de aprendizagem (AVA).
Abstract: Este artigo tem por objetivo discutir o conceito de competências socioafetivas (CSA) nas interações que ocorrem em ambientes virtuais de aprendizagem (AVA). Para isso, é feita uma discussão teórica-prática trazendo definições importantes da literatura a fim de entender os cenários socioafetivos inferidos nas ferramentas Mapa Social e Mapa Afetivo do AVA ROODA. Trata-se de um estudo de caso, onde a metodologia é qualitativa, do tipo interpretativa, de natureza exploratória. O público-alvo é composto por estudantes de pós-graduação na modalidade EaD de uma Universidade pública do Brasil. A análise dos dados revelou um grupo de participantes consciente sobre a importância da modalidade EaD, principalmente quanto à colaboração. Em relação aos aspectos afetivos, predominou um estado de ânimo positivo para a maioria dos estudantes. Isso demonstra um perfil de motivação da turma durante as interações no ambiente virtual. Portanto, a partir dos dados coletados, em conjunto com a discussão teórica, foram identificadas cinco competências socioafetivas a serem construídas na EaD: Engajamento, Resiliência, Autogestão, Abertura ao Novo e Empatia. Desse modo, apresenta-se como resultado desta investigação a relação de cada indicador socioafetivo com as CSA.
1 citations
01 Jan 2021
TL;DR: In the case of the Polytechnic Institute of Setúbal, the institutional response resulted from an action plan based on two major principles: the use of the existing quality's structure/instruments and its integrated reflection as discussed by the authors.
Abstract: The COVID-19 pandemic required quick responses from the organizations, making it necessary for them to reinvent and rethink themselves. This reality was also evident in the higher education context, where the institutions had the need to assure the continuity of their activities remotely, without compromising the quality of the provided services (the educational and the support ones). This was a major challenge for the institutions' quality management systems (QMS), unusually designed to respond to rapid changes, especially in what concerns to an effective response to the students' needs. In the case of the Polytechnic Institute of Setúbal, the institutional response resulted from an action plan based on two major principles—the use of the existing quality's structure/instruments and its integrated reflection—in order to find improvement inputs to the system's performance. The results evinced a globally positive response but also the need to adjust the QMS to better serve the academic community's needs, particularly those of students.
1 citations
DOI•
14 Oct 2021
TL;DR: In this paper, the authors address the teaching practice of basic education teachers in times of pandemic caused by covid-19 with the aim of analyzing the expression of the teaching protagonism in this context.
Abstract: The article addresses the teaching practice of basic education teachers in times of pandemic caused by covid-19 with the aim of analyze the expression of the teaching protagonism in this context. The research methodology uses a qualitative approach and data collection was carried out through a questionnaire and written statements. Data indicates that teachers sought to provide an inclusive teaching practice to include all students in the process, using available technologies, creating support networks between teachers and students. These practices enabled the generation of new ways of teaching in which the teaching protagonism is expressed.
1 citations
TL;DR: In this paper , the authors characterize teaching practices and the perceptions of professors related to the teaching at the Federal University of Roraima (FURR/UFRR) and conclude that the implementation of the ERE at UFRR obtained results that allowed minimizing the negative impacts from the restrictive measures of covid-19 on student learning.
Abstract: ABSTRACT Emergency Remote Education (ERE) has been the only viable teaching option due to the covid-19 pandemic. Thus, the goal of this study was to characterize teaching practices and the perceptions of professors related to the teaching at the Federal University of Roraima (FURR/UFRR). An online questionnaire was answered by 150 professors of UFRR, that indicate that professors evaluate ERE with above average satisfaction. In addition, they point out that ICT are important as educational tools for the educational process, but they need better conditions. It is concluded, therefore, that the implementation of the ERE at UFRR obtained results that allowed minimizing the negative impacts from the restrictive measures of covid-19 on student learning.
1 citations
16 Jul 2021
TL;DR: In this paper, the authors report on the experience of NATE / UFPEL, seeking to share the actions that were developed in order to support the adoption of emergency remote education at our university.
Abstract: With the coronavirus pandemic and the interruption of face-to-face activities practically all over the world, among them activities related to education, universities had to adapt to continue their actions. Despite suspending activities in March 2020, at UFPEL, this suspension did not last long. Seeking to reduce pedagogical damage, the university has taken a series of measures to guarantee the maintenance of a high quality and safe education, including the creation of the Support Center for Educational Technologies (NATE). This article aims to report on the experience of NATE / UFPEL, seeking to share the actions that were developed in order to support the adoption of emergency remote education at our university.
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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