Explorando desafios pedagógicos digitais no ensino profissional durante a pandemia da COVID-19

Autores

DOI:

https://doi.org/10.53628/emrede.v8i1.732

Palavras-chave:

pandemia, COVID-19, ensino profissional

Resumo

Em todo o mundo, a pandemia causou mudanças substanciais nos mais variados domínios e o setor da Educação não foi exceção. A situação atual sem precedentes exigiu uma transição rápida do ensino-aprendizagem presencial para uma Educação Virtual. O artigo explora os desafios enfrentados por docentes do Ensino Profissional durante a pandemia. Neste estudo quantitativo, foi partilhado um questionário com 129 professores que lecionaram em 5 centros profissionalizantes. Os resultados revelaram que durante o Ensino on-line surgiram obstáculos diversos, como a falta de formação e experiência, a falta de conectividade com a internet, a falta de eletricidade, o medo das aulas on-line, o plágio durante as avaliações digitais, a falta de comunicação não verbal etc.

 

Downloads

Não há dados estatísticos.

Métricas

Carregando Métricas ...

Biografia do Autor

Ana Nobre, Universidade Aberta (UAb), Portugal, Ana.Nobre@uab.pt

Professora Auxiliar docente da Universidade Aberta onde lecionada desde 1998, tendo sido anteriormente professora na Universidade Sorbonne, Paris, e na Universidade Autónoma de Lisboa. Concluiu o Doutoramento em Didactologie des Langues et des Cultures Étrangères na Universidade da Sorbonne-Paris III. Enquanto investigadora, tem-se dedicado à Didática do eLearning, à Educação Aberta e Recursos Educacionais Abertos e recentemente à Gamificação no ensino.

Referências

ABERNATHY, D. F.; THORNBURG, A. W. Theory and application in the design and delivery of engaging online courses: Four key principles that drive student and instructor engagement and success. In: THORNBURG, A. W.; ABERNATHY, D. F.; CEGLIE, R. J. Handbook of research on developing engaging online courses. Hershey, PA: IGI Global, 2020.

ASSAREH, A.; BIDOKHT, M. H. Barriers to e-teaching and e-learning. Procedia Computer Science, v. 3, p. 791–795, 2011. Disponível em: https://www.sciencedirect.com/science/article/pii/S1877050910005041?via%3Dihub. Acesso em: 26 fev. 2021.

BAMBAEEROO, F.; SHOKRPOUR, N. The impact of the teachers’ non-verbal communication on success in Teaching. Journal of Advances in Medical Education & Professionalism, v. 5, n. 2, 2017. Disponível em: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5346168/. Acesso em: 26 fev. 2021.

BAXTER, J.; CALLAGHAN, G.; MCAVOY, J. Introduction to chapters: Creativity and critique in online teaching and learning: Innovations in online pedagogy. In: Creativity and critique in online learning. Cham, Switzerland: Palgrave Macmillan, 2018.

BOITSHWARELO, B.; REEDY, A. K.; BILLANY, T. Envisioning the use of online tests in assessing twenty-first century learning: a literature review. Research and Practice in Technology Enhanced Learning, v. 12, n. 16, Aug. 2017. Disponível em: https://telrp.springeropen.com/articles/10.1186/s41039-017-0055-7. Acesso em: 26 fev. 2021.

BOZKURT, A.; SHARMA, R. C. Emergency remote teaching in a time of global crisis due to Corona Virus. Asian Journal of Distance Education, v. 15, n. 1, p. i-vi, 2020. Disponível em: https://zenodo.org/record/3778083#.YOYOOuhKjDc. Acesso em: 26 fev. 2021.

CHAUDHARY, F. R.; SHAHZADI, I.; MAHMOOD, A. Comparative study of satisfaction and problems of face to face and online mode of learners. International Journal of Distance Education and E-Learning, v. 4, n. 1, 2019. Disponível em: http://irigs.iiu.edu.pk:64447/ojs/index.php/IJDEEL/article/view/477. Acesso em: 26 fev. 2021.

CALDWELL, D. et al. A framework for student engagement: Strategies for faculty teaching online. In: KYEI-BLANKSON, L.; NTULI, E.; BLANKSON, J. Handbook of research on creating meaningful experiences in online courses. Hershey, PA: IGI Global, 2020.

DEI, D. G. J.; Assessing quality assurance practices in institutions of higher learnings. International Journal of Learning, Teaching and Educational Research, v. 18, n. 12, p. 30-45, 2019. . Disponível em: https://www.ijlter.org/index.php/ijlter/article/view/1676. Acesso em: 26 fev. 2021.

DHAWAN, S. Online-learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology System, v. 49, n. 1, 2020. Disponível em: https://journals.sagepub.com/doi/10.1177/0047239520934018. Acesso em: 26 fev. 2021.

ENGLUND, C.; OLOFSSON, A. D.; PRICE, L. Teaching with technology in higher education: Understanding conceptual change and development in practice. Higher Education Research & Development, v. 36, n. 1, p. 73-87, 2017. Disponível em: https://uobrep.openrepository.com/handle/10547/622389. Acesso em: 26 fev. 2021.

GIL, A. C. Como Elaborar Projetos de Pesquisa. 6. ed. São Paulo: Atlas, 2019.

GRABINSKI, K. et al. Embedding E-Learning in Accounting Modules: The Educators’ Perspective. Education Sciences, v. 10, n. 4, 2020. Disponível em: https://www.mdpi.com/2227-7102/10/4/97. Acesso em: 26 fev. 2021.

ISLAM, N.; BEER, M.; SLACK, F. E-Learning Challenges Faced by Academics in Higher Education: A Literature Review. Journal of Education and Training Studies, v. 3, n. 5, p. 102-112, 2015. Disponível em: https://files.eric.ed.gov/fulltext/EJ1069559.pdf. Acesso em: 26 fev. 2021.

LEÃO, L. M. Metodologia do Estudo e Pesquisa: facilitando a vida dos estudantes, professores e pesquisadores. Petrópolis: Vozes, 2017.

MARCONI, M. A.; LAKATOS, E. M. Fundamentos de Metodologia Científica. 5. ed. São Paulo: Atlas, 2003.

MATHEW, I. R.; ILOANYA, J. E. Open and Distance-learning: Benefits and Challenges of Technology Usage for Online Teaching and Learning in Africa. In: PAN-COMMONWEALTH FORUM 8 (PCF8), Africa, Commonwealth of Learning (COL) and Open University Malaysia (OUM), 2016. Disponível em: http://oasis.col.org/handle/11599/2543. Acesso em: 26 fev. 2021.

MAZZARDO, M. D.; NOBRE, A.; MALLMANN, E. M. Competências Digitais dos Professores para Produção de Recursos Educacionais Abertos (REA). RE@D: Revista de Educação a Distância e Elearning, v. 2, n. 1, 2019. Disponível em: https://revistas.rcaap.pt/index.php/lead_read/article/view/22057. Acesso em: 26 fev. 2021.

SVINICKI, M.; MCKEACHIE, W. J. McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 10. ed. Belmont, CA: D C Heath & Co, 1999.

McLEOD, S. Questionnaire: definition, examples, design and types. 2018. Disponível em: https://www.simplypsychology.org/questionnaires.html. Acesso em: 26 fev. 2021.

MURPHY, M. P. A. COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, v. 49, n. 3, 2020. Disponível em: https://www.tandfonline.com/doi/full/10.1080/13523260.2020.1761749. Acesso em: 26 fev. 2021.

NOBRE, A. M. F. et al. Tabla DK eLearning: optimización de la práctica docente en un ambiente online, RED. Revista de Educación a Distancia (RED), v. 19, n. 59, 2019. Disponível em: https://revistas.um.es/red/article/view/361121. Acesso em: 26 fev. 2021.

NOBRE, A. Educational practices resulting from Digital Intelligence. In: PANCONESI, G.; GUIDA, M. Handbook of Research on Teaching With Virtual Environments and AI. Hershey, PA: IGI Global, 2021.

NOBRE, A. The Pedagogy That Makes the Students Act Collaboratively and Open Educational Practices. In: TADLAOUI, M. A.; KHALDI, M. Personalization and Collaboration in Adaptive e-learning. Hershey, PA: IGI Global, 2020.

NOBRE, A.; MOURAZ, A. Reflexões sobre os efeitos da pandemia na aprendizagem digital. Dialogia, São Paulo, n. 36, p. 367-381, set./dez. 2020. Disponível em: https://doi.org/10.5585/dialogia.n36.18722. Acesso em: 26 fev. 2021.

RAJAB, M. H.; GHAZAL, A. M.; ALKATTAN, K. Challenges to Online Medical Education During the COVID-19 Pandemic. Cureus, v. 12, n. 7, e8966, Jul. 2020. Disponível em: https://www.cureus.com/articles/30131-challenges-to-online-medical-education-during-the-covid-19-pandemic. Acesso em: 26 fev. 2021.

RODDY, C. et al. Applying Best Practice Online-learning, Teaching, and Support to Intensive Online Environments: An Integrative Review. Frontiers in Education, 2017. Disponível em: https://www.frontiersin.org/articles/10.3389/feduc.2017.00059/full. Acesso em: 26 fev. 2021.

SIDDIQUEI, N. L.; KHALID, R. According to the E-Learning Policy (2007-2010) of University of Liverpool, “E-learning is learning which is enhanced, supported or assessed by the use of electronic media. E-learning may involve the use of new or established technology and/or the creation. International Journal of Law, Humanities & Social Science, p. 20-35, 2017.

SUN, A. Q.; CHEN, X. Online Education and Its Effective Practice: A Research Review. Journal of Information Technology Education: Research, v. 15, p. 157-190, 2016. Disponível em: http://www.jite.org/documents/Vol15/JITEv15ResearchP157-190Sun2138.pdf. Acesso em: 26 fev. 2021.

TERESEVICIENE, M. et al. Are universities ready to recognize open online learning?. International Education Studies, v. 13, n. 2, p. 21-32, 2020. Disponível em: https://www.researchgate.net/publication/338916708_Are_Universities_Ready_to_Recognize_Open_Online_Learning. Acesso em: 26 fev. 2021.

YIN, R. K. Case study research: design and methods (applied social research methods). Thousand Oaks, CA: Sage Publications, 2009.

Downloads

Publicado

2021-07-16

Como Citar

Nobre, A. (2021). Explorando desafios pedagógicos digitais no ensino profissional durante a pandemia da COVID-19. EmRede - Revista De Educação a Distância, 8(1). https://doi.org/10.53628/emrede.v8i1.732