Emergency Remote Education: educational practices and teaching perceptions

Garcia, Rafael Vilas Boas; Henklain, Marcelo Henrique Oliveira; Moraes, Maely da Silva; Alves, Renner Coelho Messias

doi:10.1590/2175-6236124612vs02

Rafael Vilas Boas Garcia E-mail: rafaelgarcia2@gmail.com

Universidade Federal de Roraima (UFRR), Boa Vista/RR – Brasil

Rafael Vilas Boas Garcia has a degree in Pedagogy and specialization in Neuropsychopedagogy, Inclusive Education and Specialized Educational Assistance for people with Disabilities. Holds a master’s degree in Psychology and a PhD in Special Education from the Federal University of São Carlos (UFSCar). He is a Adjunct Professor A at the Federal University of Roraima (UFRR).

https://orcid.org/0000-0001-5714-7028

Marcelo Henrique Oliveira Henklain E-mail: henklain.marcelo@gmail.com

Universidade Federal de Roraima (UFRR), Boa Vista/RR – Brasil

Marcelo Henrique Oliveira Henklain holds a bachelor’s degree in Information Systems from Centro Universitário Estácio da Amazônia. PhD in Psychology from the Universidade Federal de São Carlos (UFSCar). Acts as an effective professor of the Computer Science course at the Universidade Federal de Roraima (UFRR).

https://orcid.org/0000-0001-9884-8592

Maely da Silva Moraes E-mail: maely.moraes@ufrr.br

Universidade Federal de Roraima (UFRR), Boa Vista/RR – Brasil

Maely da Silva Moraes has a degree in Statistics, a master’s degree in Informatics from the Federal University of Amazonas (UFAM) and is currently a PhD student in Informatics at UFAM. She works as a professor at the Department of Computer Science at the Federal University of Roraima (UFRR).

https://orcid.org/0000-0002-4013-1369

Renner Coelho Messias Alves E-mail: rennercma@gmail.com

Universidade Federal de Roraima (UFRR), Boa Vista/RR – Brasil

Renner Coelho Messias Alves is PhD in Social Science by the Federal Rural University of Rio de Janeiro (UFRRJ). He holds a master’s degree in Administration from UFRRJ, a specialization in in Public Administration from the Fluminense Federal University and a degree in Trilingual Executive Secretariat from the Federal University of Viçosa (UFV).He works as a professor at the Federal University of Roraima (UFRR).

https://orcid.org/0000-0002-4114-8357

Rafael Vilas Boas Garcia has a degree in Pedagogy and specialization in Neuropsychopedagogy, Inclusive Education and Specialized Educational Assistance for people with Disabilities. Holds a master’s degree in Psychology and a PhD in Special Education from the Federal University of São Carlos (UFSCar). He is a Adjunct Professor A at the Federal University of Roraima (UFRR).

E-mail: rafaelgarcia2@gmail.com

Marcelo Henrique Oliveira Henklain holds a bachelor’s degree in Information Systems from Centro Universitário Estácio da Amazônia. PhD in Psychology from the Universidade Federal de São Carlos (UFSCar). Acts as an effective professor of the Computer Science course at the Universidade Federal de Roraima (UFRR).

E-mail: henklain.marcelo@gmail.com

Maely da Silva Moraes has a degree in Statistics, a master’s degree in Informatics from the Federal University of Amazonas (UFAM) and is currently a PhD student in Informatics at UFAM. She works as a professor at the Department of Computer Science at the Federal University of Roraima (UFRR).

E-mail: maely.moraes@ufrr.br

Renner Coelho Messias Alves is PhD in Social Science by the Federal Rural University of Rio de Janeiro (UFRRJ). He holds a master’s degree in Administration from UFRRJ, a specialization in in Public Administration from the Fluminense Federal University and a degree in Trilingual Executive Secretariat from the Federal University of Viçosa (UFV).He works as a professor at the Federal University of Roraima (UFRR).

E-mail: rennercma@gmail.com

Editor in charge: Lodenir Karnopp

Variable	%	Variable	%
Gender		Posgraduate area
Masculine	48.67	Agrarian	8.67
Feminine	51.33	Biological	5.33
Disability		Health	6.67
Yes	2.67	Human	26.67
No	97,33	Applied Social Sciences	16.00
Income		Letters and Arts	12.67
> 2 a ≤ 8	24.00	Exact and Earth	12.00
> 8 a ≤ 15	55.33	Engineering	6.00
> 15 a ≤ 30	18.00	Multidisciplinary	6.00
> 30 mw	2.67	Working Hours at FURR
Internet at home		20h to 40h	6.67
Yes	85.33	Exclusive dedication	93.33
No	14.67	Preparing to use ICTs
Physical structure		Yes	23.33
Yes	71.33	No	76.67
No	28.67	Experience with DL
Academic degree		No	42.7
Specialist	0.67	Student	17.30
Master student	1.33	Professional	40.00
Master	15.33	Use of ICTs in teaching
PhD student	10.00	Yes	58.67
PhD	72.67	No	41.33

Methodologies and resources for teaching	Frequency
Class support slides	122
Class dedicated for talking about a certain topic	120
Individual exercises for students to train	120
Texts	112
Moments to discuss doubts, whether synchronous or asynchronous	112
Videos and movies available on the internet	88
Feedback on student performance	69
Group exercises for students to train	41
Project development	35
Songs	11
Group dynamics techniques	10
Comics	6
Role play/Simulations	5

Assessment adopted	Frequency
Learning self-assessment	31
Memorial or portfolio preparation	12
Exam items in dissertation format	69
Exam items in objective format	57
Class participation	85
Project realization	40
Abstracts or text reviews	77
Group seminar	36
Individual seminar	38

RESOURCES USED IN ERE - DEGREE OF SATISFACTION
Investigated area	Mean	SD
Satisfaction with resources for recording lessons	3.54	1.11
Satisfaction with videoconferencing capabilities	3.90	0.93
Satisfaction with the VLE	3.79	0.96
Satisfaction with resources for communicating with students	3.81	0.96
Satisfaction with teaching resources	3.80	0.86
Satisfaction with evaluation resources	3.67	0.99
Overall mean	3.75	0.97
BELIEFS ABOUT ERE - DEGREE OF AGREEMENT
Investigated area	Mean	SD
01. I am prepared for the ERE. [+]	3.82	0.97
02. My experience at ERE was positive.[+]	3.98	0.89
03. My students learned at ERE.[+]	3.81	0.81
04. I saw no difference between the learning of my students in the ERE and in regular education.[+]	2.30	1.22
05. My students liked the ERE.[+]	2.91	1.08
06. ERE is the only viable educational solution for this moment of pandemic.[+]	4.16	1.10
07. ERE is a viable educational solution for this moment of pandemic, although is not the best one.[+]	4.14	1.16
08. I am concerned about the negative effects that the ERE can cause on education.[-]	3.65	1.26
09. I will continue to use what I learned at the ERE to teach in the regular teaching model.[+]	4.16	0.93
10. ERE is more of a problem than a solution.[-]	1.90	1.09
11. ERE should not be implemented in 2020.2.[-]	1.64	1.17
12. In 2020.2 we should go back to presencial teaching.[-]	1.59	1.08
13. In 2020.2 we should not offer any way of formal education.[-]	2.22	1.54
14. In 2020.2 we should offer the ERE.[+]	4.38	0.95
15. ERE made me stressed.[-]	3.45	1.39
16. ERE made me sick.[-]	2.23	1.40

Main difficulties faced	Frequency
Problems with the proper functioning of the student’s internet connection	114
Lack of motivation in students	72
More impersonal contact with students, which generates less engagement	72
Problems with my internet connection	67
Mixing work with the house environment	66
Problems with the proper functioning of technological resources	64
Lack of conditions for the development of practical activities	63
Balancing work with the house routine	63
Having to rethink the subject(s) I teach	59
High volume of teaching activities	58
Lack of skills in students to handle technological resources	56
Lack of skills on myself to handle technological resources	50
Difficulty on adapting the assessment to the ERE	49
Short preparation time for the ERE	49
High volume of administrative activities	44
Difficulty on adapting classes to the ERE	40
My mental health condition	39
Social difficulties in remote interaction with students	38
Lack of information technology support	34
Difficulty on adapting learning objectives to the ERE	32

Suggestions	Frequency
Reorganization of work routine	67
Acquisition of materials to be used in the subjects	66
Reducing the number of meetings and their duration	64
Specific courses focused on the use of Information and Communication Technologies	63
Assistance with equipment and technical assistance	61
Specific courses focused on teaching didactics	60
The university developing a communication mechanism with professors	56
Modifications in interpersonal relationships between professor-student and professor-professor	45

Positive Points	Frequency
Learning about new technologies	111
Adapting to a new context	97
Opportunity for professional development in the face of a challenge	83
Flexible working hours	77
Teaching experiences that would not be possible face-to-face	62
More time with the family	40
Stress reduction due to reduced commuting to the University	27

[1] Rafael Vilas Boas Garcia has a degree in Pedagogy and specialization in Neuropsychopedagogy, Inclusive Education and Specialized Educational Assistance for people with Disabilities. Holds a master’s degree in Psychology and a PhD in Special Education from the Federal University of São Carlos (UFSCar). He is a Adjunct Professor A at the Federal University of Roraima (UFRR).

Brasil

Brasil

Emergency Remote Education: educational practices and teaching perceptions

ABSTRACT