Como homens e mulheres reagiram à educação remota durante a pandemia? Os casos de Portugal e Rússia

Veraksa, Aleksander; Sá, Susana Emília Oliveira e; Gomes, Candido Alberto; Sousa, Carlos Ângelo de Meneses

Aleksander Veraksa

collected data and analyzed in their respective countries

Aleksander Veraksa: Ph. D. in Psychology. Head of the Psychology of Education and Pedagogics Department Faculty of Psychology at the Lomonosov Moscow State University, Vice-Director of the Psychological Institute of the Russian Academy of Education, Vice-President of the Russian Psychological Society, Full Member of the Russian Academy of Education.

Lomonosov Moscow State University, Moscow, Russia.

https://orcid.org/0000-0002-7187-6080

Susana Emília Oliveira e Sá

collected data and analyzed in their respective countries

Susana Emília Oliveira e Sá: Ph. D. in Education, Universidade do Minho, Portugal. Postdoctoral student in Education at the Universidade Católica de Brasília (UCB), Brasil. Researcher at IMULP Research and Mediation Center of the Universidade Lusófona do Porto, Portugal. Post-Doctorate in Curriculum Development by the Universidade do Minho, Portugal.

Universidade Católica de Brasília, Programa Stricto Sensu de Mestrado e Doutorado em Educação, Brasília, DF, Brazil.

https://orcid.org/0000-0003-1339-5745

Candido Alberto Gomes

articulated comparative analysis

Candido Alberto Gomes: Ph. D. in Education, University of California, Los Angeles. Professor of Education and Director of the Research, Innovation and Development Center, Instituto Europeu de Estudos Superiores, Fafe, Portugal.

Instituto Europeu de Estudos Superiores, Fafe, Portugal.

https://orcid.org/0000-0001-8498-3785

Carlos Ângelo de Meneses Sousa

articulated comparative analysis

Carlos Ângelo de Meneses Sousa: Ph.D. in Sociology, Universidade de Brasília, Brasil, with studies in Germany (University of Bonn) and Post-doctorate in Education from the Universidade de Lisboa, Portugal. Permanent Professor of the Master’s and Doctorate Program in Education at the Universidade Católica de Brasília (UCB), Brasil. Researcher at the UNESCO Youth, Education and Society Chair – UCB.

Universidade Católica de Brasília, Programa Stricto Sensu de Mestrado e Doutorado em Educação, DF, Brazil.

https://orcid.org/0000-0001-9228-3420

Conflict of interest: There is not any interest conflict.

	Factor 1	Factor 2	Factor 3	Uniqueness
I felt very lonely because I was not able to meet my friends, colleagues, and professors in person.			.605	.465
There are times when I don’t think I can handle the feeling of concern and loneliness during these pandemic times.		.721		.544
There are times when I can’t take so much stress and I want to drop out of school, in these pandemic times.		.711		.521
I feel a deep sense of sadness. It seems that life will never get better.			.685	.550
There are days when I can’t get out of bed because of discouragement.			.679	.563
Fortunately, I have people who support me and give me the strength to keep on studying.		.584		.500
We excitedly returned to face-to-face activities because we wanted to.			.495	.478
I preferred to continue with fully remote Education.	.502			.479
Because the pandemic has brought psychological struggles, psychological support is offered to students.		.473		.476
The atmosphere surrounding the institution and academic activities has been disturbing in this new stage.	.466			.486
It is better to study remotely than in person.	.713			.544
My grades have improved with remote activities.	.654			.571
I participate more in remote activities than in face-to-face activities.			.523	.481
It is easy for me to consult with professors during remote activities.		.513		.462
Most remote classes are understandable.		.577		.487
Remote activities make it possible to learn about the subject as well as attitudes and values.		.543		.472
I feel that face-to-face activities allow more time to think, judge, and address values and attitudes than remote activities.			.502	.489

Variable	1	2	3
1. Positive attitude toward remote learning	—
2. Remote learning problems	-0.452***	—
3. Positive attitude toward returning to face-to-face learning	-0.412***	0.419***	—

	Female			Male			Mann-Whitney U test

	N	Mean	SD	N	Mean	SD	W	p
Positive attitude toward remote learning	113	3.956	0.712	113	3.112	0.822	52.881.000	0.056
Remote learning problems	113	2.653	0.814	113	2.435	0.824	51.465.200	0.524
Positive attitude toward returning to face-to-face learning	113	3.005	0.725	113	3.181	0.711	52.775.100	0.045

	Male 17-23 years old			Mann-Whitney U test

	N	Mean	SD	W	p
Positive attitude toward remote learning	42	3.275	0.789	48.442.000	0.035
Remote learning problems	42	2.321	0.823	51.335.000	0.545
Positive attitude toward returning to face-to-face learning	42	2.554	0.662	51.657.000	0.026

	Male >23 years old			Mann-Whitney U test

	N	Mean	SD	W	p
Positive attitude toward remote learning	42	3.183	0.889	51.358.000	0.045
Remote learning problems	42	3.577	0.898	43.217.000	0.452
Positive attitude toward returning to face-to-face learning	42	2.001	0.532	42.378.000	0.321

	Factor 1	Factor 2	Factor 3	Uniqueness
Distance learning is better than face-to-face learning.	0.672		-0.457	0.320
Being on distance learning, I understand the content of disciplines (or modules) better than in face-to-face Education.	0.666			0.388
My risk assessments turned out to be during distance learning.	0.540			0.680
My place is quiet and allows me to focus on educational institutions.	0.497	-0.422		0.565
In distance learning, I participate more actively in educational activities than in person.	0.712			0.419
In distance learning, it is easier to interact with teachers/lecturers/educators than in person.	0.719			0.393
I get answers to my questions faster from teachers/lecturers/educators in distance learning than in person.	0.662			0.504
I find it more convenient to participate in distance learning than in face-to-face learning	0.740			0.303
In a remote format, it is easier to perform group work than in person.	0.471			0.743
Distance work allows you to both learn the subject and understand its values and attitudes.	0.631			0.470
The use of technology allows you to increase all processes in comparison with conditional learning.	0.532			0.582
There is no difference between face-to-face and remote classes: the teacher/lecturer/teacher speaks and I listen.	0.493			0.607
I gladly returned to face-to-face classes.			*0.800*	0.202
I preferred to study exclusively remotely.	0.547		-0.627	0.300
I felt relieved to finally be able to look people in the eye and have a personal conversation.			0.763	0.349
I feel like the classes gave me some food for thought and also streamed larger meetings and meetings than distance learning.	-0.419		0.592	0.446
Electronic devices are bright and interactive, but you get tired of them.			0.430	0.642
When teaching remotely, I often focus on personal or family issues.		0.484		0.552
Due to the impossibility of having personal meetings with friends, colleagues, teachers, lecturers, and educators, I felt very lonely.		0.577	0.405	0.460
It is difficult for me to understand the logic of the processes because the result is already on the display.		0.521		0.555
As the speed of information flow is high to both send and receive messages, no matter how hard I try, I cannot catch up, affecting my ability to understand and learn.		0.530		0.528
As I get closer to remote classes, I find myself more tired than I am with regular training.		0.450	0.430	0.538
Classes using all the technologies raised a feeling of emptiness		0.593		0.422
Sometimes I feel like I can’t stand the pandemic, increasing my feeling of loneliness.		0.628		0.453
There have been/are times during the pandemic when I felt/feel like I couldn’t/can’t take all the stress anymore and I feel like/want to drop/drop out of school.		0.752		0.410
Now I am very sad. It feels like life will never get better.		0.743		0.440
There are days when I express such discouragement.		0.620		0.608
It seems to me that I am lagging behind in my studies and not achieving my goals.		0.666		0.527
Teachers, lecturers, and educators conduct remote classes in the same way as in person	0.540			0.606
Teachers/lecturers/educators use the computer screen in the same way as a whiteboard in the classroom/classroom.	0.413			0.745
My educational institution was well prepared for the transition to distance learning.	0.408			0.726

Variable	1	2	3
1. Positive attitude toward distance learning	—
2. Distance learning problems	-0.574***	—
3. Positive attitude toward returning to face-to-face learning	-0.535***	0.556***	—

	Female			Male			Mann-Whitney U test

	N	Mean	SD	N	Mean	SD	W	p
Positive attitude toward distance learning	594	3.259	0.838	158	3.103	0.880	51.774.000	0.046
Distance learning problems	594	2.653	0.871	158	2.717	0.951	45.464.500	0.547
Positive attitude toward returning to face-to-face learning	594	3.100	0.640	158	3.175	0.714	43.331.000	0.137

Variable	1	2	3
1. Positive attitude toward distance learning	—
2. Distance learning problems	-0.574***	—
3. Positive attitude toward returning to face-to-face learning	-0.535***	0.556***	—

	Female			Male			Mann-Whitney U test

	N	Mean	SD	N	Mean	SD	W	p
Positive attitude toward distance learning	594	3.259	0.838	158	3.103	0.880	51.774.000	0.046
Distance learning problems	594	2.653	0.871	158	2.717	0.951	45.464.500	0.547
Positive attitude toward returning to face-to-face learning	594	3.100	0.640	158	3.175	0.714	43.331.000	0.137

[1] Conflict of interest: There is not any interest conflict.

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Como homens e mulheres reagiram à educação remota durante a pandemia? Os casos de Portugal e Rússia

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