An experience is enough for everyone: perceptions on emergency remote learning and the resumption of face-to-face learning
The objective of this study is to analyze the perceptions of the process of Emergency Remote Learning and the resumption of face-to-face learning, of undergraduate students in the business area of Brazilian Higher Education Institutions, based on a comparative analysis. The data were collected throu...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Catarina (UFSC) |
| Repositorio: | GUAL - Revista Universitária na América Latina |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufsc.br:article/94761 |
| Acceso en línea: | https://periodicos.ufsc.br/index.php/gual/article/view/94761 |
| Access Level: | acceso abierto |
| Palabra clave: | Emergency Remote Learning Resumption of Face-to-Face Teaching Business Area Ensino Remoto Emergencial Retomada do Ensino Presencial Área de Negócios |
| Sumario: | The objective of this study is to analyze the perceptions of the process of Emergency Remote Learning and the resumption of face-to-face learning, of undergraduate students in the business area of Brazilian Higher Education Institutions, based on a comparative analysis. The data were collected through a survey, with a final sample of 233 students. The data analysis used descriptive statistics and non-parametric Wilcoxon and Mann-Whitney hypothesis tests. Descriptive question word frequency counts were performed using word clouds. The results show statistically significant differences between the perceptions of the academics regarding the two teaching modalities, in which the resumption of face-to-face teaching is considered desirable and more efficient than Emergency Remote Teaching. It was found that there are no differences in perceptions between both modalities from a gender perspective. Also, 43.78% of respondents stated that "activities" contributed to increased anxiety during remote teaching, which may have compromised results during the pandemic period. The findings allow institutions to evaluate the way they worked on emergency remote teaching, identifying sensitive points, adapting their strategies and providing the insertion of technologies to teaching methods. |
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