Avaliação da satisfação dos discentes em relação à modalidade de ensino remoto
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Data
2022-12-16
Autores
Miranda, Matheus Braga
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Desde o início da pandemia da Covid-19, cerca de 1,5 bilhões de alunos ficaram impedidos de comparecer aos ambientes escolares em mais de 174 países. Assim o objetivo do presente trabalho foi avaliar a implementação do Ensino Remoto Emergencial (ERE) no Curso de Graduação em Engenharia Biotecnológica da Universidade Estadual Paulista, Faculdade de Ciências e Letras, Campus Assis, SP.
A obtenção dos dados ocorreu via Google Forms, e os mesmos foram analisados através da estatística descritiva e pelo teste t de Student. O perfil dos respondentes foi caracterizado majoritariamente por mulheres e estudantes do curso de Graduação em Engenharia Biotecnológica da Unesp, Campus Assis. Os resultados apresentaram que ter boa conexão de internet e possuir os equipamentos necessários influenciaram positivamente na adaptação e na disciplina dos discentes em acompanhar as aulas
remotas. Outra observação foi que a adaptação brusca ao ERE pode ter influenciado negativamente na curva de aprendizado dos estudantes e que uma possível estruturação mais elaborada desse modelo possa preencher essa lacuna e beneficiar o modelo híbrido de ensino, sendo o mesmo preferido entre os alunos. Também que a transformação digital oriunda da pandemia Covid-19 poderá aprimorar o modelo
presencial de ensino incorporando novas ferramentas digitais. Conclui-se que a satisfação acima da média dos discentes em relação ao ERE foi influenciada principalmente pela disponibilização dos materiais nas aulas teóricas pelos professores, coerência entre o conteúdo ministrado e o conteúdo exigido nas provas e facilidade do acesso às referências bibliográficas/material utilizadas nas aulas.
Since the beginning of the Covid-19 pandemic, around 1.5 billion students have been prevented from attending school settings in more than 174 countries. Thus, the objective of this study was to evaluate the implementation of Emergency Remote Teaching (ERE) in the Biotechnological Engineering Undergraduate Course at Universidade Estadual Paulista, Faculdade de Ciências e Letras, Campus Assis, SP. Data were obtained via Google Forms, and they were analyzed using descriptive statistics and Student's t test. The profile of respondents was characterized mostly by women and students of the Undergraduate Course in Biotechnological Engineering at Unesp, Campus Assis. The results showed that having a good internet connection and having the necessary equipment positively influenced the adaptation and discipline of students in following remote classes. Another observation was that the sudden adaptation to the ERE may have negatively influenced the students' learning curve and that a possible more elaborate structuring of this model can fill this gap and benefit the hybrid teaching model, which is preferred among students. Also that the digital transformation arising from the Covid-19 pandemic could improve the face-to-face teaching model by incorporating new digital tools. It is concluded that the aboveaverage satisfaction of students in relation to the ERE was mainly influenced by the availability of materials in theoretical classes by teachers, coherence between the content taught and the content required in the tests and ease of access to bibliographical references/material used in the tests. classes.
Since the beginning of the Covid-19 pandemic, around 1.5 billion students have been prevented from attending school settings in more than 174 countries. Thus, the objective of this study was to evaluate the implementation of Emergency Remote Teaching (ERE) in the Biotechnological Engineering Undergraduate Course at Universidade Estadual Paulista, Faculdade de Ciências e Letras, Campus Assis, SP. Data were obtained via Google Forms, and they were analyzed using descriptive statistics and Student's t test. The profile of respondents was characterized mostly by women and students of the Undergraduate Course in Biotechnological Engineering at Unesp, Campus Assis. The results showed that having a good internet connection and having the necessary equipment positively influenced the adaptation and discipline of students in following remote classes. Another observation was that the sudden adaptation to the ERE may have negatively influenced the students' learning curve and that a possible more elaborate structuring of this model can fill this gap and benefit the hybrid teaching model, which is preferred among students. Also that the digital transformation arising from the Covid-19 pandemic could improve the face-to-face teaching model by incorporating new digital tools. It is concluded that the aboveaverage satisfaction of students in relation to the ERE was mainly influenced by the availability of materials in theoretical classes by teachers, coherence between the content taught and the content required in the tests and ease of access to bibliographical references/material used in the tests. classes.
Descrição
Palavras-chave
Educação Remota, Covid-19, Pandemia