Ensino, Aprendizagem e Avaliação durante A Covid-19
Desafios e Perspectivas da Ert da Universidade de Ibadan
DOI:
https://doi.org/10.14571/brajets.v16.n4.1083-1097Palavras-chave:
Emergência de ensino remoto, Práticas de avaliação, Processos de ensino/aprendizagem, Pandemia de Covid-19, Ensino mistoResumo
A pandemia da Covid-19 trouxe desafios extraordinários e afetou os setores educacionais em todos os aspectos. Isso, portanto, requer a necessidade de sustentar e fornecer educação de qualidade apesar de seus desafios e forçou muitas instituições a reposicionar suas práticas educacionais, que predominantemente adotavam os métodos convencionais de ensino e aprendizagem, bem como avaliação que era baseada em local e restrita em termos de acessibilidade online, agilidade, avaliação e interação de materiais. No período do "novo normal", há muito ênfase em reposicionar nossas instituições para o ensino e a aprendizagem em termos do modo de instrução e avaliação. Muitos países, incluindo a Nigéria, foram forçados a migrar para um ensino e aprendizagem online mais robustos e inovadores, e diferentes formas de instrução e avaliação online utilizando diversas plataformas como Ensino Remoto Emergencial (ERT), Google Meet, Zoom, Microsoft Teams e outros. Essas plataformas de ensino online têm implicações para a interação entre professores e alunos, satisfação, envolvimento e sucesso em questões de planejamento e implementação curricular. Setenta e cinco professores da faculdade de Educação dos 11 departamentos participaram do estudo. Questionários e entrevistas estruturadas foram usados para coletar dados. Os dados coletados foram analisados usando as estatísticas descritivas de média, enquanto os dados qualitativos foram analisados de forma de conteúdo. Este estudo identificou os desafios dos professores e alunos no ensino e aprendizagem usando a ERT, Universidade de Ibadan como estudo de caso. Os desafios identificados incluem: conectividade à Internet, experiências tecnológicas, fornecimento de energia e falta de acesso a uma conexão à Internet confiável. Os benefícios percebidos foram uma redução nos custos de transporte, aprendizagem eficaz à distância, estabilidade na comunicação e familiarização dos professores com a tecnologia online emergente. Recomendou-se que as plataformas de ERT sejam projetadas com conteúdo envolvente e interativo, atividades de aprendizagem de instrutores e alunos para manter o interesse dos alunos durante a sessão de aula.Referências
Al-Hujran, O., Aloudat, A., Al-Hennawi, H. & Ismail, H.N. (2013). “Challenges to E-learning success: the student perspective”. Proceedings of the 2013 International Conference on Information, Business and Education Technology (ICIBET 2013), Atlantis Press. pp. 1029-1037.
Alvarez, A.J. (2020). The phenomenon of learning at a distance through emergency remote teaching amidst the pandemic crisis. Asian Journal of Distance Education, 15(1), 144-153.
Bailey, D.R.& Lee, A.R. (2020). Learning from experience amid COVID-19: benefits, challenges, and strategies in online teaching. Computer-Assisted Language Learning Electronic Journal,21(2), 178-198.
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman & Company.
Bandura, A. (2019). Applying theory for human betterment. Perspectives on Psychological Science, 14(1), 12–15. https://doi.org/10.1177/1745691618815165.
Bao, W. (2020), “COVID-19 and online teaching in higher education: a case study of Pekinguniversity, Human Behavior and Emerging Technologies, 2 (2), 113-115.
Bozkurt, A. &Sharma, R.C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic.Asian Journal of Distance Education, 15(1), 1-6
Camilleri, M.A. & Camilleri, A.C. (2019). The students’ readiness to engage with mobile learning apps.Interactive Technology and Smart Education, 17(1).
Colpitts, B.D., Smith, M.D. &McCurrach, D.P. (2020), “Enhancing the digital capacity of EFL programs in the age of COVID-19: the ecological perspective in Japanese higher education”, Interactive Technology and Smart Education, doi: 10.1108/ITSE-08-2020-0123.
Collie, R. J., & Martin, A. J. (2017). Teachers’ sense of adaptability: Examining links with perceived autonomy support, teachers’ psychological functioning, and students’ numeracy achievement. Learning and Individual Differences, 55, 29–39. https://doi.org/10.1016/j.lindif.2017.03.003.
Collie, R. J., Granziera, H., & Martin, A. J. (2018). Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment. Teaching and Teacher Education, 74, 125–136. https://doi.org/10. 1016/j.tate.2018.04.015.
Corry, M., & Stella, J. (2018). Teacher self-efficacy in online education: A review of the literature. Researchin Learning Technology, 26(4), 1–12. https://doi.org/10.25304/rlt.v26.2047.
Eisenbach, B.B., Greathouse, P. and Acquaviva, C. (2020). “COVID-19, Middle level teacher candidates, and colloquialisms: navigating emergency remote field experiences”.Middle Grades Review, 6(2)available at: https://scholarworks.uvm.edu/mgreview/vol6/iss2/2
Davis, F.D. (1989), “Perceived usefulness, perceived ease of use, and user acceptance of information technology”, MIS Quarterly (13(3), 319-340.
Devica, S. (2015). Teacher perceptions of efficacy in the secondary virtual classroom: A phenomenological study. City University of Seattle.
DiPietro, M., Ferdig, R., Black, E., & Preston, M. (2008). Best practices in teaching K-12 online: Lessons learned from Michigan virtual school teachers. Journal of Interactive Online Learning,7(1), 10–35.
Ferri, Fernando, PatriziaGrifoni, and TizianaGuzzo. 2020. Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies,10: 86
Glackin, M., & Hohenstein, J. (2018). Teachers’self-efficacy: Progressing qualitative analysis. International Journal of Research and Method in Education, 41, 271–290. https://doi.org/10.1080/1743727X.2017. 1295940.
Granziera, H., &Perera, H. (2019). Relations among teachers’ self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view. Comtemporary Educational Psychology,58, 75–84. https://doi.org/ 10.1016/j.cedpsych.2019.02.003.
He, Y. (2014). Universal design for learning in an online teacher education course: Enhancing learners’ confidence to teach online. Journal of Online Learning and Teaching, 10, 283–298.
Hodges, C., Moore, S., Lockee, B., Trust, T.& Bond, A. (2020). The difference betweenemergency remote teaching and online learning. Retrieved from Educause Reviewwebsite: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-onlineefficacy related to Online teaching. Innovative Higher Education, 40, 305–316. https://doi.org/10.1007/s10755-014-9316-1.
Iyer, P., Aziz, K. &Ojcius, D.M. (2020), “Impact of COVID-19 on dental education in the United States”, Journal of Dental Education, 8,( 6), 718-722.
Johnson, N., Veletsianos, G. and Seaman, J. (2020). US faculty and administrators’ experiences and approaches in the early weeks of the COVID-19 pandemic. Online Learning, 24(2), . 6-21.
Joshi, A., Vinay, M. &Bhaskar, P. (2020). Impact of coronavirus pandemic on the Indian education sector: perspectives of teachers on online teaching and assessments. Interactive Technology and Smart Education.
Kan, A. Ü., & Murat, A. (2020). Examining the self-efficacy of teacher candidates’ lifelong learning key competences and educational technology standards. Education and Information Technologies, 25(2), 707–724. https://doi.org/10.1007/s10639-019-10072-8.
Karalis, T. &Raikou, N. (2020). Teaching at the times of COVID-19: inferences and implications for higher education pedagogy. International Journal of Academic Research in Business and Social Sciences,10(5) 479-493.
Kebritchi, M., Lipschuetz, A. &Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: a literature review. Journal of Educational Technology Systems, 46(1), 4-29.
Keengwe, J., Kidd& T.T. (2020). Towards best practices in online learning and teaching in higher education. Merlot Journal of Online Learning and Teaching, 6(2), 533-541.
Kudinova, N., &Arzhadeeva, D. (2020). Effect of debate on development of adaptability in EFL university classrooms. TESOL Journal,11(1), 1–13. https://doi.org/10.1002/tesj.443.
Lewis, R.A. (2016). Work-life balance in academia experiences of lecturers in Switzerland”, doi: 10.20472/BM.2016.4.1.004
Liguori, E. &Winkler, C. (2020), “From offline to online: challenges and opportunities for entrepreneurship education following the COVID-19 pandemic. doi:10.1177/2515127420916738
Loughland, T., & Alonzo, D. (2018). Teacher adaptive practices: Examining links with teacher self-efficacy, perceived autonomy support and teachers’ sense of adaptability. Educational Practice and Theory,40(2), 55–70. https://doi.org/10.7459/ept/40.2.04.
Ma, K., Trevethan, R., & Lu, S. (2019). Measuring teacher sense of efficacy: Insights and recommendations concerning scale design and data analysis from research with preservice and inservice teachers in China. Frontiers of Education in China,14, 612–686. https://doi.org/10.1007/s11516-020-0009-5.
Martin, A. J., Nejad, H., Colmar, S. &Liem, G. A. D. (2012). Adaptability: Conceptual and Empirical Perspectives on Responses to Change, Novelty and Uncertainty. Australian Journal of Guidance and Counselling, 22(01), 58–81. doi:10.1017/jgc.2012.8
McLennan, B., McIlveen, P., &Perera, H. N. (2017). Pre-service teachers' self-efficacy mediates the relationship between career adaptability and career optimism. Teaching and Teacher Education,63, 176–185. https://doi.org/10.1016/j.tate.2016.12.022.
Mohmmed, A.O., Khidhir, B.A., Nazeer, A. and Vijayan, V.J. (2020). Emergency remote teaching during coronavirus pandemic: the curre)not trend and future directive at Middle East college Oman”, Innovative Infrastructure Solutions, 5(3), 1-11.
Onyema, E.M., Eucheria, N.C., Obafemi, F.A., Sen, S., Atonye, F.G., Sharma, A. and Alsayed, A.O. (2020), “Impact of coronavirus pandemic on education”, ISSN 2222-288X (Online).
Pfitzner-Eden, F., Thiel, F., & Horsley, J. (2014). An adapted measure of teacher self-efficacy for preservice teachers: Exploring its validity across two countries. Zeitschrift Fur PadagogischePsychologie,28(3), 83–92. https://doi.org/10.1024/1010-0652/a000125.
Ralph, N. (2020). Perspectives: COVID-19, and the future of higher education”, Bay View Analytics, available at: https://onlinelearningsurvey.com/covid.html (accessed 21 July 2020).
Richter, S., &Idleman, L. (2017). Online teaching efficacy: A product of professional development and ongoing support. International Journal of Nursing Education Scholarship, 1, 1.
Robinia, K. A. (2008). Online teaching self-efficacy of nurse faculty teaching in public, accredited nursing programs in the state of Michigan. http://search.ebscohost.com/login.aspx?direct=true&db=cin20&AN= 2010155029&site=ehost-live.
Schell, G. &Janicki, T.J. (2013). Online course pedagogy and the constructivist learning model.Journal of the Southern Association for Information Systems,1(1).
Sinacori, B.C. (2020). How nurse educators perceive the transition from the traditional classroom to the online environment: a qualitative inquiry.Nursing Education Perspectives, 41(1),16-19.
Singh, A., Sharma, S. & Paliwal, M. (2020). Adoption intention and effectiveness of digital collaboration platforms for online learning: the Indian students’ perspective”, Interactive Technology and Smart Education.
Skaalvik, E. M.&Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611–625. https://doi.org/10.1037/0022-0663.99.3.611
Toquero, C.M. (2020). Emergency remote teaching amid COVID-19: the turning point. Asian Journal of Distance Education,15(1), 185-188. available at: https://asianjde.org/ojs/index.php/ AsianJDE/article/view/450
Trust, T. &Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic, Journal of Technology and Teacher Education, 28(2), 189-199.
Tschannen-Moran, M. & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.
UNESCO. (2020). COVID-19 impact on education. Retrieved August 20, 2020, from https://en.unesco.org/ covid19/educationresponse/#
Whittle, C.; Tiwari, S.; Yan, S.&Williams, J. Emergency remote teaching environment: A conceptual framework for responsive online teaching in crises. Inf. Learn.Sci., 121, 311–319.
World Health Organization. (2020). WHO Director-General’s opening remarks at the mediabriefing on COVID-19. Retrieved September 4, 2020, from https:// www.who.int/dg/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19—11-march-2020.
Zee, M.&Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86, 981–1015. https://doi.org/10.3102/0034654315626801.
Zhang, W., Wang, Y., Yang, L. and Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 55.
Zimmerman, W. A. &Kulikowich, J. M. (2016) Online Learning Self-Efficacy in Students With and Without Online Learning Experience. American Journal of Distance Education, 30(3), 180-191
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2024 Adedeji Tella
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License. A revista segue a política para Periódicos de Acesso Livre, oferecendo acesso livre, imediato e gratuito ao seu conteúdo, seguindo o princípio de que disponibilizar gratuitamente o conhecimento científico ao público proporciona mais democratização internacional do conhecimento. Por isso, não se aplica taxas, sejam elas para submissão, avaliação, publicação, visualização ou downloads dos artigos. Além disso, a revista segue a licença Creative Common (CC BY) permitindo qualquer divulgação do artigo, desde que sejam referenciados o artigo original. Neste sentido, os autores que publicam nesta revista concordam com os seguintes termos: A) Os autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Creative Commons Attribution License (CC BY), permitindo o compartilhamento do trabalho com reconhecimento da autoria do trabalho e publicação inicial nesta revista. B) Autores têm autorização para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional e não institucional, bem como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista. C) Autores sãoo estimulados a publicar e distribuir seu trabalho online (ex.: repositórios online ou na sua página pessoal), bem como aumentar o impacto e a citação do trabalho publicado.
