Impactos do ensino remoto no ensino superior privado em Portugal: competências socioemocionais e digitais
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Data
2021
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Editora
Edições Universitárias Lusófonas
Resumo
A Comissão Europeia, no Plano de Ação para a Educação Digital 2021-2027. Reconfigurar a educação e a formação para a era digital (2020), sub linha a necessidade de explorar o potencial das tecnologias digitais para a aprendizagem e o ensino e desenvolver competências digitais para todos. Nesta era digital, a educação tem um papel essencial na modificação da sociedade, assim como, a tecnologia. Juntas compreendem uma dimensão fundamental de mudança social, já que a evolução e a transformação das sociedades são construídas por meio da interação complexa de fatores culturais, económicos, políticos e tecnológicos. Face a este enquadramento, os objetivos que nortearam esta investigação foram captar e comparar as perceções de estudantes do ensino superior privado (universitário e politécnico) sobre o ensino remoto nas aprendizagens e analisar o impacto desta modalidade de ensino nas competências socioemocionais e digitais. Para conduzir este estudo, a metodologia utilizada foi a construção e aplicação de um questionário a estudantes de diferentes cursos de duas instituições de ensino superior privadas. A amostra foi intencional (Creswell, 2014). Os dados foram recolhidos via questionário on-line, composto por questões de escolha múltipla e abertas. Os resultados deste estudo mostram que as medidas de confinamento impostas afetaram a forma de estar, de aprender e de ensinar. E que os estudantes inquiridos apresentam uma similaridade em termos de competências socioemocionais mas divergente no respeitante a competências digitais. Defendem, na sua grande maioria, uma aposta inequívoca no ensino híbrido. Por esta investigação, de carácter exploratório, podemos concluir que a utilização das tecnologias, exploradas nas aulas on-line, representam uma grande possibilidade de dinamização do ensino pós-pandemia, e que as competências digitais são estrategicamente importantes no contexto das transições ecológica e digital. Palavras chave: ensino remoto emergencial; ensino superior; competências socioemocionais; compe tências digitais.
The European Commission, in the Digital Education Action Plan 2021-2027. Reconfiguring education and training for the digital age (2020) underlines the need to exploit the potential of digital technologies for learning and teaching and develop digital skills for all. In this digital age, education plays an essential role in modifying society, as does technology. Together they comprise a fundamental dimension of social change, since the evolution and transformation of societies are built through the complex interaction of cultural, economic, political and technological factors. In this framework, the objectives that guided this research were to capture and compare the perceptions of private higher education students (university and polytechnic) about remote learning and analyse the impact of this teaching modality on socioemotional and digital skills. To do this study, the methodology used was the construction and application of a questionnaire to 1st year students of different fields of study from two private higher education institutions. The sample was purposive (Creswell, 2014). Data were collected via online questionnaire, composed of multiple-choice and open-ended questions. The results of this study show that the imposed confinement measures affected the way of being, learning and teaching. And that the surveyed students show similarity in terms of socio-emotional skills but divergence in terms of digital skills. The vast majority of students surveyed are in favour of a clear focus on hybrid education. From this research, of exploratory nature, we can conclude that the use of technologies, explored in online classes, represent a great possibility to boost post-pandemic education, and that digital skills are strategically important in the context of ecological and digital transitions.
The European Commission, in the Digital Education Action Plan 2021-2027. Reconfiguring education and training for the digital age (2020) underlines the need to exploit the potential of digital technologies for learning and teaching and develop digital skills for all. In this digital age, education plays an essential role in modifying society, as does technology. Together they comprise a fundamental dimension of social change, since the evolution and transformation of societies are built through the complex interaction of cultural, economic, political and technological factors. In this framework, the objectives that guided this research were to capture and compare the perceptions of private higher education students (university and polytechnic) about remote learning and analyse the impact of this teaching modality on socioemotional and digital skills. To do this study, the methodology used was the construction and application of a questionnaire to 1st year students of different fields of study from two private higher education institutions. The sample was purposive (Creswell, 2014). Data were collected via online questionnaire, composed of multiple-choice and open-ended questions. The results of this study show that the imposed confinement measures affected the way of being, learning and teaching. And that the surveyed students show similarity in terms of socio-emotional skills but divergence in terms of digital skills. The vast majority of students surveyed are in favour of a clear focus on hybrid education. From this research, of exploratory nature, we can conclude that the use of technologies, explored in online classes, represent a great possibility to boost post-pandemic education, and that digital skills are strategically important in the context of ecological and digital transitions.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, ENSINO SUPERIOR PRIVADO, ENSINO À DISTÂNCIA, EDUCATION, PRIVATE HIGHER EDUCATION, DISTANCE LEARNING
Citação
Luz , F C , Fonseca , M & Franco , D 2021 , ' Impactos do ensino remoto no ensino superior privado em Portugal: competências socioemocionais e digitais ' , Revista Lusófona de Educação .