Benefits of using active methodologies during emergency remote teaching in higher education in Londrina
DOI:
https://doi.org/10.14393/OT2021v23.n.2.59619Keywords:
Remote teaching, Active Methodologies., Asynchronous methodologies., Emergency Teaching.Abstract
The year 2020 was marked in history by the epidemic caused by COVID-19, which demanded a social distance even in the school and academic environments. The pandemic scenario required Higher Education Institutions with face-to-face classes to migrate to Emergency Remote Education. Seeking to delineate the quality of this teaching, the objective of the present study was to evaluate the students' position in the face of this migration and technologies applied in this new model. For this, an initial field research was carried out involving 86 Higher Education students from Londrina with students who migrated or not from On-campus Education to Remote Education during the 2020 pandemic. Data were collected through a Google Forms questionnaire containing closed questions referring to personal experience or perspective of migration to these teaching methods. It was observed that students who experienced this experience identified positive effects especially through the use of active methodologies and technologies in remote education, in contrast to those who did not migrate who are more resistant to this methodology even without experiencing them. It is concluded that emergency remote education can migrate to intentional remote education, whose good pedagogical practices can be better discussed and applied in the classroom.
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