Students in online classes and video classes during the Covid-19 pandemic: A case study in the relationship between time and electronic devices
DOI:
https://doi.org/10.33448/rsd-v10i12.20436Keywords:
Generation C; Covid-19; Video classes; Online classes; Teaching.Abstract
The Covid-19 pandemic accelerated the adoption of Digital Information and Communication Technologies (TDICs) in the classroom. However, several problems were evident for the students of the so-called Generation C, such as fatigue related to the monitoring of classes through screens of different electronic devices such as: smartphones, tablets, computers (Desktop) and notebooks. And this generation has as one of the characteristics the consumption of content in video format, however, of short duration, objectives, which seek to solve what they are looking for, using mostly mobile devices (smartphones and notebooks). In this work, the focus was to analyze the relationship time x electronic devices in relation to tolerance in the monitoring of classes using two methodologies: video classes and online classes, in addition to realizing which methodology most students of this generation fit. A case study was carried out, applying a questionnaire to students from different courses and levels of education at the Federal Institute of Espírito Santo – Campus Itapina. The results obtained, which were statistically treated, giving greater reliability, showed that the screen size directly influences the tolerance time in following the classes, whether in video classes or as online classes. It is clearly perceived that there is a gap to be filled in the school curriculum regarding the adoption of mobile devices and class planning using this equipment and that take into account the characteristics of students from Generation C.
References
Artacho, E., Martínez, T., Martín, L., Marín, J., & García, G. (2020). Teacher training and lifelong learning - The importance of digital competence in the encouragement of teaching innovation. Sustainability, 12, 2852
Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49-76.
Bailenson, J. N. (2021). Nonverbal Overload: A Theoretical Argument for the Causes of Zoom Fatigue. Technology, Mind, and Behavior, 2(1)
Cucinotta, D., & Vanelli, M. (2020). WHO declares COVID-19 a pandemic. Acta Bio Medica: Atenei Parmensis, 91(1), 157.
da Silva, J. F., & Pinto, A. (2009, October). Geração C: Conectados em novos modelos de aprendizagem. In VIII Brazilian Symposium on Games and Digital Entertainment Rio de Janeiro, RJ–Brazil.
Doring, T., Cruz, E. P. F., & Ribeiro, F. N. (2021). As tecnologias digitais de informação e comunicação priorizadas no contexto do ensino remoto emergencial no IFES-Campus Itapina: Digital information and communication technologies priorized in the context of emergency remote education at IFES-Campus Itapina. Revista Cocar, 15(32).
Gil, A. C. (2002). Como elaborar projetos de pesquisa (Vol. 4, p. 175): Atlas.
Giurgiu, L. (2017). Microlearning an evolving elearning trend. Scientific Bulletin-Nicolae Balcescu Land Forces Academy, 22(1), 18-23.
Google Brasil (2012). Apresentação da Geração C: a geração youtube. https://think.storage.googleapis.com/intl/ALL_br/docs/introducing-gen-c-the-youtube-generation_research-studies.pdf
Hundekari, J., Sisodiya, R., & Kot, L. (2021). Smartphone Vision Syndrome Associated with Prolonged Use of Digital Screen for Attending Online Classes during COVID-19 Pandemic among Medical Students: A Cross-sectional Study. Journal of Clinical & Diagnostic Research, 15(1).
Intolo, P., Shalokhon, B., Wongwech, G., Wisiasut, P., Nanthavanij, S., & Baxter, D.G. (2019). Analysis of neck and shoulder postures, andmuscle activities relative to perceived pain during laptop computer use at a low-height table, sofa and bed. Work, 63(3), 361–367.
Joye, C. R., Moreira, M. M., & Rocha, S. S. D. (2020). Distance Education or Emergency Remote Educational Activity: in search of the missing link of school education in times of COVID-19. Research, Society and Development, 9(7), 1-29.
Klapproth, F., Federkeil, L., Heinschke, F., & Jungmann, T. (2020). Teachers' Experiences of Stress and Their Coping Strategies during COVID-19 Induced Distance Teaching. Journal of Pedagogical Research, 4(4), 444-452.
Lee, J. (2020). A neuropsychological exploration of Zoom fatigue. Psychiatric Times
Leeb, R.T., Bitsko, R. H., Radhakrishnan,L., Martinez, P., Njai, R., & Holland, K.M. (2020). Mental health-related emergency department visits among children aged <18 years during the COVID-19 pandemic—United States, January 1–October 17, 2020. Morbidity and Mortality Weekly Report (MMWR), 69(45),1675–1680
Li, X., Zai, J., Zhao, Q., Nie, Q., Li, Y., Foley, B. T., & Chaillon, A. (2020). Evolutionary history, potential intermediate animal host, and cross‐species analyses of SARS‐CoV‐2. Journal of medical virology, 92(6), 602-611.
Liang, W., Guan, W., Chen, R., Wang, W., Li, J., Xu, K., & He, J. (2020). Cancer patients in SARS-CoV-2 infection: a nationwide analysis in China. The lancet oncology, 21(3), 335-337.
Maniar, N., Bennett, E., Hand, S., & Allan, G. (2008). The effect of mobile phone screen size on video based learning. J. Softw., 3(4), 51-61.
McGinty, E. E., Presskreischer, R., Anderson, K. E., Han, H., & Barry, C. L. (2020). Psychological distress and COVID-19–related stressors reported in a longitudinal cohort of US adults in April and July 2020.JAMA, 324(24),2555–2557
Moreira, J. A., & Schlemmer, E. (2020). Por um novo conceito e paradigma de educação digital onlife. Revista uFG, 20(26).
Nascimento, M. C., Mansur, G. S. S., & Gomes, G. R. R. (2020). Pandemia, Tecnologias Digitais E Educação: Pensamentos Sobre A Escola De Hoje [E-book]. In Pandemia E Suas Interfaces No Ensino (pp. 95–108). Pedro e João Editores.
Niemi, H. M., & Kousa, P. (2020). A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic. International journal of technology in education and science.
Peper, E., Harvey, R., & Faass, N. (2020). TechStress. How technology is hijacking our lives, strategies for coping,and pragmatic ergonomics. Berkeley, CA: North Atlantic Books
Peper, E. (2021). “Resolve eyestrain and screen fatigue.” Well Being Journal,.30, Winter 2021
Peper, E., Wilson, V., Martin, M., Rosegard, E., & Harvey, R. (2021). Avoid Zoom fatigue, be present and learn. NeuroRegulation, 8(1), 47-47.
Popescu, E. F., Tătucu, M., & Dobromirescu, V. (2021). Students’ Well-being in Online Education in Covid-19 Context. International Journal of Education and Research, 9(2).
Purwanto, A, Pramono, R, Asbari, M, Hyun, C. C, Wijayanti, L. M, & Putri, R, S. (2020). Studi Eksploratif Dampak Pandemi COVID-19 terhadap Proses Pembelajaran Online di Sekolah Dasar. EduPsyCouns: Journal of Education, Psychology and Counseling, 2(1), 1–12
Spataro, J. (2020, November 9). The future of work—the good, the challenging & the unknown. Microsoft 365 Blog. https://www.microsoft.com/en-us/microsoft-365/blog/2020/07/08/future-work-good-challenging-unknown/
Werneck, G. L., & Carvalho, M. S. (2020a). A pandemia de COVID-19 no Brasil: Crônica de uma crise sanitária anunciada. Cadernos de Saúde Pública, 36(5), e00068820. https://doi.org/10.1590/0102-311x00068820
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Ederval Pablo Ferreira da Cruz; Geórgia Regina Rodrigues Gomes; Edson Terra Azevedo Filho
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
