Overcoming challenges: an experience report in amapaense higher education on using educational technologies in the pandemic era

Authors

DOI:

https://doi.org/10.33448/rsd-v10i12.20594

Keywords:

Educational technologies; Google classroom; Remote learning; COVID-19; IMMES.

Abstract

In mid-March 2020, the outbreak of the SARS-CoV-2, the virus behind the COVID-19 pandemic, placed the world in an emergency. In view of the high degree of transmission, and according to the WHO recommendations, most governments closed “temporarily” all the educational institutions as a control measure to prevent the dissemination of Covid-19. In this context, the only way found to continue the academic course in the Instituto Macapaense de Melhor Ensino Superior (IMMES) was the sudden change from traditional in-person teaching to remote teaching. For this purpose, Google MEET and Classroom were implemented as the digital online learning platform. Thus, a challenging period began for both academics and teachers. Given this scenario, the present work consists of an experience report on the use of these technologies in higher education in the Amapá state. The main challenges raised in this report were the precariousness of the state's Internet system, a situation that was aggravated by the blackout suffered in the state in November 2020; the lack of professional training in the remote modality (showing the technological gap of a generation of teachers) and the creation of a balance between professional and personal routines. On the other hand, the study also revealed positive aspects of online education, showing that the Google classroom is a useful tool for higher education in view of the factors that still make the return to in-person classes impossible. The coronavirus pandemic forced a sudden adaptation to online learning and the impact of this could permanently change the traditional view on Higher Education.

References

Alencar, D. C., Passos, J. A., Carvalho, A. C. B., Ibiapina, A. R. S., Carvalho, D. B. F., & Vasconcellos-Silva, P. R. (2020). Busca de informações sobre o novo coronavírus no Brasil: uma análise da tendência considerando as buscas online. Acta Paul Enferm, 33:1-8.

Awwalu, M. I. (2020) Re-theorizing nigerian school functions for predicting institutional accountability on students. Kashere Journal of Education, 1(2):18–39.

Barreto, J. DA S., Amorim, M. R. O. R. M., & Cunha, C. da. (2020). A pandemia da Covid-19 e os Impactos na Educação. Revista JRG de Estudos Acadêmicos, 3(7):792–805.

Buheji, M., Cunha, K. C., Beka, G., Mavric, B., Souza, Y. L. C., Silva, S. S. C., Hanafi, M., & Yein, T. C. (2020) The Extent of COVID-19 Pandemic Socio-Economic Impact on Global Poverty. A Global Integrative Multidisciplinary Review. American Journal of Economics, 10(4):213–224.

Cucinotta, D., & Vanelli, M. (2020). WHO declares COVID-19 a pandemic. Acta Biomedica, 91(1):157–160.

Dharmaratne, S., Sudaraka, S., Abeyagunawardena. I., Manchanayake, K., Kothalawala, M., & Gunathunga, W. (2020). Estimation of the basic reproduction number (R0) for the novel coronavirus disease in Sri Lanka. Virology Journal, 17(1):1–7.

Estrela, C. (2018). Metodologia Científica: Ciência, Ensino, Pesquisa. Editora Artes Médicas.

Fernandes, N. (2020). Economic effects of coronavirus outbreak ( COVID-19 ) on the world economy Nuno Fernandes Full Professor of Finance IESE Business School Spain. SSRN Electronic Journal, 0–29.

Gravinatti, M. L., Barbosa, C. M., Soares, R. M., & Gregori, F. (2020). Synanthropic rodents as virus reservoirs and transmitters. Revista da Sociedade Brasileira de Medicina Tropical, 53(11):1–11.

Lan, A. S., Brinton, C. G., Yang, T. Y., & Chiang, M. (2017). Behavior-based latent variable model for learner engagement. Proceedings of the 10th International Conference on Educational Data Mining, 64–71.

Liu, Y., Gayle, A. A., Wilder-Smith, A., & Rocklöv, J. (2020) The reproductive number of COVID-19 is higher compared to SARS coronavirus. Journal of Travel Medicine, 27(2):1–4.

Ludke, M., & Andre, M. E. D. A. (2013). Pesquisas em educação: uma abordagem qualitativa. São Paulo: E.P.U.

Maital, S., & Barzani, E. (2020). The global economic impact of COVID-19: A summary of research. Samuel Neaman Institute for National Policy Research, 3:1–12.

Matão, M. E. L., Miranda, D. B., Campos, P. H. F., Oliveira, L. N., & Martins, V. R. (2011). Experiência de familiares na vivência da depressão pós-parto. Revista de Enfermagem do Centro-Oeste Mineiro, 1(3): 283–293.

Parhanudin, A., & Mataram, U. I. N. (2020). Analysis of social structure and power. Jurnal Sophist, 2(1):1–37.

Pereira A. S., et al. (2018). Metodologia da pesquisa científica. [free e-book]. Santa Maria/RS. Ed. UAB/NTE/UFSM.

Ranieri, L. P., & Barreira, C. R. A. (2021). A empatia como vivência. Memorandum: Memória e História em Psicologia, 23:12–31.

Rose, T., Lindsey, M. A., Xiao, Y., Finigan-Carr, N. M., & Joe, S. (2017). Mental Health and Educational Experiences Among Black Youth: A Latent Class Analysis. Journal of Youth and Adolescence, 46(11):2321–2340.

Viesenteiner, J. L. (2013). O conceito de vivência (Erlebnis) em Nietzsche: Gênese, significado e recepção. Kriterion (Brazil), 54(127):141–155.

Wu, Z., & McGoogan, J. M. (2020). Characteristics of and Important Lessons from the Coronavirus Disease 2019 (COVID-19) Outbreak in China: Summary of a Report of 72314 Cases from the Chinese Center for Disease Control and Prevention. Journal of the American Medical Association, 323(13):1239–1242.

Zhang, S., Diao, M. Y., Yu, W., Pei, L., Lin, Z., & Chen, D. (2020). Estimation of the reproductive number of novel coronavirus (COVID-19) and the probable outbreak size on the Diamond Princess cruise ship: A data-driven analysis. International Journal of Infectious Diseases, 93:201–204.

Published

26/09/2021

How to Cite

ROCHA, E. dos S. .; ALVES, A. C. A. .; OLIVEIRA, I. dos S. .; SANTOS, J. E. C. dos .; COSTA, L. F. M. da .; ROCHA, M. dos S. .; COSTA, A. L. P. da .; SOUZA, A. C. F. .; REGIS, F. T. .; SOARES, N. R. M. .; MARTELL, D. R. D. . Overcoming challenges: an experience report in amapaense higher education on using educational technologies in the pandemic era. Research, Society and Development, [S. l.], v. 10, n. 12, p. e446101220594, 2021. DOI: 10.33448/rsd-v10i12.20594. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/20594. Acesso em: 14 apr. 2024.

Issue

Section

Education Sciences