The use of technologies by university professors

Authors

DOI:

https://doi.org/10.33448/rsd-v11i15.37428

Keywords:

Faculty; Social Isolation; Information technology ; Health education; COVID-19.

Abstract

The need to change from the traditional teaching model to the virtual one due to the social isolation leads to discussions about maximizing the use of Information and Communication Technologies (ICT) in education. This study aimed to evaluate the profile of the use of technologies in education and the acceptance and resistance to the use of ICT by faculty members in higher education in health during the COVID-19 pandemic. This study is a quantitative observational cross-sectional study, carried out from March to December 2020, with the universe of investigation being all the teachers linked to the undergraduate level courses in the health area of a higher education institution. The results show that of all the professionals surveyed (n = 248), 46.4% (n = 115) had already had access to knowledge or some training in ICT. When comparing data from before and during the pandemic, we observed a significant increase in the indicators of teachers' experience in remote classes (from 5.2% to 72.2%), knowledge about virtual learning resources (from 8,1% to 60.9%), consideration of the importance of knowledge about ICT (from 46.4% to 98.4%) and training in the area (from 19.4% to 55.7%), besides the reduction in the level of difficulty of teachers regarding the change from the traditional model to the technological one (from 26.6% to 3.6%). We conclude that most teachers improved their acceptance of ICT use during the pandemic. The transition from the traditional to the virtual model positively impacted this process.

References

Aquino, E. M. L., Silveira, I. H., Pescarini, J. M., Aquino, R., Souza-Filho, J. A. D., Rocha, A. D. S., & Machado, D. B. (2020). Social distancing measures to control the COVID-19 pandemic: potential impacts and challenges in Brazil. Ciencia & saude coletiva, 25(1), 2423-2446. https://www.scielosp.org/article/csc/2020.v25suppl1/2423-2446/en/

Carlini, A. L., & Scarpato, M. (2008). Ensino Superior: Questões sobre a formação do professor. Avercamp editora.

Carlos, D. D. A. O., de Oliveira Magalhães, T., Vasconcelos Filho, J. E., da Silva, R. M., & Brasil, C. C. P. (2016). Concepção e avaliação de tecnologia mHealth para promoção da saúde vocal. Revista Ibérica de Sistemas e Tecnologias de Informação, 46(19).

https://doi.org/10.17013/risti.19.46–60

Daroda, L. S. L. (2012). Utilização das tecnologias da informação e comunicação pelos docentes de ensino superior da área da saúde faculdade de educação/caed. [Dissertação de mestrado não publicada].Universidade Federalde Juiz de Fora.

Frehywot, S., Vovides, Y., Talib, Z., Mikhail, N., Ross, H., Wohltjen, & H., Scott, J. (2013). E-learning in medical education in resource constrained low- and middle-income countries. Human Resources for Health, 11(1), 4. https://doi.org/10.1186/1478-4491-11-4

Hampton, D., Culp-Roche, A., Hensley, A., Wilson, J., Otts, J. A., Thaxton-Wiggins, A., & Moser, D. K. (2020). Self-efficacy and Satisfaction With Teaching in Online Courses. Nurse Educator, 45(6). 302-306. https://doi.org/doi: 10.1097/NNE.0000000000000805

Hayat, A. A., Kohoulat, N., Amini, M., & Faghihi, S. A. A. (2020). The predictive role of personality traits on academic performance of medical students: The mediating role of self-efficacy. Medical journal of the Islamic Republic of Iran, 34(1), 77. https://doi.org/10.34171/mjiri.34.77

Holden, R. J., & Karsh, B. T. (2010). The technology acceptance model: its past and its future in health care. J Biomed Inform, 43(1), 159-172. https://doi.org/10.1016/j.jbi.2009.07.002

Karimian, Z., Farrokhi, M. R., Moghadami, M., Zarifsanaiey, N., Mehrabi, M., Khojasteh, L., & Salehi, N. (2022). Medical education and COVID-19 pandemic: a crisis management model towards an evolutionary pathway. Education and Information Technologies, 27(3), 3299-3320. https://doi.org/10.1007/s10639-021-10697-8

Lei, S. I., & So, A. S. I. (2021). Online Teaching and Learning Experiences During the COVID-19 Pandemic – A Comparison of Teacher and Student Perceptions. Journal of Hospitality & Tourism Education, 33(3), 148-162. https://doi.org/10.1080/10963758.2021.1907196

Masic, I. (2008). E-learning as new method of medical education. Acta Inform Med, 16(2), 102-117. https://doi.org/10.5455/aim.2008.16.102-117

Mian, A., & Khan, S. (2020). Medical education during pandemics: a UK perspective. BMC Medicine, 18(1), 100. https://doi.org/10.1186/s12916-020-01577-y

O’Doherty, D., Dromey, M., Lougheed, J., Hannigan, A., Last, J., & McGrath, D. (2018). Barriers and solutions to online learning in medical education – an integrative review. BMC Medical Education, 18(1), 130. https://doi.org/10.1186/s12909-018-1240-0

Pereira, T. A., Areco, K. C. N., Tarcia, R. M. L., & Sigulem, D. (2016). Uso das Tecnologias de Informação e Comunicação por Professores da Área da Saúde da Universidade Federal de São Paulo. Revista Brasileira de Educação Médica, 40(1), 59-66. https://doi.org/10.1590/1981-52712015v40n1e01482015

Qian, M., & Jiang, J. (2020). COVID-19 and social distancing. Journal of Public Health, 30(2022), 259-261. https://doi.org/ doi:10.1007/s10389-020-01321-z

Saeedi, M., Donyadideh, N., Zarif, B., Nateghi, S., & Ajilian Abbasi, M. (2022). Virtual Education Challenges during the COVID-19 Pandemic in Academic Settings: A Systematic Review. Medical Education Bulletin, 3(3), 495-504. https://doi.org/10.22034/meb.2022.342911.1058

Sangeeta, & Tandon, U. (2021). Factors influencing adoption of online teaching by school teachers: A study during COVID-19 pandemic. Journal of Public Affairs, 21(4), e2503.

https://doi.org/https://doi.org/10.1002/pa.2503

Scherer, R., Howard, S. K., Tondeur, J., & Siddiq, F. (2021). Profiling teachers' readiness for online teaching and learning in higher education: Who's ready? Computers in Human Behavior, 118, 106675. https://doi.org/https://doi.org/10.1016/j.chb.2020.106675

Sánchez-Prieto, J., Trujillo-Torres, J. M., Gómez-García, M., & Gómez-García, G. (2021). Incident Factors in the Sustainable Development of Digital Teaching Competence in Dual Vocational Education and Training Teachers. European Journal of Investigation in Health, Psychology and Education, 11(3), 758-769. https://doi.org/10.3390/ejihpe11030054

Tori, R. (2010). Educação sem distância: as tecnologias interativas na redução de distâncias em ensino e aprendizagem. Editora Senac São Paulo. ISBN 978-85-7359-921-3

Downloads

Published

27/11/2022

How to Cite

AQUINO, B. O. A. de .; SILVA, R. B. .; SIMONIAN, T. S.; GOMES, D. H. S. .; SILVA, P. G. de B. .; MOTA, A. C. L.; AGUIAR, S. G. .; OLIVEIRA, C. M. C. de .; AUGUSTO , K. L. .; KUBRUSLY, M. . The use of technologies by university professors. Research, Society and Development, [S. l.], v. 11, n. 15, p. e592111537428, 2022. DOI: 10.33448/rsd-v11i15.37428. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/37428. Acesso em: 9 feb. 2023.

Issue

Section

Health Sciences