The importance of remote learning: A report from the Mato Grosso State University

Authors

DOI:

https://doi.org/10.33448/rsd-v9i9.8084

Keywords:

Asynchronous activities; COVID-19; Digital tools.

Abstract

Emergency measures to contain the advancement of COVID-19 in Brazil were adopted in order to minimize the effects of the pandemic in higher education institutions. Continuing education through online courses in asynchronous mode is one of the possibilities of teaching in times of social isolation. In this movement, the present study aimed to analyze and discuss the assumptions of remote learning, based on data obtained in the asynchronous course offered by the Mato Grosso State University. We present the principles of interactive and meaningful learning, coupled with the data obtained when registering participants, comparing the scope of the remote and face-to-face course, in addition to the main reasons why participants enrolled in the courses. We emphasize that, in the virtual modality, the external communities and professionals in the area were awarded a course that did not require the face-to-face meetings from the participants, and thus, expanded the possibilities of intersection between all participants of the course, aiming at the construction of social concepts and practices. allied to the context of the professionals' performance. In addition, the quantitative data corroborated with our theoretical assumptions, as they demonstrated participation by several states of the federation, which in the face-to-face modality, would hardly have the possibility of being included in the course.

References

Arruda, E. P. (2020). Educação remota emergencial: elementos para políticas públicas na educação brasileira em tempos de Covid-19. EmRede-Revista de Educação a Distância, 7(1), 257-275.

Arruda, E. (2018). Implementação das tecnologias digitais nos currículos das escolas de Educação Básica dos países membros da OCDE. In: Siqueira, I. C. P (org). Subsídios à elaboração da BNCC: estudos sobre temas estratégicos da parceria CNE e Unesco. São Paulo: Moderna.

Chartier, R. (2007). A escrita na tela: ordem do discurso, ordem dos livros e maneiras de ler. In: Rettenmaier, M., & Rösing, T. M. K. (Orgs.). Questões de leitura no hipertexto. Passo Fundo: Universidade de Passo Fundo, 200-222.

De Cássia Martinelli, S., & Bartholomeu, D. (2007) Escala de motivação acadêmica: uma medida de motivação extrínseca e intrínseca. Avaliaçao Psicologica: Interamerican Journal of Psychological Assessment, 6(1), 21-31.

Fontana, M. J. Leitura e tecnologia: formando leitores em uma escola rural. Anuário de Literatura. 19(1), 58-74.

Freire, P. (1979). Educação e mudança. Rio de Janeiro: Paz e Terra.

Freire, P. (1996). Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra.

Freire, P. (2005). Pedagogia do oprimido. Rio de Janeiro: Paz e Terra.

Goulão, M. F. (2012). The use of Forums and collaborative learning: A study case. Procedia - Social and Behavioral Sciences. 46, 672-677.

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27.

Lopes, F. T., Maranhão, C. S., & Mageste, G. S. (2008). Pedagogia crítica: repensando o ensino de estudos organizacionais. Revista Eletrônica de Ciência Administrativa. 7(2), 1-9.

PNAD – Pesquisa Nacional por Amostra de Domicílio. (2018). Recuperado de https://agenciadenoticias.ibge.gov.br/agencia-sala-de-imprensa/2013-agencia-de-noticias/releases/27515-pnad-continua-tic-2018-internet-chega-a-79-1-dos-domicilios-do-pais

Pereira, A. S., Shitsuka, D. M., Parreira, F. J., & Shitsuka R. (2018). Metodologia da pesquisa científica, Santa Maria, 1, 119.

Vernon, M. D. (1973). Motivação humana. Rio de Janeiro: Editora Vozes.

Published

08/09/2020

How to Cite

Hoffmann, W. P., Loss, R. A. ., Guedes, G. F. ., Mexia, A. A. ., & Guedes, S. F. . (2020). The importance of remote learning: A report from the Mato Grosso State University. Research, Society and Development, 9(9), e813998084. https://doi.org/10.33448/rsd-v9i9.8084

Issue

Section

Education Sciences