Aulas on-line versus aulas tradicionais
o caso do ensino de história
DOI:
https://doi.org/10.48017/dj.v8i3.2652Palavras-chave:
Tecnologia educacional , Aprendizagem online, Treinamento de professor, Hibridismo, Ensino SuperiorResumo
O ensino superior passou por uma grande mudança devido à pandemia do COVID-19 em todo o mundo. Muitas instituições de ensino superior não estavam preparadas para os efeitos disruptivos da pandemia, mas a adoção de plataformas de ensino e aprendizagem online foi rápida e bem-sucedida para a maioria delas. Esta mudança repentina trouxe novos desafios e constrangimentos, bem como novas oportunidades e perspectivas para o ensino superior em geral e para os programas de formação de professores em particular. A fim de fornecer informações profundas sobre as experiências dos futuros professores com o modo de aprendizagem online, este estudo de caso longitudinal teve como objetivo comparar as percepções iniciais dos participantes da educação online com as obtidas dezenove meses após o início da pandemia. Dado que as visões iniciais podem ser enganosas, presume-se que uma comparação entre as visões inicial e posterior da aprendizagem online seria bem fundamentada, o que teria implicações sólidas para o futuro das plataformas de ensino e aprendizagem online para os tempos pós-COVID . Nove estudantes de graduação que estudam no departamento 96-436x de uma universidade particular em Nicósia participaram do estudo atual. Os dados foram levantados por meio de ensaios reflexivos para serem analisados qualitativamente. No geral, os resultados indicaram que o modo online de ensino e aprendizagem não foi favorecido no início da pandemia, pois todos os temas emergidos eram negativos. No entanto, a análise dos últimos dados indicou que as opiniões dos participantes mudaram drasticamente para melhor. Portanto, os resultados têm algumas implicações para o futuro do ensino superior.
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Copyright (c) 2023 Nurdan Atamturk, Seyit Ozkutlu, Hakan Atamturk
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