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Advisor(s)
Abstract(s)
The Covid-19 pandemic forced Higher Education Institutions to develop strategies that ensured the
reduction of contagion to a minimum and, at the same time, the promotion of pedagogical methodologies
that guaranteed the continuation and quality of the teaching and learning process of their students. While
the strategy to reduce contagion was essentially based on the implementation of contingency plans
defined at a national level, adapted to each Institution, the strategies associated with the teaching and
learning process constituted a challenge for Higher Education institutions in the sense of creating and
fostering pedagogical methodologies that would guarantee quality teaching and that would respond to the
rapid and unexpected transition from predominantly face-to-face teaching to emergency remote teaching.
This article intends to contribute to answering the following research question: What impact did
pedagogical methodologies have on emergency remote education, and what impact might they have in
the future? The answer to this question was guided by the following objectives: to analyse the perception
of teachers about the use of pedagogical methodologies before and during the Covid-19 pandemic and
to assess the degree of satisfaction of teachers and students about pedagogical methodologies.
The research methodology adopted is predominantly quantitative, and in some situations, it may assume
characteristics of a qualitative nature. Data were collected through a questionnaire administered online
in May 2020 to 345 professors and 677 students at the institution to which the researchers belong.
Of the pedagogical methodologies used by teachers before and during the pandemic, the following stand
out: Lecture, Flipped Classroom, and Project/Problem Based Learning (PBL), having been used,
respectively, before and during the pandemic, always or many times: class expository 70.7% and 54.5%;
flipped classroom 22.0% and 45.8%; and PBL 32.9% and 37.9%. The assessment alternatives used
during the pandemic were: face-to-face exams, oral exams, presentation and discussion of projects,
reports, projects, online tests without supervision, online tests with supervision, presentation and
discussion of papers, and practical assignments, the last two being the ones used most often.
On the methodologies for the future, given the fact that they can be used sometimes, many times and
always, the sum of the percentages that translate these options in teachers and students are respectively:
lecture class 84% and 87%, flipped classroom: 78% and 77%; PBL: 71% and 70%, percentages much
higher than those obtained in the never and rarely options.
The pandemic associated with Covid 19 is not yet over what makes it difficult to predict the necessary
changes in pedagogical methodologies for the future. We believe that it is of the utmost importance to
address and deepen this theme, seeking to take advantage of the opportunity for change that has been
created and use the know-how acquired by teachers in the meantime to implement innovative
pedagogical methodologies that allow more effective monitoring of students inside and outside the
classroom.
Description
Keywords
Pedagogical methodologies Emergency remote teaching Higher education
Citation
Alves, Paulo, Morais, Carlos; Miranda, Luísa; Pereira, Maria João; Vaz, Josiana A. (2022). Pedagogical methodologies: impact on remote emergency teaching and use perspectives in higher education. In INTED 2022. Valencia