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Pedagogical methodologies: impact on remote emergency teaching and use perspectives in higher education

2022Conference paper Restricted access
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dc.contributor.authorAlves, Paulo
dc.contributor.authorMorais, Carlos
dc.contributor.authorMiranda, Luísa
dc.contributor.authorPereira, Maria João
dc.contributor.authorVaz, Josiana A.
dc.date.accessioned2023-03-20T16:18:00Z
dc.date.available2023-03-20T16:18:00Z
dc.date.issued2022
dc.description.abstractThe 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.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationAlves, 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. Valenciapt_PT
dc.identifier.isbn978-84-09-37758-9
dc.identifier.urihttp://hdl.handle.net/10198/27873
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.relationThis work was supported by the FCT - Foundation for Science and Technology and FEDER - PT2020 Program, within the scope of the projects CeDRI (UIDB/05757/2020), CIMO (UID/AGR/00690/2019) and CIEC - UI317 - FCT.pt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectPedagogical methodologiespt_PT
dc.subjectEmergency remote teachingpt_PT
dc.subjectHigher educationpt_PT
dc.titlePedagogical methodologies: impact on remote emergency teaching and use perspectives in higher educationpt_PT
dc.typeconference paper
dspace.entity.typePublication
oaire.citation.conferencePlaceValênciapt_PT
oaire.citation.endPage1779pt_PT
oaire.citation.startPage1770pt_PT
oaire.citation.titleINTED 2022pt_PT
person.familyNameAlves
person.familyNameMorais
person.familyNameMiranda
person.familyNamePereira
person.familyNameVaz
person.givenNamePaulo
person.givenNameCarlos
person.givenNameLuísa
person.givenNameMaria João
person.givenNameJosiana A.
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person.identifier.ridN-6354-2013
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rcaap.rightsrestrictedAccesspt_PT
rcaap.typeconferenceObjectpt_PT
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