COVID-19 e a adaptação ao ensino remoto emergencial: revisão de escopo
DOI:
https://doi.org/10.11606/issn.2176-7262.rmrp.2022.196129Palabras clave:
COVID-19, Educação superior , Ciências da saúde, Educação a distânciaResumen
Objetivo: Mapear o conhecimento sobre os principais desafios e as possíveis oportunidades advindas do ensino remoto emergencial durante a pandemia do COVID-19 sob a perspectiva de docentes e discentes dos cursos de ensino superior das áreas de Ciências da Saúde. Método: Trata-se de uma revisão de escopo pautada nas recomendações do The Joanna Briggs Institute. Foram realizadas buscas em duas bases de dados, a fim de identificar estudos primários publicados em português, inglês e espanhol, entre os anos de 2020 e 2021, das quais foram identificadas 15 publicações que abordavam o ensino remoto emergencial em cursos de ensino superior da área de saúde. Resultados: Das publicações analisadas, 73,3% eram estudos transversais. Sete dos estudos tiveram os discentes como grupo de estudo, quatro abordaram a perspectiva docente, e três trouxeram a percepção conjunta de discentes e docentes. Os principais desafios identificados foram: o cumprimento das atividades de prática clínica, o distanciamento e menor interação entre pares, aumento da carga de trabalho, dificuldade/disparidade no acesso à internet e problemas técnicos, presença de distratores dificultando foco e motivação, dificuldade de manter atenção nesta modalidade de ensino, qualidade do ensino, baixa adesão dos discentes, insatisfação com as atividades em grupo e dificuldades em relação ao uso do dispositivo. Como oportunidades, a flexibilidade das aulas, o uso de tecnologias interativas, economia de tempo, melhoria de interação entre os discentes e docentes, possibilidades de cooperação vencidas pela barreira física. Conclusão: Do ponto de vista de discentes e docentes existiram inúmeros desafios sociais, tecnológicos (acesso e conhecimento) e pedagógicos. No entanto, este contexto também trouxe novas oportunidades, que devem ser refletidas e analisadas pela comunidade acadêmica como pontos positivos, e incorporadas estrategicamente a fim de transformar o sistema educacional.
Descargas
Referencias
UNESCO. COVID-19 : 10 recomendações para planejar soluções de aprendizagem a distância [Internet]. UNESCO. 2020 [citado 22 de outubro de 2021]. Disponível em: https://pt.unesco.org/news/covid-19-10-recomendacoes-planejar-solucoes-aprendizagem-distancia
Brasil, Ministério da Educação. Gabinete do Ministro. PORTARIA No 343, DE 17 DE MARÇO DE 2020 - DOU - Imprensa Nacional [Internet]. [citado 22 de outubro de 2021]. Disponível em: https://www.in.gov.br/web/dou
Hodge C, Moore S, Lockee B, Trust T, Bond A. The Difference Between Emergency Remote Teaching and Online Learning [Internet]. EDUCAUSE Review. 2020 [citado 22 de outubro de 2021]. Disponível em: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Moreira JA, Henriques S, Barros DMV. Transitando de um ensino remoto emergencial para uma educação digital em rede, em tempos de pandemia. Dialogia. 2020;34:351–64.
Peters MD, Godfrey C, Mcinerney P, Munn Z, Trico A, Khalil H. Chapter 11: Scoping Reviews. Em: JBI Manual for Evidence Synthesis [Internet]. JBI; 2020. p. 406–51. Disponível em: https://synthesismanual.jbi.global
Munn Z, Peters MDJ, Stern C, Tufanaru C, McArthur A, Aromataris E. Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Med Res Methodol. dezembro de 2018;18(1):143.
Ouzzani M, Hammady H, Fedorowicz Z, Elmagarmid A. Rayyan—a web and mobile app for systematic reviews. Syst Rev. dezembro de 2016;5(1):210.
Page MJ, McKenzie JE, Bossuyt PM, Boutron I, Hoffmann TC, Mulrow CD, et al. The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ. 29 de março de 2021;n71.
Tricco AC, Lillie E, Zarin W, O’Brien KK, Colquhoun H, Levac D, et al. PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation. Ann Intern Med. 2 de outubro de 2018;169(7):467–73.
Puljak L, Čivljak M, Haramina A, Mališa S, Čavić D, Klinec D, et al. Attitudes and concerns of undergraduate university health sciences students in Croatia regarding complete switch to e-learning during COVID-19 pandemic: a survey. BMC Med Educ. dezembro de 2020;20(1):416.
Weber W, Ahn J. COVID-19 Conferences: Resident Perceptions of Online Synchronous Learning Environments. West J Emerg Med. 2020;22(1):115–8.
Al-Balas M, Al-Balas HI, Jaber HM, Obeidat K, Al-Balas H, Aborajooh EA, et al. Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives. BMC Med Educ. dezembro de 2020;20(1):341.
Bastos M de C, Canavarro D de A, Campos LM, Schulz R da S, Santos JB dos, Santos CF dos. Ensino remoto emergencial na graduação em enfermagem: relato de experiência na covid-19. REME rev min enferm. 2020;24:e1335–e1335.
Silveira A da, Santos NO dos, Wilhelm LA, Soccol KLS, Tisott ZL, Prates LA. Estratégias e desafios do ensino remoto na Enfermagem. Enferm foco (Brasília). 2020;11(5):98–103.
Choate J, Aguilar-Roca N, Beckett E, Etherington S, French M, Gaganis V, et al. International educators’ attitudes, experiences, and recommendations after an abrupt transition to remote physiology laboratories. Advances in Physiology Education. 1o de junho de 2021;45(2):310–21.
Singhi EK, Dupuis MM, Ross JA, Rieber AG, Bhadkamkar NA. Medical Hematology/Oncology Fellows’ Perceptions of Online Medical Education During the COVID-19 Pandemic. J Cancer Educ. 2020;35(5):1034–40.
Appenzeller S, Menezes FH, Santos GG dos, Padilha RF, Graça HS, Bragança JF. Novos Tempos, Novos Desafios: Estratégias para Equidade de Acesso ao Ensino Remoto Emergencial. Rev bras educ med. 2020;44(suppl 1):e155.
Figueroa F, Figueroa D, Calvo-Mena R, Narvaez F, Medina N, Prieto J. Orthopedic surgery residents’ perception of online education in their programs during the COVID-19 pandemic: should it be maintained after the crisis? Acta Orthopaedica. 2 de setembro de 2020;91(5):543–6.
Schlenz MA, Schmidt A, Wöstmann B, Krämer N, Schulz-Weidner N. Students’ and lecturers’ perspective on the implementation of online learning in dental education due to SARS-CoV-2 (COVID-19): a cross-sectional study. BMC Med Educ. dezembro de 2020;20(1):354.
Li W, Gillies R, He M, Wu C, Liu S, Gong Z, et al. Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staff. Hum Resour Health. 2021;19(1):64–64.
Silva PH dos S, Faustino LR, Oliveira Sobrinho MS de, Silva FBF. Educação remota na continuidade da formação médica em tempos de pandemia: viabilidade e percepções. Rev bras educ med. 2021;45(1):e044.
Rad FA, Otaki F, Baqain Z, Zary N, Al-Halabi M. Rapid transition to distance learning due to COVID-19: Perceptions of postgraduate dental learners and instructors. PLoS One. 2021;16(2):e0246584–e0246584.
Elshami W, Taha MH, Abuzaid M, Saravanan C, Al Kawas S, Abdalla ME. Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges. Med Educ Online. 2021;26(1):1920090–1920090.
Zalat MM, Hamed MS, Bolbol SA. The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical staff. PLoS One. 2021;16(3):e0248758.
Katz VS, Jordan AB, Ognyanova K. Digital inequality, faculty communication, and remote learning experiences during the COVID-19 pandemic: A survey of U.S. undergraduates. PLoS One. 2021;16(2):e0246641.
Vehovar V, Sicherl P, Hüsing T, Dolnicar V. Methodological Challenges of Digital Divide Measurements. The Information Society. dezembro de 2006;22(5):279–90.
Katz VS, Moran MB, Ognyanova K. Contextualizing connectivity: how internet connection type and parental factors influence technology use among lower-income children. Information, Communication & Society. 23 de fevereiro de 2019;22(3):313–35.
van Kessel R, Wong BLH, Rubinić I, O’Nuallain E, Czabanowska K. Is Europe prepared to go digital? making the case for developing digital capacity: An exploratory analysis of Eurostat survey data. Sbaffi L, organizador. PLOS Digit Health. 17 de fevereiro de 2022;1(2):e0000013.
Martin M. Computer and Internet Use in the United States: 2018 [Internet]. US Census Bureau; 2021 [citado 7 de março de 2022] p. 1–14. (American Community Survey Reports). Report No.: ACS-49. Disponível em: https://www.census.gov/library/publications/2021/acs/acs-49.html
Internet use in Latin America - Statistics & Facts [Internet]. Statista. 2022 [citado 7 de março de 2022]. Disponível em: https://www.statista.com/topics/2432/internet-usage-in-latin-america/
Internet penetration rate in the Middle East compared to the global internet penetration rate from 2009 to 2019 [Internet]. Statista. 2020 [citado 7 de março de 2022]. Disponível em: https://www.statista.com/statistics/265171/comparison-of-global-and-middle-eastern-internet-penetration-rate/
UNESCO. Education: From disruption to recovery [Internet]. UNESCO. 2020 [citado 27 de fevereiro de 2022]. Disponível em: https://en.unesco.org/covid19/educationresponse
Hanafi HF, Said CS, Wahab MH, Samsuddin K. Improving Students’ Motivation in Learning ICT Course With the Use of A Mobile Augmented Reality Learning Environment. IOP Conf Ser: Mater Sci Eng. agosto de 2017;226:012114.
Xu Z, Yuan H, Liu Q. Student Performance Prediction Based on Blended Learning. IEEE Trans Educ. fevereiro de 2021;64(1):66–73.
Krumsvik RJ. Teacher educators’ digital competence. Scandinavian Journal of Educational Research. 4 de maio de 2014;58(3):269–80.
Jackson EA. Impact of MOODLE platform on the pedagogy of students and staff: Cross-curricular comparison. Educ Inf Technol. janeiro de 2017;22(1):177–93.
Sayfouri N. Evaluation of the learning management system using students’ perceptions. Med J Islam Repub Iran. 2016;30:460.
Sousa RP de, Moita FMC da SC, Carvalho ABG, organizadores. Tecnologias digitais na educação. Campina Grande, PB: Eduepb; 2011. 272 p.
Giovannella C. Effect Induced by the Covid-19 Pandemic on Students’ Perception About Technologies and Distance Learning. Em: Mealha Ó, Rehm M, Rebedea T, organizadores. Ludic, Co-design and Tools Supporting Smart Learning Ecosystems and Smart Education [Internet]. Singapore: Springer Singapore; 2021 [citado 10 de fevereiro de 2022]. p. 105–16. (Smart Innovation, Systems and Technologies; vol. 197). Disponível em: https://link.springer.com/10.1007/978-981-15-7383-5_9
Mercader C, Gairín Sallán J. ¿Cómo utiliza el profesorado universitario las tecnologías digitales en sus aulas? REDU. 30 de dezembro de 2017;15(2):257.
Guillén-Gámez FD, Mayorga-Fernández MJ, Bravo-Agapito J, Escribano-Ortiz D. Analysis of Teachers’ Pedagogical Digital Competence: Identification of Factors Predicting Their Acquisition. Tech Know Learn. setembro de 2021;26(3):481–98.
Rodriguez-Segura L, Zamora-Antuñano MA, Rodriguez-Resendiz J, Paredes-García WJ, Altamirano-Corro JA, Cruz-Pérez MÁ. Teaching Challenges in COVID-19 Scenery: Teams Platform-Based Student Satisfaction Approach. Sustainability. 11 de setembro de 2020;12(18):7514.
Mercader C. Las resistencias del profesorado universitario a la utilización de las tecnologías digitales. AULA_ABIERTA. 7 de maio de 2019;48(2):167.
Duart JM. La Red en los procesos de enseñanza de la Universidad. Comunicar. 2011;XIX(37):10–3.
Marcelo-García C, Yot-Domínguez C, Mayor-Ruiz C. University teaching with digital technologies. Comunicar: Revista Científica de Comunicación y Educación. 1o de julho de 2015;23(45):117–24.
Berzosa Ramos I, Arroyo González MJ. Docentes y TIC: un encuentro necesario. Contextos educativos. 30 de abril de 2015;0(19):147.
Torres ACM, Alves LRG, Costa ACN da. Education and Health: reflections on the university context in times of COVID-19. 2020; Disponível em: https://preprints.scielo.org/index.php/scielo/preprint/view/640
Rohs M, Ganz M. MOOCs and the claim of education for all: A disillusion by empirical data. IRRODL [Internet]. 3 de dezembro de 2015 [citado 10 de março de 2022];16(6). Disponível em: http://www.irrodl.org/index.php/irrodl/article/view/2033
Abbasi MS, Ahmed N, Sajjad B, Alshahrani A, Saeed S, Sarfaraz S, et al. E-Learning perception and satisfaction among health sciences students amid the COVID-19 pandemic. WOR. 1o de dezembro de 2020;67(3):549–56.
Colclasure BC, Marlier A, Durham MF, Brooks TD, Kerr M. Identified Challenges from Faculty Teaching at Predominantly Undergraduate Institutions after Abrupt Transition to Emergency Remote Teaching during the COVID-19 Pandemic. Education Sciences. 17 de setembro de 2021;11(9):556.
Kebritchi M, Lipschuetz A, Santiague L. Issues and Challenges for Teaching Successful Online Courses in Higher Education: A Literature Review. Journal of Educational Technology Systems. setembro de 2017;46(1):4–29.
Christian M, Purwanto E, Wibowo S. Technostress Creators on Teaching Performance of Private Universities in Jakarta During Covid-19 Pandemic. Technology Reports of Kansai University. 1o de julho de 2020;62.
Sahu P. Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on Education and Mental Health of Students and Academic Staff. Cureus [Internet]. 4 de abril de 2020 [citado 12 de março de 2022]; Disponível em: https://www.cureus.com/articles/30110-closure-of-universities-due-to-coronavirus-disease-2019-covid-19-impact-on-education-and-mental-health-of-students-and-academic-staff
Medeiros A de A, Batiston AP, Souza LA de, Ferrari FP, Barbosa IR. Análise do ensino em fisioterapia no Brasil durante a pandemia de COVID-19. Fisioter mov [Internet]. 26 de fevereiro de 2021 [citado 24 de março de 2022];34. Disponível em: http://www.scielo.br/j/fm/a/ZY5VxGnGtCHyxDv3JxxQCKy/?lang=pt
George PP, Papachristou N, Belisario JM, Wang W, Wark PA, Cotic Z, et al. Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction. J Glob Health [Internet]. junho de 2014 [citado 9 de março de 2022];4(1). Disponível em: http://www.jogh.org/documents/issue201401/A6_George_FINAL.pdf
McCutcheon K, Lohan M, Traynor M, Martin D. A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education. J Adv Nurs. fevereiro de 2015;71(2):255–70.
Fontaine G, Cossette S, Maheu-Cadotte M-A, Mailhot T, Deschênes M-F, Mathieu-Dupuis G, et al. Efficacy of adaptive e-learning for health professionals and students: a systematic review and meta-analysis. BMJ Open. agosto de 2019;9(8):e025252.
Yu J, Huang C, Han Z, He T, Li M. Investigating the Influence of Interaction on Learning Persistence in Online Settings: Moderation or Mediation of Academic Emotions? IJERPH. 30 de março de 2020;17(7):2320.
Astin AW. What matters in college? Four critical years revisited. 1st ed. San Francisco: Jossey-Bass; 1993. 482 p. (The Jossey-Bass higher and adult education series).
Fatani TH. Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic. BMC Med Educ. dezembro de 2020;20(1):396.
Jeffery KA, Bauer CF. Students’ Responses to Emergency Remote Online Teaching Reveal Critical Factors for All Teaching. J Chem Educ. 8 de setembro de 2020;97(9):2472–85.
Banna J, Grace Lin M-F, Stewart M, Fialkowski MK. Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course. J Online Learn Teach. junho de 2015;11(2):249–61.
Chertoff JD, Zarzour JG, Morgan DE, Lewis PJ, Canon CL, Harvey JA. The Early Influence and Effects of the Coronavirus Disease 2019 (COVID-19) Pandemic on Resident Education and Adaptations. Journal of the American College of Radiology. outubro de 2020;17(10):1322–8.
O’Doherty D, Dromey M, Lougheed J, Hannigan A, Last J, McGrath D. Barriers and solutions to online learning in medical education - an integrative review. BMC Med Educ. 7 de junho de 2018;18(1):130.
Quinsee S, Judith H. Blurring the Boundaries? Supporting Students and Staff within an Online Learning Environment. The Turkish Online Journal of Distance Education. janeiro de 2005;6.
Johnston E, Burleigh C, Wilson A. Interdisciplinary Collaborative Research for Professional Academic Development in Higher Education. hlrc [Internet]. 16 de dezembro de 2011 [citado 12 de março de 2022];10(1). Disponível em: https://scholarworks.waldenu.edu/hlrc/vol10/iss1/6
Schieffer L. The Benefits and Barriers of Virtual Collaboration Among Online Adjuncts. JIR. 15 de agosto de 2016;5(1):109–25.
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2022 Jefferson Vilela da Silva Lima, Bianca dos Anjos Soares, Bruna Marques Maran, Leonardo Alves de Souza, Miguel Ângelo Hyppolito , Ana Cláudia Mirândola Barbosa Reis
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
