O Impacto da pandemia na aprendizagem dos estudantes
Um ensaio sobre o futuro do ensino superior
DOI:
https://doi.org/10.23882/rmd.23143Resumo
A pandemia da COVID-19 forçou uma mudança na aprendizagem remota e presencial da noite para o dia para a maioria dos alunos do ensino superior, a partir da primavera de 2020. Para complementar as videoaulas e envolver os alunos numa sala de aula virtual, os professores adotaram tecnologias que permitiram mais interatividade e modelos híbridos de ensino online e atividades presenciais. Essas ferramentas mudaram a metodologia, o ensino e a avaliação de feições que podem persistir após a pandemia e eventuais epidemias. Para se envolverem de uma forma mais eficaz com os alunos, as instituições de ensino superior terão de se concentrar em oito dimensões da experiência de aprendizagem. Nesta análise descrevemos os resultados de um estudo das tecnologias de aprendizagem que podem possibilitar aspetos de várias dessas oito dimensões da experiência de aprendizagem online. Existe a necessidade urgente de reeducar as próximas gerações de alunos com ferramentas digitais e fazer uso de práticas e competências digitais. A educação em Comportamento Educacional (CE) é difundida em todo o mundo. Existe algum consenso no campo sobre quais os construtos a medir. Foi determinado no estudo a existência de padrões ou princípios seguidos para o esboço da avaliação e atividades presenciais nos vários níveis de ensino. Essas ferramentas mudaram a aprendizagem, o ensino e a avaliação de maneiras que podem persistir após a pandemia. Ter filhos em idade jovem, adolescente e adulta e no ensino deu para constatar o impacto da pandemia na aprendizagem e no bem-estar dos alunos e dos agregados familiares, professores, responsáveis escolares e comunidades académicas inteiras. Estudantes de todo o mundo estão, em média, oito meses atrasados em relação ao que estariam se não fosse a pandemia. Até 2040, os alunos com o curso superior inacabado devido ao COVID-19 podem custar à economia global US$ 1,6 trilião. Então, qual é o caminho a seguir para os sistemas escolares?
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