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Práticas de ensino e aprendizagem online em Macau, Portugal e Brasil: na senda de um modelo pedagógico virtual global pós pandemia
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Abstract(s)
A pandemia Covid-19 teve um profundo impacto nos processos pedagógicos das universidades de ensino presencial. O confinamento obrigatório da população universitária implicou a transposição do ensino presencial em sala para as aulas realizadas online, levando a um aumento considerável do uso de sistemas de videoconferência, estabelecendo novas (ou reforçando as existentes) comunidades de aprendizagem online. Estas práticas de aprendizagem online tendem a se manter após o fim da pandemia na medida em que proporcionem alternativas complementares de contacto, partilha e colaboração em rede, determinando formas não estruturadas de modelos pedagógicos híbridos de ensino a distância. Neste artigo descrevemos práticas concretas de ensino online emergencial implementadas durante a pandemia em duas universidades de ensino presencial, a Universidade de São José em Macau; e a Universidade de São Paulo, Brasil, procedendo à sua análise crítica à luz da práxis de ensino a distância online em voga na Universidade Aberta, Portugal, uma universidade virtual de ensino a distância, tendo em vista a definição de um modelo pedagógico virtual de cariz geral que possa proporcionar princípios e linhas mestras para o planeamento, organização e implementação de oferta educativa de nível universitário administrável online para os tempos pós-pandémicos suportada nas evidências da pesquisa e tendências emergentes.
The Covid-19 pandemic had a profound impact on the pedagogical processes of face-to-face universities. The mandatory confinement of the university population implied the transposition of classroom teaching to online classes, leading to a considerable increase in the use of videoconferencing systems, establishing new (or reinforcing the existing ones) online learning communities. These online learning practices tend to be maintained after the end of the pandemic insofar as they provide complementary alternatives for contact, sharing and collaboration in a network, determining unstructured forms of hybrid pedagogical models of distance learning. In this article we describe concrete emergency online teaching practices implemented during the pandemic in two face-to-face teaching universities, the University of Saint Joseph in Macau; and the University of São Paulo, Brazil, carrying out a critical analysis in light of the online distance learning praxis in vogue at Portuguese Open University, Portugal, a virtual distance learning university, with a view to defining a virtual pedagogical model of general nature that can provide principles and guidelines for the planning, organization and implementation of a manageable online university-level educational offer for post-pandemic times supported by research evidence and emerging trends.
The Covid-19 pandemic had a profound impact on the pedagogical processes of face-to-face universities. The mandatory confinement of the university population implied the transposition of classroom teaching to online classes, leading to a considerable increase in the use of videoconferencing systems, establishing new (or reinforcing the existing ones) online learning communities. These online learning practices tend to be maintained after the end of the pandemic insofar as they provide complementary alternatives for contact, sharing and collaboration in a network, determining unstructured forms of hybrid pedagogical models of distance learning. In this article we describe concrete emergency online teaching practices implemented during the pandemic in two face-to-face teaching universities, the University of Saint Joseph in Macau; and the University of São Paulo, Brazil, carrying out a critical analysis in light of the online distance learning praxis in vogue at Portuguese Open University, Portugal, a virtual distance learning university, with a view to defining a virtual pedagogical model of general nature that can provide principles and guidelines for the planning, organization and implementation of a manageable online university-level educational offer for post-pandemic times supported by research evidence and emerging trends.
Description
Keywords
Pandemia Covid-19 Práticas de ensino e aprendizagem Ensino a distância online Aprendizagem colaborativa Modelo Pedagógico Virtual Ensino pós-pandémico Covid-19 pandemic Teaching and learning practices Online distance learning Collaborative learning Virtual pedagogical model Post-pandemic education
Citation
Fernandes Marcos, A., Morgado, L., & Alexino Ferreira, R. (2022). “Práticas de ensino e aprendizagem online em Macau, Portugal e Brasil: na senda de um modelo pedagógico virtual global pós pandemia”. Revista de Estilos de Aprendizaje, 15(30), 130–149. https://doi.org/10.55777/rea.v15i30.4673
Publisher
EduSoC Lab, Universidad Complutense de Madrid