Banca de DEFESA: RAYANNE ANGELA ALBUQUERQUE DOS SANTOS

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : RAYANNE ANGELA ALBUQUERQUE DOS SANTOS
DATE: 18/11/2021
TIME: 09:00
LOCAL: Recife
TITLE:

VIRTUAL LEARNING SCENARIOS, REMOTE EDUCATION AND STUDENT ENGAGEMENT IN HIGHER EDUCATION

KEY WORDS:

virtual learning scenarios; student engagement; higher online education.

PAGES: 156
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

This study on virtual learning scenarios, remote learning and student engagement in higher education aims to answer: how do virtual learning scenarios developed in remote learning contribute to student engagement? Our objective is to analyze the different virtual learning scenarios created in emergency remote education, which contribute to promoting student engagement in higher education. Our methodology was based on a qualitative, exploratory study, using the SALDAÑA (2013) codification cycle for analysis. Online questionnaires were applied to students and teachers from a private Higher Education Institution (HEI). A virtual focus group was also carried out to conduct a semi-structured interview with the students of the Pedagogy course. The survey results pointed to the Google Classroom platform as the most used virtual environment, according to students and teachers. There was applied a variation of virtual scenarios, according to the responses of the subjects, used in a balanced way during the remote period. Some of the students' difficulties in the remote learning were internet connectivity and concentration on their studies. As for the teachers, the re-adaptation of their pedagogical practices was a great challenge in remote education. Regarding student engagement in the virtual scenario, the interrelationship between dimensions (behavioral, cognitive, and emotional) and types of engagement (passive, independent, collaborative and intense) were practiced in the face of activities developed for virtual scenarios during this period. We observed that the behavioral engagement in a passive way was the most identified behaviour during the research. Considering that the remote teaching experience generated learning for the use of various tools and the readjustment of teaching and learning strategies, we considered that a new curricular culture was implemented based on this emergency experience. We must continue with the positive results provided by these experiences, building a resilient recovery in education, with the opportunity to build a path that enables everyone to face the future with confidence.

BANKING MEMBERS:
Presidente - 1229033 - PATRICIA SMITH CAVALCANTE
Interna - 1743037 - THELMA PANERAI ALVES
Interna - 1721820 - ANA BEATRIZ GOMES PIMENTA DE CARVALHO
Externo à Instituição - WALMA NOGUEIRA RAMOS GUIMARAES - UPE
Externa à Instituição - IVANDA MARIA MARTINS SILVA - UFRPE