Ensino remoto na enfermagem em meio a pandemia da covid-19

2020 ◽  
Vol 10 (32) ◽  
pp. 358-366
Author(s):  
Igor De Sousa Nóbrega ◽  
José Aderivaldo Batista Ferreira Filho ◽  
Maria Luísa Cabral da Cunha ◽  
Tamires Paula Gomes Medeiros ◽  
Cláudia Quézia Amado Monteiro Leal ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Classroom Environments ◽  
Remote Education ◽  
Digital Platforms ◽  
The Face ◽  
On Line ◽  
Online Access ◽  
Teaching Modality ◽  
Education Nursing

Relatar a vivência docente e discente e suas percepções sobre o ensino remoto na enfermagem frente à pandemia da COVID-19. Trata-se de um relato de experiência a respeito do ensino remoto emergencial, experienciado por discentes e docentes do curso superior de enfermagem em meio a pandemia pela COVID-19. A forma de adesão das aulas remotas deu-se mediante a plataformas digitais de acesso on-line com a criação de ambientes de sala de aula por chamadas de vídeo em tempo real. A modalidade de ensino remoto trouxe consigo aspectos positivos bem como desafios importantes acerca do processo de aprendizagem em enfermagem. A experiência com o ensino remoto em meio a pandemia do COVID-19 tem demonstrado inúmeros desafios para formação do enfermeiro, porém é considerada uma alternativa temporária de caráter emergencial eficaz para minimização de danos sociais e educacionais no período crítico atual.Descritores: Educação em Enfermagem, Enfermagem, Ensino, Pandemias. Remote teaching in nursing among the covid-19 pandemicAbstract: To report the teaching and student experience and their perceptions about remote teaching in nursing in the face of the COVID-19 pandemic. This is an experience report about emergency remote education, experienced by students and professors of higher education in the midst of a pandemic by COVID-19. The form of adherence to remote classes took place through digital platforms for online access with the creation of classroom environments by video calls in real time. The remote teaching modality brought with it positive aspects as well as important challenges regarding the learning process in nursing. The experience with remote education in the midst of the COVID-19 pandemic has shown numerous challenges for the training of nurses, but it is considered a temporary alternative of an effective emergency nature to minimize social and educational damage in the current critical period.Descriptors: Education, Nursing, Nursing, Teaching, Pandemics. Enseñanza remota en enfermería entre la pandemia covid-19Resumen: Reportar la experiencia docente y estudiantil y sus percepciones sobre la enseñanza remota en enfermería ante la pandemia de COVID-19. Este es un reporte de experiencia sobre educación remota de emergencia, experimentado por estudiantes y profesores del curso de enfermería en medio a la pandemia por COVID-19. La forma de adhesión a las clases remotas fueran mediante plataformas digitales de acceso en línea, con la creación de entornos de clases mediante videollamadas en tiempo real. La modalidad de enseñanza remota trajo consigo aspectos positivos y desafíos importantes con respecto al proceso de aprendizaje en enfermería. La experiencia con educación remota en medio de la pandemia de COVID-19 ha mostrado numerosos desafíos para la formación de enfermeras, pero se considera una alternativa temporal efectiva para minimizar el daño social y educativo en el período crítico actual.Descriptores: Educación en enfermeira, Enfermería, Enseñanza, Pandemias.

Blended Learning

2021 ◽  
pp. 262-281
Author(s):  
Waldiane de Ávila Fialho ◽  
Ramon Silva Leite ◽  
Sofia Gaio
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Learning Process ◽  
Modern World ◽  
Hybrid Education ◽  
Time Space ◽  
Content Analysis Method ◽  
Hybrid Teaching ◽  
The Face ◽  
Depth Interviews

Blending technology and education is considered a strategy to obtain various benefits, among which one of the most prominent has been enhancing students' engagement. The implementation of hybrid education at university is a clear example of this combination. Thus, considering the relevance of the theme, mainly in the modern world, the purpose of this study is to identify and analyze the contributions of hybrid teaching to the student's learning process in higher education. To this end, a qualitative research was conducted, through in-depth interviews at a private, community, confessional, and philanthropic university in Brazil. The data obtained was processed using the content analysis method, and the following contributions to the students' learning process were verified: flexibility of time, space and pace; greater retention of the content, which is available on the online platform; autonomy and constant updating in the face of changes in the modern world and better performance in terms of grades.

scholarly journals Inovasi Perguruan Tinggi Raharja Dalam Era Disruptif Menggunakan Metodologi iLearning

2019 ◽  
Vol 13 (1) ◽  
pp. 23
Author(s):  
Untung Rahardja ◽  
Ninda Lutfiani ◽  
Arini Dwi Lestari ◽  
Edward Boris P Manurung
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Human Resources ◽  
Technological Innovation ◽  
Learning Process ◽  
Learning System ◽  
Learning Method ◽  
Human Relations ◽  
The Face

Rapidly technological advancements have led to the emergence of a disruptive era, namely the innovation theory that was initiated by newcumbent, the publication of which threatened incumbent. The effect of this disruptive is a fundamentally significant and widespread technological innovation that changes the way human relations in various heresies is no exception to higher education. When viewed from a quantitative perspective, the growth is quite severe. However, if it is related to its quality, its development is worrying. Therefore, higher education must compete to change the learning system by following disruptive patterns in order to improve the quality of learning that will improve the quality of human resources. In this study there are 2 (two) methods, The results of this study present the readiness of Raharja University in the face of the disruptive era through iLearning. Where in the learning process includes 3 (three) things, called Rinfo, iDu and iMe.With this learning method, students become more innovative and critical thinking.

Technological Change, Virtual Learning, and Higher Education

2000 ◽  
pp. 160-176 ◽  
Author(s):  
Mark A. Shields
Keyword(s):  
Higher Education ◽  
Technological Change ◽  
Learning Process ◽  
Information Technologies ◽  
Social Inequalities ◽  
Virtual Learning ◽  
Technological Modernization ◽  
On Line ◽  
Computer Based ◽  
Based Instruction

This chapter takes a critical look at the current enthusiasm for on-line distance education and virtual learning, as well as some deeper cultural and institutional implications of technological modernization for higher education’s future. I address four complex questions: Does computer-based instruction really improve pedagogy and add value to the learning process? Will the spread of computing and information technologies reinforce, even exacerbate, broader social inequalities? Can on-line education contribute to sustainable intellectual communities in cyberspace? Are pressures for commercialization undermining the ethos of higher education?

scholarly journals RANCANG-BANGUN APLIKASI SISTEM DISKUSI PEMBELAJARAN ON-LINE PADA PERGURUAN TINGGI

CCIT Journal ◽  
2016 ◽  
Vol 9 (2) ◽  
pp. 179-190
Author(s):  
Aris Martono ◽  
Padeli Padeli ◽  
Rosalina Miliartha
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Learning Process ◽  
Learning System ◽  
Accurate Information ◽  
Face To Face ◽  
Lecture Material ◽  
Structured Analysis ◽  
On Line ◽  
Material Information

The development of information technology is growing rapidly as one of them used to interacting with other people. Information technology can connect us with others regardless of time and place. This is possible because of the existence of a container that community (forums) discussions on-line learning. However, in Higher Education of Raharja the development of discussion for learning is less developed for regular class or a class that is not a superclass or i-learning class because the manual is face to face or face to face for the discussion of learning in Higher Education of Raharja. Therefore, it can be made a formal community for container or the learning process in order to facilitate the discussion of faculty and students in the learning process outside of lecture hours that can be accessed anytime and anywhere and can provide accurate information so that the information obtained by the faculty and students to be more relevant. Discussion of web-based learning system is designed with a user friendly system so that  is easy to access and understand, facilitate communication between faculty and students, and also facilitates getting materials lecture material, as well as assist in the distribution and collection of duties and tasks quickly lecturers also can manage the values that will given to students. The methodology used is a structured analysis and development ranging from analyzing the system that runs through UML, perform elicitation, and describes the proposed system through UML. The final results are achieved from this research is the creation of a learning system that can be accessed anywhere, anytime, and always follow the lecture material information or update

scholarly journals Practices and digital technological resources for remote education: an investigation of Brazilian professor's profile

2021 ◽  
Author(s):  
Mayka De Souza Lima ◽  
Rita Suzana Pitangueira Maciel
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Digital Technology ◽  
Educational Software ◽  
Face To Face ◽  
The Face ◽  
Teaching Learning ◽  
Teaching Modality ◽  
Instructional Design Practices ◽  
Technology Resources

Digital Technology Resources (DTR) are considered essential in society and education for teaching-learning. Due to the Covid-19 pandemic, higher education classes have moved from face-to-face to remote teaching. Therefore, students and professors have the challenge of using DTRs as the main artifacts in their activities. This paper investigates the professors’ perceptions of DTRs in teaching practices before and during social isolation. A survey that obtained 140 responses indicates that several DTRs will remainupon the face-to-face teaching modality resumes. So, by sharing the Survey’s results, we hope to support future instructional design practices and suggest new requirements for educational software development.

scholarly journals Higher Education: Learning of students with disabilities in remote education in times of pandemic

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Cibele Roberta Sugahara ◽  
Denise Helena Lombardo Ferreira ◽  
Bruna Angela Branchi
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Social Life ◽  
Teaching And Learning ◽  
Educational Institution ◽  
People With Disabilities ◽  
Individual Characteristics ◽  
Support Network ◽  
Remote Education ◽  
The Face

A new reality affected the educational system with the Covid-19 pandemic, significantly altering social life. Higher education institutions recognize the need to analyze the impacts of their measures on remote education, in the context of the pandemic, which affect each group of students, including people with disabilities. Efforts that deserve special attention in view of the potential of these people, as citizens who seek to build new skills from higher education. Brazil is not isolated in the face of this challenge, but the development of inclusive relationships for people with disabilities in remote classes and educational activities depends on the adequacy of the virtual environment to the characteristics and state of difficulty of the students to exercise their autonomy in the teaching and learning process. The experience reports, presented in this article, point out the learning challenges of students with disabilities during remote education in the Covid-19 pandemic. The classes and activities in the remote environment were at the heart of the establishment of a monitoring routine between student, teacher, monitors and a professional specialist in the accessibility program of the educational institution. In a scenario like the one presented, interventions to overcome limitations such as the construction of meaning to texts, due to the lack of reading skills and the capacity for abstraction, were successful. A collaborative support network of professionals is shown to be an important measure for welcoming the peculiarities of students, especially in remote education, and it shows in practice respect for their individual characteristics.

scholarly journals La clase encuentro en la educación superior: algunas consideraciones teóricas -metodólogicas

2018 ◽  
Vol 3 (3) ◽  
pp. 88
Author(s):  
Leonardo Ramón Marín Llaver ◽  
José | Manuel Suárez Meana ◽  
Yaikel López González ◽  
Analien Pelegrín Naranjo
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Personal Growth ◽  
Educación Superior ◽  
Educacion Superior ◽  
Self Evaluation ◽  
Leading Role ◽  
The Face ◽  
Teaching Learning ◽  
Self Learning

  El proceso de enseñanza – aprendizaje de la educación superior reclama de nuevas formas de organización del proceso pedagógico; por lo tanto se hace necesario el cambio en el rol protagónico del que enseña y del que aprende, lo cual trae consigo que la concepción de aprendizaje desarrollador y didáctica desarrolladora se efectué a través de diferentes formas organizativas y una de ellas es la clase encuentro. Es objetivo de este ensayo reflexionar sobre algunas cuestiones teóricas – metodológicas en torno a la clase encuentro como herramienta para lograr una mayor efectividad y eficacia en el aprendizaje de los estudiantes universitarios. En su elaboración, se emplearon métodos de investigación del nivel teórico que permitieron el procesamiento de la información, la caracterización del objeto de investigación, determinar sus fundamentos teóricos y metodológicos. Como conclusión se destaca la gran importancia que reviste la clase encuentro en la modalidad presencial y semipresencial en la educación superior, pues contribuye como ninguna otra a favorecer el autoaprendizaje, la autoevaluación, la independencia cognoscitiva  y el crecimiento personal en los estudiantes en la medida que se apropien de procedimientos y habilidades que le permitan acceder a los nuevos conocimientos.   Palabras clave: Proceso de enseñanza – aprendizaje; educación superior; clase encuentro; autoaprendizaje; independencia cognoscitiva   Abstract The teaching - learning process of higher education demands new forms of organization of the pedagogical process; Therefore, it is necessary to change the leading role of the teacher and the learner, which means that the developer and didactic developer learning concept was carried out through different organizational forms and one of them is the encounter class. The purpose of this essay is to reflect on some theoretical - methodological issues around the encounter class as a tool to achieve greater effectiveness and efficiency in the learning of university students. In its elaboration, methods of investigation of the theoretical level were used that allowed the processing of the information, the characterization of the object of investigation, to determine its theoretical and methodological foundations. In conclusion, the great importance of the encounter class in the face-to-face and blended modality in higher education is highlighted, as it contributes like no other to favor self-learning, self-evaluation, cognitive independence and personal growth in students to the extent that Appropriate procedures and skills that allow access to new knowledge.   Keywords: Teaching - learning process; higher education; class encounter; self-learning cognitive independence

scholarly journals СЕРВІС CISCO WEBEX MEETING CENTER ЯК ІНТЕРАКТИВНИЙ ЗАСІБ НАВЧАННЯ СТУДЕНТІВ З ОБМЕЖЕНИМИ МОЖЛИВОСТЯМИ

2018 ◽  
Vol 65 (3) ◽  
pp. 223
Author(s):  
Oksana M. Khomik ◽  
Oksana M. Kovalchuk ◽  
Olena H. Tomaschuk ◽  
Nadiia A. Savchuk
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Data Exchange ◽  
Educational Process ◽  
Video Data ◽  
Individual Session ◽  
Information And Communication ◽  
On Line ◽  
Center Service

The article considers the system of views on using information and communication technologies in the institutions of higher education. The concept of “interactive learning” has been defined. The ways of increasing the accessibility of higher education for students with limited abilities have been described. This issue can be solved by using interactive tools as the key to the successful training of such students is the optimization of teaching material in the most receptive form. The main features of various e-learning services which are used in the students’ learning process have been described: Blackboard, Prometeus, ATutor, Moodle, Cisco WebEx Meeting Center. The experience of the Canadian on-line Fredericton University’s researchers on the use of the WebEx service in the educational process of their university have been analyzed. The main advantages and objectives of the Cisco WebEx Meeting Center service have been described. It has been noted that due to multimedia and feedback, WebEx service provides the presence of distance learners in the training audience. It offers technologies for the accurate transmission of audio and video, data exchange and individual session for group and individual learning, which simplify the learning process. The usefulness of WebEx for students with limited abilities has been considered. Organizing and conducting of interactive class sessions for students with limited abilities using the Cisco WebEx Meeting Center service has been presented. WebEx service video broadcasting and sound transmission during interactive class sessions have been described.

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

Epistemologi Pendidikan Islam: Melacak Metodologi Pengetahuan Perguruan Tinggi Islam Klasik

1970 ◽  
Vol 13 (3) ◽  
pp. 453-473
Author(s):  
Musnur Hery
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Education Level ◽  
Formal Institutions ◽  
Islamic History ◽  
Formal Institution

Islamic higher college not only limited to higher education that famous at Islamic history like madrasah (e.g. Nizamiyah), and al-Jami’ah (e.g. al-Azhar). Yet, Islamic higher college is the implementation of learning process that can be categorized in higher education stage, that being practiced in Moslem society, even still in non-formal or informal form before madrasah existence. Several epistemologies branch indeed take place at formal institution, while some epistemologies branch theoretically applied at formal institution, but it’s practiced at non-formal institutions. These non-formal institutions were still reflecting Islamic higher education level. 

Sign in / Sign up

Export Citation Format

Share Document