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Publication
Perceção dos Alunos do 3º Ciclo e Ensino Secundário sobre a Experiência do Ensino Online Versus o Ensino Presencial durante o COVID-19
| Name: | Description: | Size: | Format: | |
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| 5.21 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A pandemia associada ao COVID 19 condicionou alterações nas práticas educativas em
todo o mundo. A transição do ensino presencial para o ensino online. concretizou-se de forma
súbita e desafiadora para os alunos e toda a comunidade educativa. Com a finalidade de estudar
a perceção dos alunos de 3º ciclo e ensino secundário sobre a experiência online versus ensino
presencial durante o confinamento foi realizado um estudo retrospetivo com 207 alunos do 3º
ciclo e ensino secundário em lisboa, com aplicação de questionário online na presença do
investigador. As variáveis aplicadas foram a adaptação do questionário “Classroom versus
Online Study Questionnaire (COSQ)” para a língua portuguesa, a construção e validação de
um instrumento bem-estar. Comparou-se a perceção que os alunos têm sobre os dois tipos de
experiências de ensino no que diz respeito às componentes da aprendizagem (concentração,
autoconfiança e interesse e competências); à frequência das práticas de diferenciação
pedagógica e aos níveis de bem-estar percebido pelos alunos (socioeconómico, cognitivo e
material) e a correlação entre as várias variáveis.
Os resultados obtidos revelam que, neste grupo de alunos, o ensino presencial é
preferido pelos alunos, em comparativo com o online, no que diz respeito aos componentes da
aprendizagem. Todas as outras variáveis não demonstraram diferenças entre o ensino online e
o presencial.
ABSTRACT: The COVID-19 pandemic has led to changes in educational practices worldwide. The transition from in-person to online teaching happened suddenly and presented a challenge for students and the entire educational community. In order to study the perception of 3rd cycle and secondary school students regarding the online versus in-person learning experience during the lockdown, a retrospective study was conducted with 207 students from the 3rd cycle and secondary school in Lisbon. This study involved the administration of an online questionnaire in the presence of the researcher. The applied variables included the adaptation of the "Classroom versus Online Study Questionnaire (COSQ)" to the Portuguese language, as well as the construction and validation of a Well-Being instrument. The perception of students regarding both types of teaching experiences was compared with respect to learning components (concentration, self-confidence, interest, and skills); the frequency of pedagogical differentiation practices; and the levels of well-being perceived by students (socioeconomic, cognitive, and material), as well as the correlation between various variables. The results indicate that, in this group of students, in-person teaching is preferred, in comparison to online teaching, specifically in terms of learning components. All other variables did not show significant differences between online and in-person teaching.
ABSTRACT: The COVID-19 pandemic has led to changes in educational practices worldwide. The transition from in-person to online teaching happened suddenly and presented a challenge for students and the entire educational community. In order to study the perception of 3rd cycle and secondary school students regarding the online versus in-person learning experience during the lockdown, a retrospective study was conducted with 207 students from the 3rd cycle and secondary school in Lisbon. This study involved the administration of an online questionnaire in the presence of the researcher. The applied variables included the adaptation of the "Classroom versus Online Study Questionnaire (COSQ)" to the Portuguese language, as well as the construction and validation of a Well-Being instrument. The perception of students regarding both types of teaching experiences was compared with respect to learning components (concentration, self-confidence, interest, and skills); the frequency of pedagogical differentiation practices; and the levels of well-being perceived by students (socioeconomic, cognitive, and material), as well as the correlation between various variables. The results indicate that, in this group of students, in-person teaching is preferred, in comparison to online teaching, specifically in terms of learning components. All other variables did not show significant differences between online and in-person teaching.
Description
Dissertação de Mestrado realizada
sob a orientação de Professor Doutor
Sérgio Gaitas, apresentada no Ispa –
Instituto Universitário para obtenção de
grau de Mestre na especialidade de
Psicologia da Educação.
Keywords
COVID-19 Ensino online Ensino presencial Diferenciação pedagógica Aprendizagem COVID-19 Online teaching In-person teaching Pedagogical differentation Learning