Metodologias ativas no ensino remoto emergencial: estudo avaliativo com discentes de administração sobre os novos desafios no aprendizado

Abstract

The COVID-19 pandemic affected all areas of our society directly or indirectly, and the education sector would not be different. After the suspension of in-person courses with the aim to slow down the spread of the new coronavirus. The impacts of a paralysed education, especially in the public sector, can already be seen. Thus, in order to think of solutions that benefit the student’s learning process, it is necessary to have an overview and a greater understanding of how students perceive their learning in this period of emergency remote teaching. Therefore, the objective of this work is to analyze the use of active teaching-learning methodologies in business emergency remote education during the Covid-19 pandemic. This research is characterized as exploratory and descriptive, with a quantitative approach to data analysis through Microsoft Excel spreadsheet program. And also. the usage of word cloud softwares such as NVivoPro version 11. The data were collected through an online form application to 104 students enrolled in Federal’s university of Rio Grande do Norte business course. The results shows that the in-person courses transition to remote education interfered in the learning process, and for 78.8% of the students there was some interference, either positive or negative; 64.4% of the students noticed the use of active teaching methodologies in the ERT; and 75% of the sample analyzed believe that the adoption of active teaching-learning methodologies favors the learning process in emergency remote teaching.