Young university students, pandemic and remote education: findings and challenges
This article presents data from an international survey and aims to describe and explore the perceptions of higher education students during the COVID-19 pandemic in relation to studies, in the transition from face-to-face education to remote education and vice versa. The theoretical basis compared...
| Autores principales: | , , , , , , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Portugués |
| Publicado: |
Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR
2024
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/45895 |
| Aporte de: |
| id |
I10-R376-article-45895 |
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| record_format |
ojs |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-376 |
| container_title_str |
Integración y Conocimiento |
| language |
Portugués |
| format |
Artículo revista |
| topic |
Pandemics. Remote education: Digital capital. University youth. Pandemia; Educación remota. Capital digital. Juventud universitaria. Pandemia. Educação remota. Capital digital. Juventude universitária. |
| spellingShingle |
Pandemics. Remote education: Digital capital. University youth. Pandemia; Educación remota. Capital digital. Juventud universitaria. Pandemia. Educação remota. Capital digital. Juventude universitária. de Meneses Sousa, Carlos Ângelo Gomes, Candido Alberto Fierro, Cecília Veraksa, Aleksander Vaz de Oliveira e Sá, Susana Emília Sousa Rêgo Pimentel, Gabriela Cerqueira de Araújo, Gilvan Charles Carvalho Holanda, Patrícia Helena Batista de Oliveira, Luiz Cláudio Young university students, pandemic and remote education: findings and challenges |
| topic_facet |
Pandemics. Remote education: Digital capital. University youth. Pandemia; Educación remota. Capital digital. Juventud universitaria. Pandemia. Educação remota. Capital digital. Juventude universitária. |
| author |
de Meneses Sousa, Carlos Ângelo Gomes, Candido Alberto Fierro, Cecília Veraksa, Aleksander Vaz de Oliveira e Sá, Susana Emília Sousa Rêgo Pimentel, Gabriela Cerqueira de Araújo, Gilvan Charles Carvalho Holanda, Patrícia Helena Batista de Oliveira, Luiz Cláudio |
| author_facet |
de Meneses Sousa, Carlos Ângelo Gomes, Candido Alberto Fierro, Cecília Veraksa, Aleksander Vaz de Oliveira e Sá, Susana Emília Sousa Rêgo Pimentel, Gabriela Cerqueira de Araújo, Gilvan Charles Carvalho Holanda, Patrícia Helena Batista de Oliveira, Luiz Cláudio |
| author_sort |
de Meneses Sousa, Carlos Ângelo |
| title |
Young university students, pandemic and remote education: findings and challenges |
| title_short |
Young university students, pandemic and remote education: findings and challenges |
| title_full |
Young university students, pandemic and remote education: findings and challenges |
| title_fullStr |
Young university students, pandemic and remote education: findings and challenges |
| title_full_unstemmed |
Young university students, pandemic and remote education: findings and challenges |
| title_sort |
young university students, pandemic and remote education: findings and challenges |
| description |
This article presents data from an international survey and aims to describe and explore the perceptions of higher education students during the COVID-19 pandemic in relation to studies, in the transition from face-to-face education to remote education and vice versa. The theoretical basis compared ideas from Virilio, Ragnedda, Rosa and others. We used a self-reported questionnaire, translated and culturally adapted in relation to university convenience samples in Brazil, Mexico, Portugal, and Russia. Classes were randomly selected and all their students were invited to fill out. Results show that pandemics magnified prior social differences as a result of deficiencies in digital capital, infrastructural deficiencies and short time for institutions and people adaptation. The lockdown and further problems led to depressing feelings and to the trend to give up their studies. In conclusion, this project has limits as a quantitative study and the sort of sample used. Replies do not evidence significant advantages to remote education, not leaving very positive experiences for its expansion. It is necessary to regard that study in pandemics had the interference of multiple crisis, economic, social, sanitary etc. |
| publisher |
Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR |
| publishDate |
2024 |
| url |
https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/45895 |
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I10-R376-article-458952024-08-01T23:30:42Z Young university students, pandemic and remote education: findings and challenges Jóvenes universitarios, pandemia y educación a distancia: hallazgos y desafíos Jovens universitários, pandemia e educação remota: constatações e desafios de Meneses Sousa, Carlos Ângelo Gomes, Candido Alberto Fierro, Cecília Veraksa, Aleksander Vaz de Oliveira e Sá, Susana Emília Sousa Rêgo Pimentel, Gabriela Cerqueira de Araújo, Gilvan Charles Carvalho Holanda, Patrícia Helena Batista de Oliveira, Luiz Cláudio Pandemics. Remote education: Digital capital. University youth. Pandemia; Educación remota. Capital digital. Juventud universitaria. Pandemia. Educação remota. Capital digital. Juventude universitária. This article presents data from an international survey and aims to describe and explore the perceptions of higher education students during the COVID-19 pandemic in relation to studies, in the transition from face-to-face education to remote education and vice versa. The theoretical basis compared ideas from Virilio, Ragnedda, Rosa and others. We used a self-reported questionnaire, translated and culturally adapted in relation to university convenience samples in Brazil, Mexico, Portugal, and Russia. Classes were randomly selected and all their students were invited to fill out. Results show that pandemics magnified prior social differences as a result of deficiencies in digital capital, infrastructural deficiencies and short time for institutions and people adaptation. The lockdown and further problems led to depressing feelings and to the trend to give up their studies. In conclusion, this project has limits as a quantitative study and the sort of sample used. Replies do not evidence significant advantages to remote education, not leaving very positive experiences for its expansion. It is necessary to regard that study in pandemics had the interference of multiple crisis, economic, social, sanitary etc. Este artículo presenta datos de una encuesta internacional y tiene como objetivo describir y explorar las percepciones de los estudiantes de educación superior durante la pandemia de COVID-19 en relación a los estudios, en la transición de la educación presencial a la educación remota y viceversa. La base teórica comparó ideas de Virilio, Ragnedda, Rosa y otros. El instrumento fue un cuestionario auto aplicable, traducido y adaptado culturalmente a muestreos de conveniencia en universidades de Brasil, México, Portugal y Rusia. Las clases tuvieron selección aleatoria y todas.os las.os discentes fueron invitados a llenar. Los resultados indican que la pandemia amplió las previas diferencias sociales, por la falta de capital digital, deficiencias infraestructurales, rapidez para la adaptación de instituciones y personas. El confinamiento, además de otros problemas, condujeron a sentimientos depresivos y al deseo de desistir de los cursos. En conclusión, la investigación tiene limitaciones por ser cuantitativa y utilizar este tipo de muestreos. No se observaron grandes ventajas de la educación remota o a distancia, lo que no deja experiencias positivas para su ampliación. Se debe considerar que las experiencias sufrieron la interferencia de múltiples crisis, económica, sanitaria y otras, por lo cual se debe llevar en cuenta su interferencia. Este artigo apresenta dados de uma pesquisa internacional e tem como objetivo descrever e explorar as percepções de estudantes da educação superior durante a pandemia COVID-19 em relação aos estudos, na transição da educação presencial para a educação remota e vice-versa. A base teórica cotejou ideias de Paul Virilio, Ragnedda, Rosa entre outros. Foi utilizado um questionário autopreenchível, traduzido e culturalmente adaptado em relação a amostras de conveniência em universidades do Brasil, México, Portugal e Rússia. As turmas foram escolhidas aleatoriamente e todas.os as.os estudantes convidados a participar. Os resultados evidenciam que a pandemia ampliou as diferenças sociais prévias, como resultado das deficiências do capital digital, limitações de infraestrutura e pouco tempo para as instituições e as.os estudantes se adaptarem. O confinamento e outros problemas levaram a sentimentos depressivos e ao desejo de abandonar os estudos. Em conclusão, este estudo tem os limites de uma pesquisa quantitativa e o tipo de amostra utilizada. As respostas não assinalam vantagens significativas da educação remota, não deixando experiências muito positivas para a sua extensão. É necessário considerar que os estudos durante a pandemia tiveram a interferência de múltiplas crises, econômica, social, sanitária etc. Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR 2024-08-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/45895 Integración y Conocimiento; Vol. 13 No. 2 (2024): Integración y Conocimiento ; 11-26 Integración y Conocimiento; Vol. 13 Núm. 2 (2024): Integración y Conocimiento ; 11-26 Integración y Conocimiento; v. 13 n. 2 (2024): Integración y Conocimiento ; 11-26 2347-0658 10.61203/2347-0658.v13.n2 por https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/45895/46103 Derechos de autor 2024 Integración y Conocimiento https://creativecommons.org/licenses/by-nc-sa/4.0 |