A aprendizagem no ensino remoto na perspectiva dos estudantes do curso de Ciências Biológicas da UFC

Abstract

This work aims to analyze the perspective of Biological Sciences students at the Universidade Federal do Ceará (UFC) in relation to their own learning in Remote Emergency Teaching. For this, students were asked through e-mail and social networks to answer an electronic form on the Google Forms platform, in which there were eleven evaluative questions and one question that asked for remote learning to be summarized in three words. The form received 38 responses, 68.4% from undergraduate students and 31.6% from bachelor's degrees, with the majority taking the 7th to 9th semester, and the most representative age group from 22 to 24 years old. Most of the students rated their remote education regularly, their disposition/motivation as low, their academic performance as regular, the environment itself of studies as inadequate, the ability to organize their own time as “sometimes”, non-compliance with the emergency teaching plan adopted by the UFC, the amount of teachers who use teaching tools favorable to learning as “few”, the need to work in the pandemic as “I didn't need to work”, the worsening of mental health problems they already had, dissatisfaction with the internships performed, and the opinion about whether they will experience difficulties in the profession in the future if they remain in the area of biologicals as “few difficulties”. The most cited words to summarize Emergency Remote Learning were “demotivating”, “tiring” and “insufficient”. From these data, it can be seen the dissatisfaction of students with Remote Learning in general, and measure the impacts on learning. Despite everything, we can highlight as a positive aspect the perception of the importance of digital technologies for teaching.