Moving From Remote Education: Instructional Design Lived Experiences
DOI:
https://doi.org/10.5753/rbie.2024.3894Keywords:
Digital technological resource, Teaching and learning practices, Remote teaching, Teaching methodologies, Instructional designAbstract
Digital Technological Resources (DTRs) are considered by many to be essential in everyday life, influencing pedagogical practices, culture, relationships, learning, and teaching practices. Due to the COVID-19 pandemic, Brazilian educational institutions needed to migrate from face-to-face to remote teaching supported by digital technological resources in pedagogical practices. This transition brought several challenges and opportunities for education professionals, especially those involved in instructional design, as they adapted face-to-face teaching methods and included new teaching methodologies to maintain school activities. New opportunities have arisen to explore new pedagogical approaches, such as online collaborative learning, multimedia resources, and the personalization of instruction to meet students’ individual needs. This movement has highlighted remote classroom preparation and design, which is critical for future educational strategies in remote education. This study investigates the experience and perceptions of education professionals using teaching methodologies during the pandemic and the impact on their practices after returning to face-to-face classes. A survey was conducted with 276 education professionals from primary to higher education from public and private institutions in Brazil. The survey results showed the diversity of digital technology resources and teaching methodologies used, the active ones in particular, such as problem-based learning and flipped classrooms. Moreover, our results reveal that while using DTRs, several education professionals complained of lacking certain features and reported desired ones. We hope this study can provide information to support educational software development projects and contribute to improving teaching-learning activities and curriculum design research in the remote teaching modality.
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Copyright (c) 2024 Mayka de Souza Lima, José Maria N. David, Rita S. P. Maciel
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