Emergency Remote Teaching Based on Education 4.0: an Experience Report about the Methodology adopted in the Experimental HCI Class

Abstract

In Education 4.0, the professor is challenged to teach more than curriculum content, prompting the development of 21st-Century competencies and skills. Thus, this paper presents the Emergency Remote Teaching (ERT) methodology used in the Experimental Human-Computer Interaction (HCI) classes during the COVID-19 pandemic, based on Education 4.0. This class was taught to final year students of the undergraduate courses in Computer Science and Biomedical Informatics and graduate students in Informatics at a University. The teaching methodology adopted in this discipline sought to develop skills considered relevant for a researcher, such as recognizing research problems and learning new processes. The classes were guided by the Flex learning model, which consisted of synchronous and asynchronous classes. Thus, the schedule of classes needed to be adapted, including collaborative and diversified activities. We collected the student’s opinions about the teaching methodology and the skills developed in the class and analyzed the results qualitatively. The results showed the difficulties and problems faced by students with the resources and materials in ERT, such as students having internet connectivity problems. However, the teacher made the recorded classes available, and this problem was overcome. The results also show that the deficit of skills, such as autonomy, initiative, and independence, hampered students' performance in ERT. The findings can help other teachers to improve the remote teaching of this class and indicate the possibilities of ERT in the Education 4.0.