Communication barriers in emergency remote education
DOI:
https://doi.org/10.20873/uft.rbec.e14210Palavras-chave:
aprendizaje pandémico, interacción educative, barreras de comunicaciónResumo
Barreiras de comunicação no ensino remoto emergencial
Apesar da abundância de métodos pedagógicos, materiais e filosofias, e de uma variedade de programas de formação de professores, muitos educadores ainda carecem de habilidades e autoeficácia necessárias para navegar efetivamente nas novas combinações educacionais de ensino a distância, semipresencial e presencial. Uma revisão da literatura sinaliza a natureza perturbada da comunicação professor-aluno. Este artigo aborda uma revisão de literatura focada nas descobertas de 206 artigos publicados em periódicos de acesso aberto sobre a interação educacional professor-aluno durante a pandemia. O objetivo principal da pesquisa atual é fornecer uma indicação inicial do tamanho potencial e da natureza das barreiras de comunicação existentes no aprendizado remoto de emergência. Além disso, os autores tentam tirar conclusões gerais sobre os méritos das proposições ou métodos existentes destinados a superar as barreiras existentes. As reclamações relatadas nas pesquisas incluem barreiras técnicas, psicológicas, pessoais, emocionais, problemas de saúde, falta de feedback, baixo engajamento dos alunos. Este último leva à busca de boas práticas que solucionem as barreiras de interação professor-aluno delineadas, ou reduzir o alcance dessas barreiras. Os achados deste estudo podem oferecer uma contribuição teórica para a compreensão dos diferentes tipos de barreiras nas interações professor-aluno no ensino a distância emergencial.
Palavras-chave: Covid-19, ensino remoto de emergência, aprendizagem pandêmica, interação educacional, interação professor-aluno.
Communication barriers in emergency remote education
ABSTRACT. Despite the abundance of methods, materials, pedagogical philosophies, and a variety of teacher training programs, many educators still do not have the skills and self-efficacy to effectively navigate the new combinations of distance, blended, and in-classroom learning. The review of literature signals the disrupted nature of teacher-student communication caused by the coronavirus pandemic. This is a literature review focused on the findings of 206 published open-access journal articles on teacher-student educational interaction during the COVID-19 pandemic. The primary goal of the current research is to provide an initial indication of the potential size and nature of the extant communication barriers in emergency remote learning. Furthermore, authors attempt to draw overall conclusions about the merits of existing propositions or methods aimed at overcoming the existing barriers. The complaints reported in the surveys include technical, psychological, personal, emotional, and health issues, lack of feedback, and poor student engagement. The latter prompts us to search for good practices that solve the aforementioned teacher-student interaction barriers or reduce the scope of these barriers. The outcomes of this study can help theorize about the many forms of barriers that exist in teacher-student interactions in emergency remote learning.
Keywords: Covid-19, emergency remote teaching, pandemic learning, educational interaction, teacher-student interaction.
Barreras de comunicación en la educación a distancia de emergencia
RESUMEN. A pesar de la abundancia de métodos, materiales y filosofías pedagógicas, una variedad de programas de formación de profesores, muchos educadores aún no tienen las habilidades requeridas para navegar efectivamente en los nuevos espacios educativos. Sin embargo, una revisión de la literatura señala la naturaleza interrumpida de la comunicación entre docentes y alumnus, causada por la pandemia del coronavirus (COVID-19). Esta es una revisión de la literatura centrada en los hallazgos de 206 artículos publicados en revistas de acceso abierto sobre la interacción educativa entre maestros y estudiantes durante la pandemia de COVID-19. El objetivo principal de la investigación actual es proporcionar una indicación inicial del tamaño potencial y la naturaleza de las barreras de comunicación existentes en el aprendizaje remoto de emergencia. Además, los autores intentan sacar conclusiones generales sobre los méritos de las proposiciones o métodos existentes destinados a superar las barreras existentes. Las quejas reportadas en las encuestas incluyen técnicas, psicológico, personal, emocional, problemas de salud, falta de retroalimentación, poca participación de los estudiantes. Este último incita a buscar buenas prácticas que resuelvan las barreras de interacción profesor-alumno señaladas o reduzcan el alcance de estas barreras. Los hallazgos de este estudio pueden ofrecer una contribución teórica para comprender los diferentes tipos de barreras en las interacciones docente-alumno en el aprendizaje remoto de emergencia.
Palabras clave: Covid-19, enseñanza remota de emergencia, aprendizaje pandémico, interacción educativa, interacción maestro-alumno.
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