Sociology Teaching in the Pandemic: Reflections on Emergency Remote Teaching and Other Challenges

This work reflects on the teaching of Sociology in the context of the communication of the Covid-19 pandemic, and the potential for using Digital Information and Information Technologies (TDICs) and active methodologies in the implementation of the teaching-learning process by remote means. For that, we carried out studies of teaching discipline and research, based on an analysis of the teaching experience of sociology practice, or teaching classes of experience in the city of Anama-AM. Still, some impacts of the Covid-19 pandemic scenario on the school organization, also passing through the challenges that present themselves in the surgery and that were mainly shown to the teachers in this period. Contribution solutions/or social ways to possible solutions with problematic times. Finally, we reflect on the adoption of new TDICs in the teaching-learning process, and presenting other methodologies that can be used, paying attention to the emergency imposed by the change in the conventional teaching system.

Systems applied to active methodologies as a teaching-learning strategy for engineering students

The impact of the Covid-19 pandemic has led to a "social distancing” in academic institutions of higher education and the need to implement contingency plans for the continuity of their activities, forcing teaching supported by tele-education;outlining new teaching strategies in engineering. The objective of the research was to make a bibliographic review analyzing the active methodologies in virtual teaching-learning environments used by teachers. Taking into account the importance in the training and perspectives of future engineers. The methodology was focused on a systematic review (SR), considering 105 articles published between the years 2015-2022 related to scientific literature articles with active methodologies in virtual environments identified in different databases. Concluding that it is necessary to adopt activities and strategies for the academic training of engineering students characterized in friendlier methodological proposals. © 2022, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.

Inclusive Active Methodologies in Spanish Higher Education during the Pandemic

The period of pandemic caused by the arrival of COVID-19 had a series of repercussions at the personal, social, cultural and educational levels. The confinement declared by government agencies caused a shift from face-to-face to virtual learning, which led to certain adaptations and the use of digital tools in order to carry out the teaching-learning process. This technological proliferation became a challenge for the educational community and for the development of pedagogical and inclusive models that could ensure pedagogical continuity. Therefore, the aim of this paper was to analyse the scientific production on active and innovative methodologies that were used during the COVID-19 pandemic period and their effect on the personal, academic and social performance of Higher Education students in the Spanish context. A systematic review of the scientific literature was carried out in accordance with the criteria established in the PRISMA declaration. Among the results obtained, flipped learning stands out as the most used methodology, which increases motivation among other aspects. In terms of knowledge areas, Social Sciences prevails. Finally, it should be noted that the use of active and innovative methodologies improves performance at academic, personal and social levels. © 2023 by the authors.

Perception from the professors' point of view in the remote teaching of Software Testing using active methodologies during the Covid-19 pandemic

This Research Full Paper presents an analysis of the perception of research professors of Software Engineering on the use and difficulties in the context of developing classrooms with teaching strategies using active methodologies remotely. In recent years, due to the Covid-19 pandemic, professors have been facing several challenges to keep students engaged, motivated and learning. The active teaching methodologies that have been collaborating in recent years in the teaching and learning process of students, needed to adapt to the remote teaching class scenario that was implemented in several universities. This research measured the point of view of four professors, who are also researchers in computing education, about how their classes behaved in the last two years of the Software Testing subject in a graduate program at a Brazilian federal university. So that computing students have a way to obtain knowledge in a more practical way so that there is a decrease in the difficulty of students adapting to the job market. Professors are increasingly adopting active methodologies, group work and practical teaching approaches in order for students to acquire skills that will be decisive for their professional future. In view of the existing pandemic scenario and the need to adapt teaching plans for remote teaching, this paper sought to identify the perceptions that professors had, whether in the difficulties of adapting activities, adapting teaching plans to difficulties in keeping students attentive and motivated in the content that was being passed on. The objective of this work is to identify and discuss professors' perceptions about the use of active teaching methodologies using remote teaching in a software testing subject of a graduate class at a Brazilian federal university. It was also analyzed how the professors dealt with the issue of student motivation and engagement at that time. An analysis of the teaching plan of the software testing subject of the last two years of the graduate program in computing at a Brazilian federal university was carried out and each of the methodologies with the perception of the professors who participated in these subjects. The collection of these data was carried out by means of an interview with the four professors, the feedback from the students of the classes on each of the adopted methodologies was also analyzed and a triangulation of the data obtained was performed. The results indicate that there were great difficulties in adapting active methodologies from the point of view of the professors, however most of these challenges were overcome in the their views. It was also pointed out that certain methodologies and practices work better if the learning is done in an evolutionary way and that takes into account the students' previous knowledge about contents, tools and practices that the professors want to use. Thus, this paper aims to present an overview of professors' perspectives on the teaching of a computing subject that needs practical approaches using active methodologies in an emergency situation of remote teaching. © 2022 IEEE.

Global Indicators for Measuring the Learning of the Active Students

Education 4.0 is a model to meet the demands of Industry 4.0. This is achieved by developing competencies during the learning process that will later be used in Industry 4.0. The structural model proposed in this work has four components: Cloud Computing infrastructures (applied in the COVID-19 confinement period), active hybrid methodologies (applicable in face-to-face, online, and blended learning mode), technologies (through a technological ecosystem), and horizontal 4.0 competencies. One of the main factors differentiating industrial innovation from educational innovation in teaching is its scope. While the scope of industrial innovation is global (market sector), that of educational innovation in teaching is local (in the subject itself). This approach has several effects on educational innovation in teaching compared to industrial innovation: there is a great deal of repetition of experiences, the advances are not immediately incorporated into other educational contexts, and the impact is local. This paper analyzes evidence to rethink the scope of educational innovation in teaching, developing it under a global vision but applying it locally. The study was carried out utilizing a survey of teachers from different educational levels (university and non-university) and different countries. They were asked about the impact of student inactivity on learning and the indicators that, in their opinion, allow measuring the success of educational innovation to promote active learning. The responses indicate that the education sector has a shared vision of the impact of inactivity on learning and of the measurement indicators. The conclusion is that innovation applied to a specific academic subject can be approached globally across the entire education sector. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Teaching Physics to First-Year University Students with the Flipped Classroom

In this chapter, we present a teaching–learning process of the Physics I module with first-year university students based on the flipped classroom. The experience was conducted within the unit of the kinematics of the rigid solid in the 2021–22 academic term. We compare the students' performance with that obtained using traditional face-to-face master classes (2019–20), and with fully on-line flipped teaching during the COVID-19 pandemic (2020–21). The assessment using the flipped classroom in normal circumstances seems to be comparable with that of traditional teaching, but it seems to have been more limited within the unfavorable (fully on-line) pandemic context. Still, its ability to facilitate engaging attitudes toward learning and the positive students' perception encourage us to continue including these active methodologies that will surely have a deeper impact in the near future. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Digital Order Examination: Reflections on the Use of Actives Methodologies of Teaching and Learning in Times of Pandemic of Covi-19 in the Course of Law

To enter the Brazilian Bar Association, the law student, among other requirements, must be duly certified in the Bar Exam in accordance with the Law Statute (BRASIL, 1994). However, due to the covid-19 pandemic, several evidence of the OAB was postponed, making it difficult to practice the profession of lawyer. This work of scientific initiation aims to analyze the opinion of law students about active teaching and learning methodologies. A qualitative research approach will be used as a premise, the data were obtained through a questionnaire in google forms with academics from the law course of The Anhanguera University, in Santo Andre, State of Sao Paulo, and were tabulated and analyzed descriptively, from the perspective of the content analysis of Laurence Bardin. It was possible to verify, that the methodologies active during the teaching process contributed to the development of the skills indispensable to the student (a) of law.

Flipped Classroom and Digital Technologies: Didactic Possibility for Science Teaching in an Active Methodology Proposal

In this text, we presented some analyzes and reflections on a Didactic Sequence developed with 25 high school students from a federal public institution, located in the Brazilian Midwest, during the period of Remote Education are presented. We opted for an adaptation of the Flipped Classroom (SAI, in Portuguese), alternating asynchronous moments in the Virtual Learning Environment with synchronous moments, through Google Meet. We work on dialogic strategies, aiming at student protagonism, based on forums and questions about the relationship between the veracity of information and scientific criteria. The students were instructed to seek reasons for the news broadcast referring to the new Coronavirus, Sars-Cov-2. From the research carried out, it was possible to infer that the structured didactic sequence allowed the creation of spaces for dialogicity, triggering actions of clash of ideas, refuting and arguing unreliable information and also enabling academic production (for example, some presentations to other students), on the part of students.

Health, Fake News and Teaching in Professional and Technological Trainning

This article sought, through literature review, to present the advance of fake news and how misinformation and lack of prior knowledge affect the routine of individuals and interfere with the health of the population. Although health subjects are not part of the curriculum of many Educacao Profissional e Tecnologica (EPT) courses, it is important to question how certain events interfere in the school community and how the school and the teacher can use fake news in a didactic way with scientific knowledge, to train citizens with new competencies and skills that are in demand in the labor market today. The concern arises at the time of the pandemic, when people worldwide are learning to live with a new routine, imposed by COVID-19. We start from this contextualization to propose the epistemology of the active methodology, based on projects, which considers as presuppositions for learning, real situations having life and events as context and this allows the student to research and reflect, leading to the development of new competencies and skills.

Technology-mediated Active methodologies for professional skills in a special professional programme

Bacground: This research held in 2019/2020 supervised the students’ external Practicums of a Special Professional Training Programme in Auxiliary Operations of Administrative and General Services when students could not carry out their Practicums in person in companies due to the COVID-19 pandemic. Purpose: the proposed Practicum is of most professional importance so a completion in a virtual and synchronous way through virtual and educational platforms like Genially™ and Google Suite™. In this virtual environment, students had to connect daily and perform the functions of an administrative assistant working in the different departments of the company. Methodology: This research followed the Research-Action approach. Major conclusions: During the Practicum, the researchers reviewed and adapted the environment based on the results we were obtaining. The major contribution is that it proved the effectiveness of active methodologies in the training of students in a special modality professional programme that, together with a Research-Action approach, facilitates the development of the students' work skills. © 2022 Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. All rights reserved.

Active Methodologies in Online Education in Times of Pandemics

The objective of the research was to analyze the active methodologies and technological applications in the teaching-learning process in the transition from face-to-face to virtual, carried out as a consequence of the COVID-19 health emergency, in the educational institutions of Zone 1, 2, and 5 of Ecuador. The research focused on a quantitative study, under a descriptive exploratory study, based on a non-experimental design. The survey technique was applied by means of an online questionnaire to intentionally selected groups of pre-school, elementary, middle and high school educational institutions. The results showed that the active methodologies applied in education in times of COVID-19, in the educational institution of the initial, basic, middle and higher levels;executed from the internet, and with applications that are offered free of charge on the web guarantee the quality of education. Likewise, in Ecuadorian education the active methodology is applied, based on the resolution of projects, followed by collaborative and cooperative work. Likewise, teachers claim that students need communication skills and teamwork;in addition, they require continuous training, since this type of methodologies are mostly applicable in the face-to-face modality.

Analysis of Design Thinking activities as educational tool to promote critical thinking in university students

Critical Thinking, is a complex construct that involves mental processes such as identifying, evaluating and analyzing problems, interpreting information, synthesizing evidence and reporting conclusions. In Peru, national assessments show that high school students score low on Critical Thinking items [1], which continues when they start university. This study aims to analyze the activities that form part of the Design Thinking methodology as potential enhancer of Critical Thinking in students starting university studies. 180 first year students of different careers, who were taking a course in which Design Thinking methodology is used, participated in the study. Critical Thinking was assessed at the end of the course by analyzing student's competencies through their final piece of class work. The results show that Design Thinking methods cover diverse activities that comply with the elements of Critical Thinking. These results provide promising evidence that Critical Thinking may support the development of further innovative thinking and that teachers can foster these competencies using Design Thinking in their classrooms. The present research was conducted in an emergency remote education context due to the Covid-19 pandemic. © 2021 IEEE.

The Development of Mathematics and Soft Skills at the Graduate Level through Project-Based Learning in Times of COVID-19

The objective of the research was to analyse the development of mathematical competences and soft skills in graduate students through the implementation of the Project-Based Learning methodology in times of COVID-19. The type of study used was a quantitative methodology with a descriptive scope. The instrument used to obtain the information was a questionnaire based on a five-point Likert scale. The main results were that the participants developed the mathematical competences of using mathematical terminology, formulating and estimating the quantitative model. The soft skills developed were time management, collaborative work, self-regulation and decision-making.