Perception of teachers about online and hybrid teaching in the post-pandemic context in brazilian higher education
DOI:
https://doi.org/10.21703/rexe.v24i55.2842Keywords:
Online teaching, hybrid teaching, digital information and communication technologies, public university, post-pandemicAbstract
The COVID-19 pandemic, which began in 2020, significantly impacted university education, driving the use of digital technologies to ensure teaching continuity. This study aimed to understand teachers' perceptions of these modalities in the post-pandemic context at a public university in the state of Mato Grosso do Sul, Brazil. The research, of an applied and exploratory nature, adopted a qualitative approach. After the pandemic, 50% began adopting these practices, although significant resistance remains, primarily due to lack of training and technological challenges. The data indicate a preference for hybrid learning, combining face-to-face and online teaching. Most teachers find online teaching more challenging and believe that student performance is better in face-to-face teaching. Advantages of online teaching include the ability to invite speakers from different locations and the availability of multimedia resources, while disadvantages include lack of engagement and technological barriers. It is concluded that the pandemic catalyzed the adoption of online and hybrid methods, although resistance persists due to lack of training and technological challenges. Continued professional development of teachers, improvement of technological infrastructure, and exploration of AI are recommended to overcome these barriers. The study highlights the need for educational policies that promote a more resilient and inclusive model in post-pandemic higher education.
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