Perceptions about emergency remote teaching in the context of the subject information technologies I: a case study with students of the library course of the Universidade Federal do Ceará

Abstract

It addresses issues related to the effects of the COVID-19 pandemic on higher education. In this sense, the research had as its starting point: how the students of the discipline of Information Technologies I, of the Librarianship course of the Federal University of Ceará, dealt with remote teaching, established as a result of the Covid-19 pandemic, in the semester school 2021.2?. In view of this, the general objective was to understand how the students of that discipline adapted to remote teaching in the semester of 2021.2. Therefore, it had as specific objectives: a) to collect impressions from the students of the IT discipline of the semester of 2021.2, about remote teaching; b) identify the difficulties that students of the IT1 subject of the 2021.2 semester face during remote teaching; and, c) investigate how the content of discipline TI1 can help students to better understand the context of the Covid-19 pandemic and its unfolding in the informational field. As a theoretical framework, it used Bloom's Taxonomy of Educational Objectives, having chosen it for providing the assessment of effective levels of learning through the adoption of assessment tools consistent with the reality of students. It presents Bloom's Taxonomy and its domains: cognitive, affective and psychomotor. In methodological terms, the research was characterized as exploratory in terms of the objectives pursued, qualitative in terms of approach and ethnographic in terms of design. As an instrument for data collection, a questionnaire composed of open and closed questions was applied. The chosen procedures made it possible to carry out a case study based only on the 2021.2 academic semester, without any pretense of generalization in relation to the results obtained. Data analysis was based on the interpretation of the answers to the questionnaire, dividing them into three categories. In the first, it addressed the conditions that students had to participate in the discipline remotely. The second category dealt with the didactic-pedagogical tools adopted during the school period studied. Finally, the third category aimed to contemplate the advantages and disadvantages of remote teaching, as well as issues related to the application of content in everyday life. It concludes by pointing out that the proposed objectives were achieved, highlighting the need to take a more accurate look at the professional training offered by the Librarianship Course at the aforementioned higher education institution.