Identification and characterization of interaction levels in emergency remote teaching in Basic Education

• Aluisio José Pereira Federal University of Pernambuco http://orcid.org/0000-0003-2960-3481
• Alex Sandro Gomes Federal University of Pernambuco https://orcid.org/0000-0003-1499-8011
• Tiago Thompsen Primo Federal University of Pelotas https://orcid.org/0000-0003-3870-097X
• Rosane Maria Alencar da Silva Federal University of Pernambuco https://orcid.org/0000-0002-8132-7915
• Rodrigo Lins Rodrigues Rural Federal University of Pernambuco https://orcid.org/0000-0002-3598-5204
• Amadeu Sá de Campos Filho Federal University of Pernambuco https://orcid.org/0000-0002-8660-554X
• Ricardo Massa Ferreira Lima Federal University of Pernambuco https://orcid.org/0000-0002-4045-5515
• Ronaldo Pereira de Melo Júnior Recife Military College https://orcid.org/0000-0003-0642-5328

DOI: https://doi.org/10.5753/sbie.2021.218498

Abstract

This article aims to capture evidence of the effectiveness of educational technology-mediated emergency remote learning about the interaction levels of elementary and high school students. Data from 963 students about the domain and use of the virtual environment Redu were collected and analyzed in the context of a public institution that adopted remote learning during the COVID-19 pandemic. An unsupervised approach was adopted, using the k-means algorithm for clustering students based on values of eleven variables voted to portray the level of student interaction. The results pointed to interaction patterns characterized by students who interact the most, interact sporadically or rarely.

Keywords: Interaction, Remote Teaching, Redu, Basic education

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