Emergency Remote Teaching Based on Education 4.0: an Experience Report about the Methodology adopted in the Experimental HCI Class

Autores

DOI:

https://doi.org/10.5753/rbie.2022.2527

Palavras-chave:

Education 4.0, Teaching Methodology, Emergence Remote Teaching, Experimental HCI

Resumo

In Education 4.0, the professor is challenged to teach more than curriculum content, prompting the development of 21st-Century competencies and skills. Thus, this paper presents the Emergency Remote Teaching (ERT) methodology used in the Experimental Human-Computer Interaction (HCI) classes during the COVID-19 pandemic, based on Education 4.0. This class was taught to final year students of the undergraduate courses in Computer Science and Biomedical Informatics and graduate students in Informatics at a University. The teaching methodology adopted in this discipline sought to develop skills considered relevant for a researcher, such as recognizing research problems and learning new processes. The classes were guided by the Flex learning model, which consisted of synchronous and asynchronous classes. Thus, the schedule of classes needed to be adapted, including collaborative and diversified activities. We collected the student’s opinions about the teaching methodology and the skills developed in the class and analyzed the results qualitatively. The results showed the difficulties and problems faced by students with the resources and materials in ERT, such as students having internet connectivity problems. However, the teacher made the recorded classes available, and this problem was overcome. The results also show that the deficit of skills, such as autonomy, initiative, and independence, hampered students' performance in ERT. The findings can help other teachers to improve the remote teaching of this class and indicate the possibilities of ERT in the Education 4.0.

Downloads

Não há dados estatísticos.

Biografia do Autor

Deivid Eive dos Santos Silva, Universidade Federal do Paraná

Doutorando em Informática na linha de pesquisa Interação Humano-Computador pela Universidade Federal do Paraná (UFPR). Mestre em Informática pela UFPR (2020)com bacharelado em Sistemas de Informação pelo Centro Universitário Luterano de Santarém (2017). 

Guilherme Corredato Guerino, Universidade Estadual do Maringá

Doutorando em Ciência da Computação pela Universidade Estadual de Maringá (UEM). Mestre em Informática pela Universidade Federal do Paraná (2020). Bacharel em Sistemas de Informação e Licenciado em Computação pela Universidade Estadual do Norte do Paraná (2018).

Natasha Malveira Costa Valentim, Universidade Federal do Paraná

Professora Adjunta no Departamento de Informática da Universidade Federal do Paraná (UFPR). Doutora em Informática pelo Programa de Pós-Graduação em Informática da Universidade Federal do Amazonas (UFAM).

Referências

Alakrasha, H. M., & Razak, N. A. (2020). Towards the education 4.0, readiness level of EFL students in utilising technology-enhanced classroom. International Journal of Innovation, Creativity and Change, 13(10), 161-182. [GS Search]

Alda, R., Boholano, H., & Dayagbil, F. (2020). Teacher education institutions in the philippines towards education 4.0. International Journal of Learning, Teaching and Educational Research, 19(8), 137–154. doi: 10.26803/ijlter.19.8.8. [GS Search]

Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in oecd countries. (41). doi: 10.1787/218525261154. [GS Search]

Angrisani, L., Arpaia, P., Capaldo, G., Moccaldi, N., Salatino, P., & Ventre, G. (2018, aug). Evolution of the academic FabLab at university of naples federico II. Journal of Physics: Conference Series, 1065, 022013. doi: 10.1088/1742-6596/1065/2/022013. [GS Search]

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reaching every student in every class every day. USA: International Society for Technology in Education. [GS Search]

Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17–66). Dordrecht: Springer Netherlands. doi: 10.1007/978-94-007-2324-52. [GS Search]

Bonfield, C. A., Salter, M., Longmuir, A., Benson, M., & Adachi, C. (2020). Transformation or evolution?: Education 4.0, teaching and learning in the digital age. Higher Education Pedagogies, 5(1), 223-246. doi: 10.1080/23752696.2020.1816847. [GS Search]

Butola, L. K. (2021). E-learning- A New Trend of Learning in 21st Century During Covid 19 Pandemic. Indian Journal of Forensic Medicine & Toxicology, 15(1), 422-426. doi: 10.37506/ijfmt.v15i1.13443. [GS Search]

Cedefop (2018). Terminology of european education and training policy: A selection of 130 key terms. doi: 10.2801/15877.

Ciolacu, M., Tehrani, A. F., Beer, R., & Popp, H. (2017). Education 4.0 — fostering student’s performance with machine learning methods. In 2017 ieee 23rd international symposium for design and technology in electronic packaging (siitme) (p. 438-443). doi: 10.1109/SIITME.2017.8259941. [GS Search]

Dakhi, O., Jama, J., Irfan, D., & Ambiyar, I. (2020). Blended learning: A 21st-century learning model at college. International Journal of Multiscience, 1(8), 50-65. [GS Search]

El Said, G. R. (2021). How did the covid-19 pandemic affect higher education learning experience? an empirical investigation of learners’ academic performance at a university in a developing country. Advances in Human-Computer Interaction. 10.1155/2021/6649524. [GS Search]

Hack, K. (2020, Mar). Learning in the time of covid-19. Disponível em: [Link]

Hartono, S., Kosala, R., Supangkat, S. H., & Ranti, B. (2018). Smart hybrid learning framework based on three-layer architecture to bolster up education 4.0. In 2018 international conference on ICT for smart society. doi: 10.1109/ICTSS.2018.8550028. [GS Search]

Himmetoglu, B., Ayug, D., & Bayrak, C. (2020). Education 4.0: Defining the teacher, the student, and the school manager aspects of the revolution. Turkish Online Journal of Distance Education, 21 (Special Issue-IODL), 12–28. [GS Search]

Hussin, A. A. (2018). Education 4.0 made simple: Ideas for teaching. International Journal of Education and Literacy Studies, 6(3), 92-98. doi: 10.7575/aiac.ijels.v.6n.3p.92. [GS Search]

Lima, D. A., & Isotani, S. (2022). Systematic map and review of google classroom usage during covid-19 pandemic context: an analysis by data clustering approach. Revista Brasileira de Informática na Educação, 30, 20–49. doi: 10.5753/rbie.2022.2204. [GS Search]

Maria, M., Shahbodin, F., & Pee, N. C. (2018). Malaysian higher education system towards industry 4.0 – current trends overview. AIP Conference Proceedings, 2016(1), 020081. doi: 10.1063/1.5055483. [GS Search]

Martinelli, S. R., & Zaina, L. A. (2021). Learning HCI from a virtual flipped classroom: improving the students’ experience in times of covid-19. In Proceedings of the xx brazilian symposium on human factors in computing systems (pp. 1–11). doi: 10.1145/3472301.3484326. [GS Search]

Mohmmed, A. O., Khidhir, B. A., Nazeer, A., & Vijayan, V. J. (2020). Emergency remote teaching during coronavirus pandemic: the current trend and future directive at middle east college oman. Innovative Infrastructure Solutions, 5(72), 1-11. doi: 10.1007/s41062-020-00326-7. [GS Search]

Mourtzis, D. (2018). Development of skills and competences in manufacturing towards education 4.0: A teaching factory approach. In J. Ni, V. D. Majstorovic, & D. Djurdjanovic (Eds.), Proceedings of 3rd international conference on the industry 4.0 model for advanced manufacturing (pp. 194–210). Cham: Springer International Publishing. doi: 10.1007/978-3-319-89563-5_15. [GS Search]

Oliveira, J. L., Lima, P. d. S. N., Carvalho, C. L., & Fonseca, A. V. S. (2020). Sala de aula 4.0-uma proposta de ensino remoto baseado em sala de aula invertida, gamification e pbl. Revista Brasileira de Informática na Educação, 28, 909–933. doi: 10.5753/rbie.2020.28.0.909. [GS Search]

Puncreobutr, V. (2016). Education 4.0: New Challenge of Learning. Humanitarian and SocioEconomic Sciences, 2(2), 92-97. [GS Seacrh]

Silva, D. E., Corrêa Sobrinho, M., & Valentim, N. M. C. (2020). Taep4.0: Teacher assistance educational process to promote 21st century skills in the context of education 4.0. In International Conference on Computer Supported Education. doi: 10.5220/0009387702490259. [GS Search]

Strauss, A. C., & Corbin, J. M. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. SAGE Publications. [GS Search]

UFPR (2020). Conselho universitário. resuloção n° 65/2020-cepe de outubro de 2020. Disponível em: [Link]

Whittle, C., Tiwari, S., Yan, S., & Williams, J. (2020). Emergency remote teaching environment: a conceptual framework for responsive online teaching in crises. Information and Learning Sciences, 121(5/6), 311-319. doi: 10.1108/ILS-04-2020-0099. [GS Search]

Wohlin, C., Runeson, P., Höst, M., Ohlsson, M. C., Regnell, B., & Wesslén, A. (2014). Experimentation in software engineering. Springer. [GS Search]

Arquivos adicionais

Publicado

2022-09-27

Como Citar

SILVA, D. E. dos S.; GUERINO, G. C.; VALENTIM, N. M. C. Emergency Remote Teaching Based on Education 4.0: an Experience Report about the Methodology adopted in the Experimental HCI Class. Revista Brasileira de Informática na Educação, [S. l.], v. 30, p. 350–378, 2022. DOI: 10.5753/rbie.2022.2527. Disponível em: https://sol.sbc.org.br/journals/index.php/rbie/article/view/2527. Acesso em: 23 abr. 2024.

Edição

Seção

Artigos