REMOTE TEACHING IN THE PANDEMIC: OPPORTUNITIES FOR A TRANSFORMATIVE LEARNING

Carreira, Fernanda Cassab; Barretto, Ricardo; Santiago, Isabella Cruvinel; Brunstein, Janette

doi:10.1590/S0034-759020230106x

Fernanda Cassab Carreira

Project Management

Formal Analysis

conceptualization

Data Curation

Writing - First Writing

Writing - Proofreading and Editing

Investigation

Methodology

Supervision

Validation

visualization

Fundação Getulio Vargas, Escola de Administração de Empresas de São Paulo, São Paulo, SP, Brazil

http://orcid.org/0000-0001-5716-9243

Ricardo Barretto

Formal Analysis

conceptualization

Data Curation

Writing - First Writing

Writing - Proofreading and Editing

Investigation

Methodology

visualization

Pontifícia Universidade Católica do Rio Grande do Sul, Programa de Especialização em Educação Transformadora: pedagogia, fundamentos e práticas, Porto Alegre, RS, Brazil

http://orcid.org/0000-0002-6870-4894

Isabella Cruvinel Santiago

Formal Analysis

conceptualization

Data Curation

Writing - First Writing

Writing - Proofreading and Editing

Investigation

Methodology

visualization

Pesquisadora autônoma, São Paulo, SP, Brazil

http://orcid.org/0000-0002-5762-5250

Janette Brunstein

Formal Analysis

conceptualization

Data Curation

Writing - First Writing

Writing - Proofreading and Editing

Investigation

Methodology

Supervision

Validation

visualization

Universidade Presbiteriana Mackenzie, Programa de Pós-graduação Stricto Sensu em Administração de Empresas, São Paulo, SP, Brazil

http://orcid.org/0000-0002-9019-3349

Data source	Created for this study?	Date	Tool/Duration	Students heard	Caption
Focus group	No. Recurring practice for classes’ feedback. Conducted by FIS team, with open questions on the discipline and what worked in RT.	6/16/2020	Zoom platform, recorded on video and transcribed/40’	20	FG
Semi-structured interviews	Yes. We used a pilot script with a student, adjusting it for the other interviews. Questions explored FIS and TL in ERT. Each member of the FIS team approached one student.	From 6/23 to 6/25/2020	Zoom platform, recorded on video and transcribed/40’	15 out of 21 were enrolled in more than one discipline concurrently with FIS - for additional perspectives on RT practice in the period.	INT
Analysis of assessment forms	No. FIS has two assessments: one of the field trip and one of the course as a whole. They comprise self-evaluation (the student evaluates himself/herself); hetero-evaluation (peer evaluation); and pedagogy assessment (student evaluates FIS). There are grades with justification and open questions. Because of ERT, we included questions on virtual classes.	6/15/2020	Online form.	21	FORM
Names were codified to ensure anonymity

To explore different knowledge windows Know through the other, through practice, and through oneself.
Quotes	Categories
"At the beginning of the pandemic, the gang said 'no, let’s use our free time to take unicycle lessons’, crazy lessons… let’s be productive, we must be productive'. [...] One day I sat down to read the FIS booklet, and it said 'sensitive listening, self-expression'. Then I decided to listen to myself, you see? Listen to what was going on with me. It really helped me keep myself apart from this whole [...] and understand my state and what I need to go more easily through the pandemic.” (INT2) "The macro perspective [...] allowed me to practice the constant exercise of questioning everything we take for granted.” (FORM5) "It’s as if, each class, each dynamic, I’m driving a hoe into the ground that reveals something. Sometimes a worm, sometimes a precious stone. But, little by little, the whole soil is being plowed and modified.” (FORM6) “There were many changes along the road, internal and external ones. I felt like I was taking a walk and stopping at the same place, watching the same view; the difference is that I see new colors in this landscape. I have changed, but the people around me also went through the process and changed, including the team. That was really precious because we were all in the same boat, together." (FORM8)	Learning through discovery, through critical reflection
"[RE cannot lack] time for interaction, for exchanges among students, which enhances learning itself.” (INT1)	Collaborative learning
“The most transformative thing was realizing that it was about studying sustainability from a challenge, and from self-knowledge. This is totally revolutionary, different from any other undergraduate course.” (FORM1) "It is a very practical, hands-on discipline, where students must engage in learning the content and designing solutions. [...] this is what differentiates FIS from other disciplines." (INT7)	Practice-oriented learning, problem posing/reframing, self-regulatory
"The heights were the most fun, least rational moments [...] Virtual life is difficult and tiresome, and what FIS really stands out for is this lightness." (FORM3) "I think that it changed a lot every time we were involved with arts [...] we discovered talents or re-discovered them, or just relaxed [...] having art with you, even from a distance, is important." (FG1)	Higher-level cognitive learning
"I was discovering other possibilities, talking to people from outside FGV, important, inspiring people. That inspires you to think, who am I? Where do I want to go? What do I want to do? Many questions emerge." (INT9)	Outsiders as a source of knowledge
“It was one of the few subjects that it made sense for me to be there, because I was going to learn by actually interacting, talking, listening, participating in activities that were not just writing something on the computer - that I could do by myself in the library”. (INT5)	Technology serving interaction quality

Rethinking the professor’s role To be an improviser, a builder, and a facilitator. To mobilize affections.
Quotes	Categories
"You notice the professor sees the lesson as an opportunity for dialogue, experiences, and not just ‘I have the knowledge and I must talk about it”. (INT11)	Collaborative learning
"I noticed [...] a concern for student’s well-being. The team [FIS] is really concerned with how we are, what is happening, if we´re learning, if the method is working. [...] This concern about student’s succeeding in learning [...] is essential online." (INT2) “The group’s horizontality, including the team, is really beautiful. That is the role, the human role, of professors. You don’t stop being a professor because you’re not a traditional one. You are a much more efficient professor. You inspire, you motivate, and teach from each student’s individual experience. That’s what education is all about [...]” (FORM1) "Concern with the student online is essential. That includes issues with the student’s infrastructure, internet connection, which is key for online classes. Besides, this more emotional part, to see if it’s happening, this dialogue to see if students are learning beyond their exams. [...] This concern about the student being able to learn. Feedback between professor and students is essential online too." (INT2)	Student-centered learning
"I consider it transformative learning when I realize that the content is not protocol content, the professor is there trying to make you understand, and trying to use other mechanisms that he knows will work better [...]" (INT2) "You always brought to the group valuable reflections, you helped us build a safe place in the middle such chaos. [...] You helped us through the end with designing a project that was like us. At various times I felt you on my side, supporting me, giving love, affection, and even scolding a little when necessary. I feel that the bond we created was very sincere and deep." (FORM8)	Reflective practitioner professor, engaged in action-research
“What I really felt with this change towards online teaching was a team-group closeness… I felt that you were experiencing that intensely with us. It was funny, because there was this separation about the team, I knew you were there coordinating things, but, at the same time, I felt all of you with me, feeling my pains, understanding and supporting me. This was very important, it built this link with the group”. (FG2)	Learning goals related to cognition, affections, and skills

Adapting tools to serve the teaching-learning process. To bring people together and deal with change in the sensorium
Quotes	Categories
"I think [RT cannot lack] tools to integrate people, and then work together [...] Tools that make you feel you are producing something, and that encourage you to put it on paper or on the screen, together with other people, what you are expressing." (INT5)	Collaborative learning
“The team really surprised me, both for the connections they presented in the lessons, and for their ability to address the right topics and dynamics at the right time. The ability to read the situation and provide instruments and ideas that pulled us out of the inertia or chaos we were stuck in.” (FORM9)	Student-centered learning
“[...] teamwork in smaller circles [...] was the time when we could have an exchange with friends, ask them how they were, and then do the activity, and in the end it would stay in our minds”. (INT5) "The subject was hands-on... a hands-on course. When it went online, it was a little scary. But I think we managed... We, you... Starting and ending the class with music is something you could keep forever." (FG2)	Learning goals related to cognition, affections and skills
"We had many guests, and classes with subjects we didn’t know much about […] It’s a kind of subject that maybe we will never see in undergraduate courses." (INT2)	Outsiders as source of knowledge
“When I saw that the macro-immersion would be virtual, five hours a day looking at Zoom, I thought it wouldn’t work. But even for the more skeptical it ended up working. You used the Zoom in a way that brought closeness to human interactions.” (FG3) "[...] people had their camera on all the time, and that was a big difference compared to the other disciplines. Because in the nine other subjects I took, in a class of 40-50 people, only 3-4 kept their camera open. [...] Managing online activities is much more complex than we could imagine at the beginning." (FORM3)	Technology serving interaction quality
"In terms of the additional things in FIS, it kept what the in-person course had, the dance, the bonfire, the candle day, when you brought images… That day, when you made the field voices, I felt as if we were all on that deck looking at those papers. That transposition was really magical." (INT3) “When it all changed to distance learning, I confess that I was discouraged, afraid of missing the real experience I had imagined for FIS. But it was all possible because of the way the team conducted the group. One of the most distinct and pleasant features was the [virtual] group dinner, so cool, and I still expect to have it with you all. The exercises in space, the creation of sensations, in all senses, the presence. All those things surprised me because I would never have expected something like that.” (FORM14) "[...] I really liked the classes with candles. [...] I promise you the bonfire night was one of the most beautiful in my life. Because you looked at the screen and everybody was in the dark with a small flame… These things build a very strong connection." (FG4)	Technology dealing with change in the *sensorium*

Brasil

Brasil

REMOTE TEACHING IN THE PANDEMIC: OPPORTUNITIES FOR A TRANSFORMATIVE LEARNING

ABSTRACT