Emergency remote teaching at EWB-UFx during coronavirus pandemic: Coping with (di)stres

As coronavirus pandemic has spread all over the world, schools and universities needed to reinvent themselves so that their students could be remotely assisted. In this context, this paper aims to present the experiences of English without Borders Program at the Federal University of XXX with Remote...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Elaine Maria Santos, Rodrigo Belfort Gomes
Formato:	article
Lenguaje:	PT
Publicado:	Universidade de Santa Cruz do Sul 2021
Materias:	remote teaching english language languages without borders-english coronavirus pandemic Language and Literature P Philology. Linguistics P1-1091
Acceso en línea:	https://doaj.org/article/f5612ceddc384c768759f7420b5060dc
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:f5612ceddc384c768759f7420b5060dc
record_format	dspace
spelling	oai:doaj.org-article:f5612ceddc384c768759f7420b5060dc2021-11-11T14:06:30ZEmergency remote teaching at EWB-UFx during coronavirus pandemic: Coping with (di)stres0101-18121982-201410.17058/signo.v46i85.15696https://doaj.org/article/f5612ceddc384c768759f7420b5060dc2021-01-01T00:00:00Zhttps://online.unisc.br/seer/index.php/signo/article/view/15696https://doaj.org/toc/0101-1812https://doaj.org/toc/1982-2014As coronavirus pandemic has spread all over the world, schools and universities needed to reinvent themselves so that their students could be remotely assisted. In this context, this paper aims to present the experiences of English without Borders Program at the Federal University of XXX with Remote Teaching, highlighting the actions related to the planning sessions, as well as the difficulties teachers and coordinators faced and the adjustments that were necessary. The analysis was carried out using the case study methodology, with teachers’ feedback collected from pedagogical meetings and questionnaires sent by e-mail. The remote teaching modality was contrasted with e-learning, and among the conclusions presented, it was evidenced that the initial difficulties with the promotion of interactions among students were reduced when the feeling of community identity built during the classes was perceived. The teacher training process developed to assist scholarship holders in this new educational scenario was also endorsed as a differential of the program, with the indication that sharing experiences with remote education is necessary so that educators can be prepared for a future surrounded for uncertainties.Elaine Maria SantosRodrigo Belfort GomesUniversidade de Santa Cruz do Sularticleremote teachingenglish languagelanguages without borders-englishcoronavirus pandemicLanguage and LiteraturePPhilology. LinguisticsP1-1091PTSigno, Vol 46, Iss 85, Pp 145-156 (2021)
institution	DOAJ
collection	DOAJ
language	PT
topic	remote teaching english language languages without borders-english coronavirus pandemic Language and Literature P Philology. Linguistics P1-1091
spellingShingle	remote teaching english language languages without borders-english coronavirus pandemic Language and Literature P Philology. Linguistics P1-1091 Elaine Maria Santos Rodrigo Belfort Gomes Emergency remote teaching at EWB-UFx during coronavirus pandemic: Coping with (di)stres
description	As coronavirus pandemic has spread all over the world, schools and universities needed to reinvent themselves so that their students could be remotely assisted. In this context, this paper aims to present the experiences of English without Borders Program at the Federal University of XXX with Remote Teaching, highlighting the actions related to the planning sessions, as well as the difficulties teachers and coordinators faced and the adjustments that were necessary. The analysis was carried out using the case study methodology, with teachers’ feedback collected from pedagogical meetings and questionnaires sent by e-mail. The remote teaching modality was contrasted with e-learning, and among the conclusions presented, it was evidenced that the initial difficulties with the promotion of interactions among students were reduced when the feeling of community identity built during the classes was perceived. The teacher training process developed to assist scholarship holders in this new educational scenario was also endorsed as a differential of the program, with the indication that sharing experiences with remote education is necessary so that educators can be prepared for a future surrounded for uncertainties.
format	article
author	Elaine Maria Santos Rodrigo Belfort Gomes
author_facet	Elaine Maria Santos Rodrigo Belfort Gomes
author_sort	Elaine Maria Santos
title	Emergency remote teaching at EWB-UFx during coronavirus pandemic: Coping with (di)stres
title_short	Emergency remote teaching at EWB-UFx during coronavirus pandemic: Coping with (di)stres
title_full	Emergency remote teaching at EWB-UFx during coronavirus pandemic: Coping with (di)stres
title_fullStr	Emergency remote teaching at EWB-UFx during coronavirus pandemic: Coping with (di)stres
title_full_unstemmed	Emergency remote teaching at EWB-UFx during coronavirus pandemic: Coping with (di)stres
title_sort	emergency remote teaching at ewb-ufx during coronavirus pandemic: coping with (di)stres
publisher	Universidade de Santa Cruz do Sul
publishDate	2021
url	https://doaj.org/article/f5612ceddc384c768759f7420b5060dc
work_keys_str_mv	AT elainemariasantos emergencyremoteteachingatewbufxduringcoronaviruspandemiccopingwithdistres AT rodrigobelfortgomes emergencyremoteteachingatewbufxduringcoronaviruspandemiccopingwithdistres
_version_	1718439092973207552

Emergency remote teaching at EWB-UFx during coronavirus pandemic: Coping with (di)stres

Ejemplares similares