Discord como plataforma virtual de ensino online durante a pandemia COVID-19

Autores

DOI:

https://doi.org/10.21879/faeeba2358-0194.2022.v31.n65.p106-120

Palavras-chave:

ensino online, aprendizagem, pandemia, COVID-19

Resumo

A pandemia COVID-19 obrigou as autoridades espanholas a declarar estado de alarme e suspender o ensino presencial, razão pela qual foram necessárias novas iniciativas para responder à procura educacional. Este estudo descreve a experiência de 20 professores da Escola de Novas Tecnologias Interativas da Universidade de Barcelona durante os primeiros meses de ensino digital com a plataforma Discord. O Discord permite que você crie várias sequências de classes, reduza a carga do sistema e pode ser usado em várias plataformas e dispositivos com poucos recursos. Por meio de observação de aulas, entrevistas e uma revisão da literatura, estudamos (1) as competências de ensino online dos professores antes da pandemia; (2) o uso de Discord e técnicas de ensino; (3) os problemas detectados e (4) suas recomendações. Os resultados podem ajudar outros professores a organizar o ensino online em contextos críticos com o Discord como uma plataforma de ensino virtual.

Downloads

Não há dados estatísticos.

Biografia do Autor

Ruth Sofia Contreras-Espinosa, Universidad de Vic / Universidad Central de Cataluña

Doutora em Engenharia Multimídia pela Universidade Politécnica da Catalunha. Professora da Universidade de VIC e da Universidade Central da Catalunha.

Jose Luis Eguia-Gomez, Universitat Politécnica de Catalunya

Doctor en Comunicación Digital Interactiva. Universitat Politècnica de Catalunya. Barcelona, Cataluña, España.

Referências

BASILAIA, Giorgi, y KVAVADZE, David. Transition to Online Education in Schools during a SARS-CoV-2. Coronavirus (COVID-19) Pandemic in Georgia. Pedagogical Research, 5(4), 1-9. 2020. Disponible en: https://doi.org/10.29333/pr/7937

BOELENS, Ruth; DE WEVER, Bram, y VOET, Michiel. Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1-18. 2017. Disponible en: https://doi.org/10.1016/j.edurev.2017.06.001

BORGE, Marcela, y MERCIER, Emma. Towards a micro-ecological approach to CSCL. International Journal of Computer-Supported Collaborative Learning, 14(2), 219-235. 2019. Disponible en: https://doi.org/10.1007/s11412-019-09301-6

CONNOR, Robert; TRAVIS, Guy; PEACE, Kaitlin; PROPPER, Brandon; HALE, Diane; ALSEIDI, Adna y VREELAND, Timothy. Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of surgical education, 77(4), 729-732. 2020. Disponible en: https://doi.org/10.1016/j.jsurg.2020.03.018

GATES, Bill. The Road Ahead: Revised and Updated. London, England: Penguin Books. 1996.

GOBIERNO DE ESPAÑA. Real Decreto 463/2020, de 14 de marzo por el que se declara el estado de alarma para la gestión de la situación de crisis sanitaria ocasionada por el COVID-19. BOE-A-2020-3692. Agencia Estatal Boletín Oficial del Estado. Consultado el 20 de abril de 2020: https://www.boe.es/diario_boe/txt.php?id=BOE-A-2020-3692.

GRAHAM, Charles; WOODFIELD, Wendy y HARRISON, Buckley. A framework for institutional adoption and implementation of blended learning in higher education. The Internet and Higher Education, 18 (3), 4-14. 2013. Disponible en: https://doi.org/10.1016/j.iheduc.2012.09.003

JEONG, Heisawn, y HMELO-SILVER, Cindy. Seven affordances of computer- supported collaborative learning: How to support collaborative learning? How can technologies help? Educational Psychologist, 51(2), 247-265. 2016.

KRUGLYK, Vladyslav; BUKREIEV, Dmitriy; CHORNYI, Pavlo; KUPCHAK, Evgeniy y SENDER, Andrey (2020). Discord platform as an online learning environment for emergencies. Ukrainian Journal of Educational Studies and Information Technology, 8(2). Disponible en: https://doi.org/10.32919/uesit.2020.02.02

LEIVA, Aurora; GUTIÉRREZ, Aida; VASQUEZ, Cecilia; CHÁVEZ , Sandra y REINOSA, Enaidy. Aprendizaje colaborativo en línea y aprendizaje autónomo en la educación a distancia. Revista Científica de Ciencias Sociales de la Universidad de Cienfuegos, 30-36. 2020.

LIU, Si-Yuan; ZHANG, Yu-Ran; ZHAO, Li-Ming; YANG, Wen-Li y FAN, Heng. General monogamy property of global quantum discord and the application. Annals of Physics, 348, 256-269. 2014. Disponible en: https://doi.org/10.1016/j.aop.2014.05.015

MOHAMAD HSBOLLAH, Hafizah; IDRIS, Kamil. E-learning adoption: the role of relative advantages, trialability and academic specialization. Campus-Wide Information Systems, 26 (1), 54-70. 2009. Disponible en: https://doi.org/10.1108/10650740910921564

ODRIOZOLA-GONZÁLEZ, Paula; PLANCHUELO, Alvaro; IRURTIA, María Jesús; y DE LUIS-GARCÍA, Rodrigo. Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university. Psychiatry Research, 290. 2020. Disponible en: https://doi.org/10.1 016/j.psychres.2020.113108

RAMADHAN, Aulia. Student’s Response Toward Utilizing Discord Application as an Online Learning Media in Learning Speaking at Senior High School. ISLLAC: Journal of Intensive Studies on Language, Literature, Art, and Culture, 5(1), 42-47. 2021.

ROMAN, John. About 60% of universities reported online learning provisions in their strategic planning pre- COVID-19, but only few appeared to be prepared for a quick shift to full online programmes. UMultirank. Consultado el 21 de mayo de 2020: https://www.umultirank.org/press-media/press-releases/about-60-percent-of-universities-reported-online-learning-provisions-in-their-strategic-planning-pre-covid-19/

SINGH, Gurmak; O’DONOGUE, John y WORTON, Harvey. A Study into the Effects of eLearning on Higher education’. Journal of University Teaching and Learning Practice, 2(1), 13-24. 2005.

SUGIYONO, Cetakan. Metode Penelitian & Pengembangan. Bandung:Alfabeta. 2019.

WORLD HEALTH ORGANIZATION. WHO Director-General's opening remarks at the media briefing on COVID-19 - 11 March 2020. Consultado el 28 de octubre de 2020: https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020

WULANJANI, Arum. Discord Application: Turning a Voice Chat Application for Gamers into a Virtual Listening Class. 2nd English Language and Literature International Conference, 2, 115–119. 2018.

Arquivos adicionais

Publicado

2022-02-15

Como Citar

CONTRERAS-ESPINOSA, R. S.; EGUIA-GOMEZ, J. L. Discord como plataforma virtual de ensino online durante a pandemia COVID-19. Revista da FAEEBA - Educação e Contemporaneidade, [S. l.], v. 31, n. 65, p. 106–120, 2022. DOI: 10.21879/faeeba2358-0194.2022.v31.n65.p106-120. Disponível em: https://revistas.uneb.br/index.php/faeeba/article/view/13086. Acesso em: 17 jun. 2024.