Abstract
The COVID-19 pandemic has promoted a big change in the educational sector. Suddenly, teachers, professors, and students had to migrate from presential classes to the online system without prior notice or a training course. This paper aimed to verify how the need of a rapid change to the online system in response to the impossibility of keeping the presential system due to the mandatory social distancing imposed by the COVID-19 pandemic has affected relationships and performance of teachers, professors, and students, as well as review the technologies and procedures adopted by them to innovate and achieve sustainable education. To address the empirical side of this exploratory research, the authors of this paper sent an email questionnaire to kindergarten, elementary and high school teachers in the City of Rio de Janeiro (Brazil), as well as to professors of the top 197 Brazilian universities. To address theoretical side of this exploratory research, an investigation was carried out through scientific databases. The data were analyzed with SPSS (Statistical Package for the Social Sciences), version 22.0, and with Microsoft Excel 2007. As a result, this paper showed that social isolation and transition to the online system greatly affected the work conditions of teachers and professors, as well as the learning process of students. Anyway, sustainable actions were taken to overcome these challenges. Furthermore, this paper proposed a framework that might support the development of new studies, filling the literature gap on the subject.
Highlights
The COVID-19 pandemic has triggered many challenges for all human beings, and one of the biggest challenges happened in education where schools and universities were forced to interrupt their presential activities to migrate to the online system (e-learning)
The data analysis of this paper considered questions 5, 6, 7, 8, 9, 19, and 38 of the email questionnaires submitted and answered by kindergarten, elementary and high school teachers of the City of Rio de Janeiro [4], as well as by professors of the top 197 Brazilian universities [5], i.e., the questions related to the social isolation interference with the relationships and performance of teachers, professors, and students, as well as to the technologies and procedures adopted by them to achieve sustainability during the COVID-19 pandemic
Elementary and high school teachers, social isolation interfered with their work, as well as with the students’ learning process during the COVID-19 pandemic
Summary
The COVID-19 pandemic has triggered many challenges for all human beings, and one of the biggest challenges happened in education where schools and universities were forced to interrupt their presential (face-to-face) activities to migrate to the online system (e-learning). The study conducted by Aguilera-Hermida [1] showed that students prefer face-to-face classes and that the online system caused a drop in motivation, self-efficacy, and cognitive engagement. The study conducted by Asbury et al [2] affirmed that because of the rapid change, parents and students reported such feelings as loss, worry, and change of mood and behavior. This paper aimed to analyze how the need of a rapid change to e-learning in response to the impossibility of keeping the presential system due to the mandatory social distancing imposed by the COVID-19 pandemic has affected relationships and performance
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