Exploring aspects related to the learning of business students during emergency remote education

Abstract

In this study, we sought to analyze the positive and negative aspects concerning the perceived learning of students who remotely entered programs in the Business field of a public higher education institution in Rio Grande do Sul. Thus, an online questionnaire was applied to 50 students of the Administration, Accounting, and Economic Sciences programs. The quantitative approach of the study allowed us to show that the students who participated in the study generally perceived their learning as sufficient at the end of the initial experience with emergency remote education. The results also showed that the pedagogical aspect was negatively and positively related to learning, highlighting the teaching methods used by professors (positive relationship) and the reduced or non-existent interaction with professors (negative relationship). The study identifies the pedagogical aspect, focusing on the professors and their teaching strategies as an influencer of learning during emergency remote education. The findings also reinforce the importance of student support and preparation for using technologies in education, the need for continuing education for professors, and rethinking the teaching practices, incorporating technological didactic resources into post-crisis education. The evidence also points to the need to adopt an approach combining face-to-face and distance education (hybrid education) as a learning facilitator, seeking quality teaching and developing knowledge, skills, and attitudes necessary for student education.