HIGHER EDUCATION IN PANDEMIC TIMES: personalization, engagement, autonomy and new learning strategies

Abstract

A modality that is massive, distant, at massive distance, transmissive and not appealing to students, causes some issues such as lack of autonomy, lack of interest, and lack of engagement of the students. The innovative perspective of this study focuses on examining whether there are recommendations for personalizing teaching strategies using pedagogical resources, aiming to promote engaging and involving online learning for sustainable and productive dynamics as means of co-learning (IYENGAR, 2020). Diversified strategies using digital technologies in online higher education extends the development of autonomy for individual, collective, and emancipatory learning (OKADA; SHEEHY, 2020). Recent literature, some even produced during the COVID-19 pandemic, suggests that new learning approaches are based on diverse perspectives, according to needs and preferences tailored to the student’s profile (AGUADED; JARAMILLO-DENT; PONCE, 2021; FULLAN, 2020; OECD, 2020). Considering the Pandemic scenario, what types of pedagogical resources should be adopted to enable a fun learning, described as "meaningful / engaging" in online higher education? This exploratory qualitative study analyzed data generated from an online open questionnaire implemented by the UAb-PT network, aimed at higher education students from Portuguese speaking countries (Angola, Brazil and Portugal). The systematization of the data collected adopted the Discourse of the Collective Subject (DSC) technique, which facilitates grouping statements and its corresponding synthesis (LEFÈVRE; LEFÈVRE, 2005). In total, data from 570 students who answered the online questionnaire was analyzed. Fun online learning should include the use of technologies that are collaborative, individual, network-based for co-learning with differentiated activities and exercises, according to the needs and preferences of the use of virtuality. Such approach personalizes the learning based on the student's profile, enables reflections and pedagogical approaches that are more engaging and fun for students in higher education.