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      ENSINO SUPERIOR EM TEMPOS DE PANDEMIA: DIRETRIZES À GESTÃO UNIVERSITÁRIA Translated title: EDUCACIÓN SUPERIOR EN TIEMPOS DE PANDEMIA: PAUTAS PARA GESTIÓN UNIVERSITARIA Translated title: HIGHER EDUCATION IN THE TIMES OF PANDEMIC: UNIVERSITY MANAGEMENT GUIDELINES

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          Abstract

          RESUMO Instituições de Ensino Superior de todo o mundo foram afetadas pela pandemia da Covid-19. O prolongamento das medidas de distanciamento físico entre pessoas impõe a adaptação do ensino presencial ao formato remoto. Isso exige planejamento e consideração às condições de estudantes e professores. Neste artigo, são propostas diretrizes para orientar o trabalho de gestores universitários ao avaliarem as dificuldades e limitações impostas pela situação emergencial decorrente da pandemia, bem como lidarem com elas, de maneira a promover condições de trabalho e pedagógicas, viáveis e seguras, a professores e estudantes. Tais diretrizes são baseadas em uma concepção de Ensino Superior orientada para o desenvolvimento da capacidade de atuação profissional (em oposição à transmissão de conteúdo). São também baseadas em variáveis que interferem no processo educacional.

          Translated abstract

          RESUMEN Las instituciones de Educación Superior de todo el mundo se han visto afectadas por la pandemia de COVID-19. La extensión de las medidas de distanciamiento físico impone una adaptación de la enseñanza presencial al formato remoto. Esto requiere planear y considerar las condiciones de los estudiantes y docentes. En este artículo, se presentan pautas para guiar el trabajo de los gestores universitarios al evaluaren las dificultades y restricciones impuestas por la situación que surge de la pandemia, así como las abordaren, a fin de promover condiciones laborales y educativas viables y seguras. Dichas pautas se basan en la concepción de una Educación Superior orientada al desarrollo de la capacidad de actuación profesional (en oposición a la transmisión de contenido). Se basan también en variables que inciden en el sistema educativo.

          Translated abstract

          ABSTRACT Higher Education institutions around the world were affected by the COVID-19 pandemic. The extension of social distancing measures requires an adaptation from the on-site to the remote teaching format. This demands planning, as well as taking into account the conditions of both teachers and students. In this article, we propose guidelines to lead the work of university managers when assessing the difficulties and restrictions imposed by the emergency situation caused by the pandemic, as well as dealing with them, in order to promote viable and safe working and pedagogical conditions to teachers and students. Such guidelines are based on a Higher Education conception oriented to the development of professional performance (as opposed to the transmission of educational content). They are, also, based on variables that interfere in the educational process.

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          Projecting the transmission dynamics of SARS-CoV-2 through the postpandemic period

          It is urgent to understand the future of severe acute respiratory syndrome–coronavirus 2 (SARS-CoV-2) transmission. We used estimates of seasonality, immunity, and cross-immunity for betacoronaviruses OC43 and HKU1 from time series data from the USA to inform a model of SARS-CoV-2 transmission. We projected that recurrent wintertime outbreaks of SARS-CoV-2 will probably occur after the initial, most severe pandemic wave. Absent other interventions, a key metric for the success of social distancing is whether critical care capacities are exceeded. To avoid this, prolonged or intermittent social distancing may be necessary into 2022. Additional interventions, including expanded critical care capacity and an effective therapeutic, would improve the success of intermittent distancing and hasten the acquisition of herd immunity. Longitudinal serological studies are urgently needed to determine the extent and duration of immunity to SARS-CoV-2. Even in the event of apparent elimination, SARS-CoV-2 surveillance should be maintained since a resurgence in contagion could be possible as late as 2024.
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            Education in and After Covid-19: Immediate Responses and Long-Term Visions

            Most governments around the world have temporarily closed educational institutions in an attempt to contain the spread of Covid-19 pandemic. These nationwide closures are impacting over 91% of world’s student population (UNESCO 2020). In China, schools and universities are deploying a mix of innovative and renewed approaches to ensure the right to education. Chinese Higher Education in the Pandemic Outbreak Chinese government has imposed strict measures to contain the spread of the Covid-19 pandemic. Most face-to-face activities, including teaching, have been banned. Chinese universities and colleges have postponed the beginning of spring semester. Students are not allowed to return to campuses without approval. To provide flexible online learning to over 270 million students, Ministry of Education has launched an initiative entitled ‘Disrupted classes, undisrupted learning’. On February 5, 2020, the initiative was followed up by ‘Guidance on the Organization and Management of Online Teaching in the Higher Education Institutions During Epidemic Prevention and Control Period’ (Ministry of Education 2020). The Guidance requires national and local governments to encourage colleges and universities, together with the rest of the society, to participate in joint implementation of online education. Ministry of Education further requires that new online courses are of the same quality as previously delivered face-to-face courses. It demands that teacher workload in delivering online courses should be recognized as equivalent to teacher workload in delivering face-to-face courses; it also encourages students towards online self-directed learning. The Ministry urges universities to conduct multi-dimensional learning evaluation, and to appropriately credit student online achievements. Institutions of higher education systems promptly reacted to these measures. By February 2, 2020, 22 major online curriculum platforms opened 24,000 online courses for higher education institutions to choose from, including 1,291 national excellence courses and 401 national virtual simulation experimental courses, covering 12 undergraduate programs and 18 tertiary vocational programs (Wang 2020). Faculty of Education, Beijing Normal University On February 24, Beijing Normal University (BNU) started its new semester with online national flag-raising ceremony. The campus is vacant, yet online classrooms are full. A total of 4,036 courses have been planned for this semester, involving tens of thousands of students, with 3,238 courses being offered online by 1,151 faculty. For the first time in its 118-year history, all courses at BNU’s 30 schools and faculties are delivered online. This historical move demands joint efforts from faculty, staff, and students, in equal measure. Faculty of Education responded immediately. We developed an online teaching implementation plan covering components of teaching delivery, online classes management and supervision, and learning assessment. Faculty are encouraged to choose appropriate learning platforms they are familiar with. In order to support faculty in their work, we developed five actions: A line-up of main online education platforms were introduced to all faculty by email, Wechat discussion groups, and school website. Faculty were encouraged to share their previous experiences with platforms including Blackboard, TronClass, Zoom, Classin, Wechat group, and QQ group. School of Educational Technology assembled a professional team for providing faculty-wide support. The team shared their knowledge and skills about different platforms and conducted online training. Further, professional companies were invited to train our faculty on using specific tools. Learning online is a big challenge for our 2,096 students. The team informed students about changes, provided two teaching assistants for each online class, and ensured that every student is able to participate in digital learning. Special attention was given to students coming from poor regions and difficult family backgrounds. The team collected information about all online courses, including their delivery platform, class size, schedule, and student readiness. Few classes were selected for trial lessons at a variety of platforms with the aim to pilot online learning strategies before their large-scale implementation. Following these activities, on Feb 24, Faculty of Education successfully implemented 307 courses through online systems, 15 of which are aimed at international students and taught in English. This involves over 183 faculty and over 2,000 students at all levels including 250 international students. At the moment of writing this article, the transition has been under way for about 6 weeks. Most courses seem successful; students seem to enjoy online learning, and some professors even report that students seem more active than in their physical classrooms. At the research front, we organized a series of webinars which created opportunities for scholars within and beyond China to share their research and thoughts on issues relating to the transition, with the aim to start developing more resilient education systems for the future. Online learning is defined as learning experience in synchronous or asynchronous environments using different devices (e.g. mobile phones, laptops) with Internet access. Using these environments, students can learn and interact with instructors and other students from anywhere (Singh and Thurman 2019). The easiest part of this transition for Faculty of Education was providing online learning platforms and courses. However, we are meeting some persistent obstacles and challenges. Online course delivery, interaction, and data collection require stabile digital infrastructure and platforms, yet learning of some students across China and overseas is interrupted by poor Internet access. Students require capacity to conduct self-disciplined and self-directed active learning, and faculty require further professional development. Challenges also include lack of holistic quality assurance systems for online teaching and learning. The pandemic has revealed that quality does not refer only to achieving learning outcomes, but also to social and emotional development of students (see Peters et al. forthcoming). Chinese institutions of higher education have initiated a series of real-time research projects about higher education experiences during the pandemic. It is believed that this research will result in improved evidence-based policy-making mechanisms and more user-friendly digital learning systems. Vision for Future: Teaching and Learning After the Pandemic Coronavirus outbreak has significantly accelerated development of online education in Chinese higher education. Internet, big data, Artificial Intelligence, 5G, and cloud-based platforms, among other technologies, have been put into service of education. However, a more flexible way of teaching and learning does not end up with infrastructure. Rather, infrastructure is only the first step towards a new paradigm of teaching and learning in post-pandemic time. This paradigm could represent a shift from traditional, teacher-centered, and lecture-based activities towards more student-centered activities including group activities, discussions, hands-on learning activities, and limited use of traditional lectures. This requires conceptual and philosophical rethinking of nature of teaching and learning, roles, and connections among teachers, learners, and teaching materials, in postdigital learning communities (Jandrić et al. 2018). Full long-term integration of online teaching and learning into university curricula implies further attention to quality. Nearing the end of Covid-19 pandemic in China, we think that our further steps should be focused to the following activities: We need to continue development of open educational platforms which allow access to the high quality of learning resources. We need to conduct quantitative and qualitative research and evaluate current models of online teaching and learning, with a particular focus to their long-term sustainability. We need to develop staff–teachers’ capacity for online teaching, and professional staff capacity for supporting teachers and online systems. We need to encourage cooperation between universities, international organizations, private sector, civil society, and other stakeholders, to promote high-quality online learning throughout the society. Teachers are crucial for inclusive and equitable provision of high-quality distance education. They are expected to have knowledge, skills, and ethics to conduct online teaching, and that calls for more flexible and dynamic post-pandemic teacher education. Post-pandemic national teacher education could be composed of face-to-face teacher education, blended teacher education, and online teacher education (Zhu 2020). National online teacher education could be categorized into sections which provide learning opportunities to future teachers at all levels: early childhood education, primary education, secondary education, vocational education sectors, etc. Online teacher education platforms could function as a traditional teacher education institute which provides pre-service and in-service programs. This could be supported by online platforms with rich digital materials and resources. Curriculum and pedagogy need to be updated, and should become models of successful online pedagogies that could be taken into future teachers’ practices. Last but not the least, it is critical to build up an enabling institutional environment for sustainable national online teacher education. We need to develop evidence-based policies supported by guidelines for their implementation. To provide professional reference base for online teacher education, a framework of competencies for conducting online teaching, and other standards, should be developed. In our postdigital context, online and offline (teacher) education cannot be thought of without each other (Jandrić et al. 2018). Therefore, we advocate development of a holistic teacher education system, regardless of used mode of delivery, which could support present and future teachers in becoming more resilient to crisis similar to the Covid-19 pandemic. Covid-19 pandemic has brought about a huge disruption to all spheres of human life. Chinese higher education, and Beijing Normal University in particular, have responded to the crisis with reasonable success. However, we strongly believe that the impact of Covid-19 pandemic on Chinese education system should extend well beyond tacking the current crisis—it should also bring out potential development opportunities for the future (Jandrić 2020). Our current situation requires innovation and renewed attention to more research, study, and reflection, about each sector of education in China and globally. It is only by doing this research within the pandemic that we can develop a more sustainable, inclusive, and equitable education after the pandemic is gone.
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              Online Education and Its Effective Practice: A Research Review

              Using a qualitative content analysis approach, this study reviewed 47 published studies and research on online teaching and learning since 2008, primarily focusing on how theories, practices and assessments apply to the online learning environment. The purpose of this paper is to provide practical suggestions for those who are planning to develop online courses so that they can make informed decisions in the implementation process. Based on the findings, the authors argued that effective online instruction is dependent upon 1) well-designed course content, motivated interaction between the instructor and learners, well-prepared and fully-supported instructors; 2) creation of a sense of online learning community; and 3) rapid advancement of technology. In doing this, it is hoped that this will stimulate an on-going discussion of effective strategies that can enhance universities and faculty success in transitioning to teach online. Under current debates on the cost and quality of higher education, this study could help for the improvement of higher education and student enrollment and retention.
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                Author and article information

                Journal
                es
                Educação & Sociedade
                Educ. Soc.
                Centro de Estudos Educação e Sociedade - Cedes (Campinas, SP, Brazil )
                1678-4626
                2020
                : 41
                : e238957
                Affiliations
                [09] Londrina Paraná orgnameUniversidade Estadual de Londrina orgdiv1Programa de Pós-graduação em Análise do Comportamento Brazil otaviobeltra@ 123456hotmail.com
                [08] Londrina Paraná orgnameUniversidade Estadual de Londrina orgdiv1Departamento de Psicologia Geral e Análise do Comportamento Brazil nadiakienen@ 123456uel.br
                [01] Florianópolis Santa Catarina orgnameUniversidade Federal de Santa Catarina orgdiv1Departamento de Psicologia Brazil helder.gusso@ 123456ufsc.br
                [02] Florianópolis Santa Catarina orgnameUniversidade Federal de Santa Catarina orgdiv1Núcleo de Análise de Comportamento Brazil alinearcherr@ 123456gmail.com
                [03] São Paulo São Paulo orgnameUniversidade de São Paulo orgdiv1Programa de Pós-graduação em Psicologia Experimental Brazil febluiz@ 123456gmail.com
                [06] Boa Vista Roraima orgnameUniversidade Federal de Roraima orgdiv1Curso de Psicologia Brazil marcelo.henklain@ 123456ufrr.br
                [04] Londrina Paraná orgnameUniversidade Estadual de Londrina orgdiv1Programa de Pós-graduação em Análise de Comportamento Brazil ftsahao@ 123456gmail.com
                [05] Curitiba Paraná orgnameUniversidade Federal do Paraná orgdiv1Departamento de Psicologia Brazil gabrieldeluca.ufpr@ 123456gmail.com
                [10] Londrina Paraná orgnameUniversidade Estadual de Londrina orgdiv1Departamento de Educação Brazil valk.mg@ 123456gmail.com
                [07] São Carlos orgnameUniversidade Federal de São Carlos orgdiv1Grupo de pesquisa Impacto da Violência sobre o Desenvolvimento Humano: Prevenção e Intervenção Brazil mariana_panosso@ 123456hotmail.com
                Article
                S0101-73302020000100802 S0101-7330(20)04100000802
                10.1590/es.238957
                0104b70b-99e4-4624-b2fe-71c82accd2cd

                This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

                History
                : 27 July 2020
                : 02 June 2020
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 69, Pages: 0
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                SciELO Brazil

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                Debates & Polêmicas

                COVID-19,Distance teaching,Educación Superior,Pandemia,Ensino Superior,Emergencial remote education,Ensino remoto emergencial,Educación a distancia,Higher Education,Pandemic,Ensino a distância,Educación remota de emergencia

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