Strategies for achieving affective objectives in remote education
DOI:
https://doi.org/10.35699/2237-5864.2020.24493Keywords:
Affective goals, Remote teaching, Hybrid teaching, Pandemic, Covid-19Abstract
This work was motivated by the wide use of videoconferencing as an alternative to face-to-face classes due to the pandemic caused by Covid-19. It can be characterized as a theoretical essay that aims to discuss the effectiveness of remote teaching to achieve affective learning objectives. The most easily achieved objectives through expository classes – and consequently through videoconferences – are cognitive, notably at the levels of memorization and understanding. When learning objectives are in the affective domain – which involve emotions, feelings and attitudes – other strategies are required. Thus, based on the contribution of theorists in the field of learning objectives and the results of empirical research, the possibilities of using different strategies are discussed through online course platforms. Strategies for reflective discussion, collaborative work, verbalization group/observation group, peer tutoring, dramatization, symposium, seminar and gamification are discussed. The study points to the adoption of hybrid education as the preferred form of higher education in the post-pandemic scenario, but which must be accompanied by the training of teachers in the use of group teaching strategies.
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