Undergraduate student perception on learning in an emergency remote teaching course

Abstract

This paper aims to describe the adjustments in an introductory course adapted for Emergency Remote Teaching in a Pharmacy undergraduate program, as well as students' perceptions about the educational experience. This is a qualitative study with thematic analysis of data obtained using the focus group technique. As the pandemic context required teachers and students to seek new ways of teaching and learning, the use of active learning methods promoted interaction and connection between teachers and students, even situated in a virtual learning environment. The students' perception of the learning experience with the course indicates that the intended objectives were achieved, even though the activity overload was identified by them as a negative aspect of the class. The investigation showed a positive perception of the students of the educational experience even in the face of the challenges of the covid-19 pandemic. The results reveal the need for teacher training regarding teaching-learning methods and evaluation in a virtual learning environment, as these may be a new reality in higher education in post-pandemic times.