The data obtained by the research "Unicamp and the New Coronavirus", released this Wednesday (30), shows that a large part of the university community has been adapting to the remote working dynamics adopted throughout the University after the suspension of face-to-face activities, which occurred on March 12, after the declaration of a global coronavirus pandemic by the World Health Organization. The questionnaire was administered to students, teachers and staff across Unicamp, including the technical colleges, Cotuca and Cotil. The positive balance of the evaluation shows that 87% of those who participated in the survey are satisfied with the University's performance during this period and believe that Unicamp has been able to communicate and provide information to the community about the pandemic and new ways of working.
"This research provides us with good input so that the central administration can continue providing all the necessary support to teachers, students and staff throughout this semester", points out Teresa Zambon Atvars, General Coordinator of the University.
The research was developed by the Unicamp Institutional Observatory, a University body formed by a partnership between the University's General Coordination (ToU) and the Center for Public Opinion Studies (Cesop). In carrying out this research, the Observatory had the support of the Executive Directorate of Human Rights (DEDH). In total, 8.391 questionnaires were answered and sent in the period from June 25 to July 27, 2020, which corresponds to an average participation rate of 20,5%. The results were compiled into four reports, divided between Cotuca and Cotil teachers, undergraduate and postgraduate teachers, undergraduate and postgraduate students and employees. The complete publications are available on the Observatory's website. Click here to access.
The need to adapt made teachers rethink subjects
The information provided by professors shows the effort of professors to adapt to the need to maintain course activities remotely and explore available digital resources, in addition to an ongoing trend for Unicamp faculty to diversify their curricula with these new possibilities. Among those interviewed, 70,5% stated that they were already using Virtual Learning Environments (VLEs) tools to develop activities before the pandemic, but only 35,5% were taking advantage of teleconference resources. With the new scenario, 90% started to explore these tools in their work.
As a result, 66% of undergraduate and 42% postgraduate teachers say they managed to maintain their subjects as they had been planned at the beginning of the year. The main adaptations adopted were the replacement of practical activities with a greater number of written assignments and lists of exercises sent to students. Among undergraduate teachers, 57% managed to adapt their subjects so that at least 70% of the content originally planned could be taught remotely. Among postgraduate professors, the rate was 43,5%.
Most teachers also reported having few difficulties accessing and using digital resources to carry out remote activities. The main difficulties reported were in relation to adapting the dynamics of classes, 27,5% reported medium difficulty, and regarding remote assessment methods: 24% said they experienced difficulties in relation to this. Among the biggest challenges for the period highlighted by teachers are the impossibility of maintaining physical contact with students and colleagues, the application of assessments remotely and strategies to engage students in activities.
"Part of the challenges have already been addressed within the scope of PRG, based on the action and assistance provided by the GGTE e (EA)2. With the results of the research, the efforts of central administration bodies, teaching and research units and technical colleges can be better directed to the local and specific challenges of teachers and students in that Unit", says Milena Pavan Serafim, professor at the Faculty of Sciences Applied (FCA) and one of the professors in charge of research and the Unicamp Institutional Observatory.
However, 53% of teachers are satisfied with their performance during this period. The majority of those who participated in the survey, 57%, stated that they had received support from Unicamp, their unit and/or postgraduate program to develop remote work, both in terms of access and use of digital tools and in the curricular adaptations that were necessary.
Students: pay attention to emotional well-being
Like the teachers, the students who participated in the research also reported ease of access and use of digital technologies to carry out remote activities. Of the total, only 36% used teleconference resources, instruments that began to be explored by 93% of students. The experience of remote classes shows that, even adapted to the remote teaching context, many believe in the importance of real-time interaction: 68,5% prefer classes to be taught online in real time, with the recording made available subsequently in the digital platforms.
The difficulties reported by students are also similar to those of teachers in relation to adapting processes. The data show an average assessment of the dynamics adopted in the disciplines and the assessment methods used. Most of them point out as the main challenges the lack of interaction with colleagues and the difficulties of maintaining this interaction, the need to reconcile remote studies with activities at home and the motivation to follow classes. Of the total number of respondents, 46% no longer feel comfortable with remote activities and 45,5% no longer feel disciplined, which shows a preference for in-person activities, which are currently impossible.
Despite reporting these insecurities regarding their performance in remote activities, most students claim that they managed to follow at least 70% of the subjects offered. Furthermore, more than 55% report that they received the necessary support from the University in this transition.
Regarding the impacts of the coronavirus on the life of the academic community, the effects of the pandemic on students' emotional health draw attention: 70% of students participating in the survey say they feel sadder during the period of social distancing, with 23% reporting that they needed psychological support to adapt to this new condition. To assist the student body during this period, Unicamp has important services, such as the Student Psychological and Psychiatric Assistance Service (JUICES), as well as activities carried out by DEDH, such as virtual conversation circles, have been developed.
“The data shows that the majority of the student body is able to follow remote activities. The research makes it possible for the university to focus its efforts on helping the approximately 15% of students who still encounter difficulties, such as access to equipment and a suitable place to study”, says Oswaldo Amaral, professor at the Institute of Philosophy and Human Sciences (IFCH) and director of Cesop.
Indicators for planning the future
Created in 2019, the Unicamp Institutional Observatory is a strategic project of the University and aims to raise perceptions among the community and other members of society regarding the experience on campuses, a common trend in universities abroad. Research carried out periodically provides important resources for planning and proposing institutional policies.
"The development of institutional research that seeks to measure and monitor the university environment is aligned with the best institutional practices of universities. Having a space for capturing, identifying and analyzing data and information from the university community and its surroundings is extremely important and can also provide information that supports the university's strategic planning", points out Milena Serafim.
