Objective: to report the experience of remote teaching in an academic master’s degree course during the covid-19 pandemic. Methods: this is a descriptive study, experience report type, experienced from October to December 2020 in a mandatory subject of the Postgraduate Program in Nursing of a Public University in the state of Pará. Results: The educational activities took place synchronously and asynchronous, from virtual classes and texts for reading, all of that was possible by the use of educational technological strategies in the experienced pandemic scenario. Remote teaching required students and teachers to adapt to the new classroom routine in their homes, adapting the study environment and appropriate equipment for this context. Even with the challenges faced, the establishment of the remote learning process added skills among those involved, improvement of tools and digital transformation of the conventional classroom. Conclusion: remote teaching was efficient and provided opportunities for pedagogical mediations, promoting collaborative learning among students. It also revealed the need for training for those involved in the process.
This article explores the innovative “asynchronish” approach to online mathematics and teacher education, blending synchronous and asynchronous elements to enhance student engagement and sense of belonging. Drawing from experiences in mathematics and teacher education courses, we examine two key engagement strategies: (1) utilizing collaborative platforms like Slack and (2) creating opportunities for online small-group discussions. Grounded in Garrison's Community of Inquiry framework, this study examines evidence-based strategies for fostering interactive virtual learning environments that enhance cognitive and social connectivity in online mathematics and teacher education courses through analysis of implementation data and student responses.
این مقاله رویکرد نوآورانه «آسنکرونیش» را در آموزش آنلاین ریاضی و تربیت معلم بررسی می‌کند که با ترکیب عناصر هم‌زمان و ناهم‌زمان، به ارتقای مشارکت دانشجویان و احساس تعلق آن‌ها می‌پردازد. با بهره‌گیری از تجربیات در دوره‌های آموزش ریاضی و تربیت معلم، دو راهبرد کلیدی برای افزایش مشارکت مورد بررسی قرار گرفته است: (۱) استفاده از بسترهای همکاری مانند Slack و (۲) ایجاد فرصت‌هایی برای بحث‌های گروهی کوچک آنلاین. این مطالعه با تکیه بر چارچوب «جامعه پژوهشی» گاریسون، راهبردهای مبتنی بر شواهد را برای تقویت محیط‌های یادگیری تعاملی مجازی که به افزایش پیوندهای شناختی و اجتماعی در دوره‌های آموزش آنلاین ریاضی و تربیت معلم منجر می‌شود، از طریق تحلیل داده‌های اجرا و پاسخ‌های دانشجویان بررسی می‌کند.
