A Elaboração De Material Didático Para a Educação a Distância, Da Teoria a Prática: Um Relato De Experiência Do Ensino Da Produção De Objetos Virtuais De Aprendizagem / the Development of Teaching Material for Distance Education, From Theory to Practice: An Account of the Experience of Teaching the Production of Virtual Learning Objects

Almeida, Rosemary Pessoa Borges de; Lemos, Elizama das Chagas; Almeida, Lucas

doi:10.34117/bjdv7n1-009

Cited by 1 publication

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“…[6] In distance education courses, for example, classes are usually prepared by a team of professionals that includes content teachers and specialists in educational technologies, who are responsible for producing materials in a format accessible to various equipment, as well as being visually attractive. [7] In this context, teachers highlight several challenges related to remote classes, but mainly related to didactic organization, in order to improve their online educational experience. [8,9] In addition, another potential risk factor for anxiety, stress, and depression stems from the unequal access to computer equipment among students, which can compromise their participation in school activities.…”

Section: Introductionmentioning

confidence: 99%

“…This is because the change took place in an abruptly short period of time, without adequate training for the use of digital resources, as well as, in most cases, without the provision of adequate equipment for remote classes [6] . In distance education courses, for example, classes are usually prepared by a team of professionals that includes content teachers and specialists in educational technologies, who are responsible for producing materials in a format accessible to various equipment, as well as being visually attractive [7] …”

Section: Introductionmentioning

confidence: 99%

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Prevalence of anxiety, depression, and stress among teachers during the COVID-19 pandemic

et al. 2021

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Background: Identifying the prevalence of anxiety, depression, and stress among teachers during the COVID-19 pandemic.Methods: Systematic review of original studies published in any language. Protocol published in PROSPERO under number CRD42021240543. The search was carried out in the Web of Science, PsycINFO, Pubmed, Embase, LILACS, and SciELO databases, using the descriptors: anxiety, depression, stress, teacher, faculty, COVID-19, and their synonyms. Narrative synthesis was carried out in line with the synthesis without meta-analysis in systematic reviews.Results: Of the 1372 records identified, 6 studies, all cross-sectional, were included in the review. The studies were carried out in China, Brazil, the United States of America, India, and Spain. Five studies included more women than men. The participants were aged from 24 to 60 years. Three studies included only school teachers, 2 included schools and universities teachers, and 1 only university teachers. Of the 5 studies, all dealt with remote activities and only 1 included teachers who returned to face-to-face classes 1 to 2 weeks ago. The prevalence of anxiety ranged from 10% to 49.4%, and depression from 15.9% to 28.9%, being considerably higher in studies with teachers who worked in schools. The prevalence of stress ranged from 12.6% to 50.6%. Conclusion:The prevalence of anxiety, depression, and stress was high among teachers during the pandemic, with great variation between studies. Anxiety and stress were more prevalent in the Spanish study. The results show the need for measures for the care of teachers' mental health, especially when returning to face-to-face classes.

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