Abstract:

This study presents the results of a survey accomplished by a Portuguese Institution of Higher Education, aiming to know the degree of satisfaction of its teachers regarding teaching in Distance Learning mode, in the academic year 2019/2020, during the state of emergency decreed by the Portuguese government. The objective of this study is to perceive the degree of satisfaction of the teachers in the Distance Learning teaching modality based on the opinions of the teachers who teach, particularly, in the Technical Higher Professional Courses (CTeSP).
Of a total of 23 teachers involved in CTeSP, 16 answered (14 men and 2 women) to a questionnaire built by the Institution's Quality Observatory, on Google Forms, with 6 questions related to the profile of the teacher, 5 questions related to the needs of the teachers and 8 questions related to the satisfaction of the teachers. The questionnaire was anonymous and the confidentiality of the answers was guaranteed. This investigation was guided by some questions, namely, what are the teachers' perceptions regarding their motivation regarding the methods of the classes in the Distance Learning modality? As well, what is the availability of students to help teachers in the Distance Learning modality? A qualitative methodology was used to work and analyze the results obtained with the support of webQDA® software. Most teachers evaluate very positively Distance Learning, how students have adapted to Distance Learning, the fact that students assist them in classes in the Distance Learning modality. Answers indicate negatively the adequacy of the assessment in the Distance Learning modality. Regarding this last point, we are emphasizing that in a quality Distance Learning, it is necessary to focus on learning and not on teaching, therefore, learning styles cannot be obstacles to a more formative and less summative assessment. In this analysis it is important to highlight satisfaction of teachers in using Distance Learning methods, as long as it is allowed with your students a continuous interaction, flexible hours, individualized space, peer work, challenges at the end of each curricular unit class, use of a diversity of tools, reducing the time spent on online teaching activities.

Keywords:

Distance Learning; University education; Teacher satisfaction; COVID-19.