Aulas gravadas versus aulas presenciais - Revisão Sistemática

Abstract

Introduction: Educational technologies allowed an advance in the teaching-learning process, including the addition of recorded lessons. This paradigm shift has been more evident in recent years, especially because of the pandemic situation. The aim of this review was to compare the face-to-face classes with the pre-recorded classes, as well as to evaluate whether the academic results differ between the two teaching modalities. Methods: This systematic review used the PRISMA guidelines to collect and analyze articles in PubMed that compared face-to-face classes and recorded classes. A total of 238 studies were found through mesh terms and keywords, 27 of these were related to the theme of this research, but only 5 studies were included in the results because they met all the inclusion criteria. Results: All of the analyzed studies reported that students prefer to attend face-to-face classes. However, several advantages to recorded classes were also pointed out, mainly as a complement and not as an alternative to face-to-face classes. Regarding the results obtained by students who used recorded classes when compared to those who used the face-to-face classes, only three of the studies evaluated these parameters, and there was no significant difference between both modalities. Nevertheless, one of these studies reported that having access to recorded classes allows to achieve better academic results. Conclusions: The recorded classes represent an important complement in the teaching and learning process. Students prefer the recorded classes for the most graphic curricular units that use many images, for example radiology. Despite the recognized importance of having recorded classes, most students prefer to attend to face-to-face classes. The reported academic results obtained between the two groups were very similar.