Emergency remote learning

the case of the social work course in Portugal

Abstract

This descriptive study aims to understand the teachers' perception, during confinement periods, of the type of teaching-learning and assessment methodologies, their impact on the learning process, the achievement of objectives and competencies, and the main limitations and gains.  The instrument for data collection was the survey to undergraduate teachers in social work. Regarding the learning process, students found it more difficult to concentrate and there were constant technical and internet access problems. The distance was the main impact on the student-teacher relationship. The objectives and competences were, for the majority, partially achieved, highlighting the distinction, for its achievement, between theoretical, theoretical-practical, and practical classes. The acquisition of relational, argumentative and oral skills was the most affected, but, on the other hand, they deepened others. There was a transposition of the methodologies of face-to-face teaching to online teaching with consequences for both teachers and students.