Impacts on learning-related listening skills in the COVID-19

Abstract

Objective: to identify whether the face-to-face teaching model in a virtual learning environment with synchronous classes interfered in the auditory abilities of selective attention and auditory memory of the students, in relation to their learning. Method: 59 undergraduate students of the Speech Therapy Course at an HEI in the city of São Paulo participated. They answered a questionnaire sent digitally, after accepting the Free and Informed Consent Form. The collected data were analyzed qualitatively, with a descriptive character. Results: the students reported understanding the content in the synchronous remote classes, although the attention in the classes was considered worse due to the distracting factors in the environment. The use of headphones and reading aloud were resources used by the participants to improve selective attention and auditory memory during classes. Conclusion: the virtual learning environment was considered inappropriate because it is conducive to distractions, exerting a negative influence on selective attention and students' auditory memory.
Descriptors: auditory perception, online learning, distance education, listening, online learning