Impacts of Emergency Remote Teaching on the Undergraduate Speech-Language Pathology Program

Perceptions of Faculty and Students

Abstract

Introduction: The COVID-19 pandemic imposed remote learning, affecting higher education. This study analyzed its impact on the quality of life and academic performance of Speech-Language Pathology students and faculty at a public institution during social isolation. Methods: A retrospective, descriptive, cross-sectional study was conducted through online questionnaires with 112 students and 30 faculty members. Data were analyzed using descriptive statistics and thematic analysis, identifying key themes: technological challenges, mental health impacts, and adaptation to remote learning. Results: Before the pandemic, 67.86% of students and 60% of faculty already used technology, with increased use of Google Classroom and Google Meet during isolation. Regarding mental health, 91.07% of students and 76.67% of faculty reported a negative impact on organization and productivity, with frequent anxiety, stress, and fatigue. In terms of teaching, 70% of faculty adopted synchronous classes, 83.3% conducted assessments, and 86.67% managed to deliver theoretical content partially or fully. Student attendance ranged from 75% to 100%. Discussion: The results highlight the need for investment in technological training, emotional support, and pedagogical strategies in cases of social isolation, such as the COVID-19 pandemic. The role of student monitors and the use of active methodologies were essential for student engagement in classes. Conclusion: The study emphasized the importance of educational policies that prioritize interaction, engagement, and humanization. The pandemic experience can drive a more inclusive and adaptable education for the 21st century.