Distance learning: assessment of the cognitive processes of undergraduates at a state universit

Abstract

The aim was to assess the cognitive processes of undergraduate students, at a public state university, who returned to in attendance practice after emergency distance learning in 2022. Fifty students from different courses participated in the study, with the average age being 24.5 years. The instruments used in the evaluation were: The AC Test (Concentrated Attention), TEMR-2 (Recognition Memory) and the Kolb Learning Style Inventory, plus semi-structured interviews to understand the students' experiences with both learning models. The results showed that most of the participants had Accommodating (32.7%) and Diverging (32.7%) learning styles. 8.2% of the students showed low levels of concentrated attention and 12% of the sample had their recognition memory results in an inferior classification. The majority of participants reported feelings of fatigue, discouragement, and learning difficulties during distance learning, as well as difficulties related to returning to in person classes, so as social insecurity after the pandemic.