Ciências da Educação | Capítulos/artigos em livros internacionais / Book chapters/papers in international books
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- e-Learning diversification in higher education: conceptions of participationPublication . Dias, Paulo; Aires, Luísa; Moreira, DarlindaIn this chapter, we reflect on the conceptions and different forms of participation in e-Learning contexts in higher education and its influences in climate change literacy. Although the literature review highlights intense research on the value of participation in informal contexts, we argue that the construction of a pedagogical discourse on e-Learning cannot be sustained without the pedagogy of participation. Such participation also acquires new meanings when analysed using socio-constructivist and cultural approaches. In this study, the analysis of participation in e-Learning contexts is based on categories such as leadership, sharing and cohesion. The empirical data we present are the result of more wide-ranging research carried out at the Observatório da Qualidade da Educação a Distância e e-Learning (Distance Education and e-Learning Observatory) at the Universidade Aberta, Portugal. Data were collected from the online questionnaire given to a sample of 26 e-Learning course leaders and pedagogical coordinators in face-to-face higher education institutions. The conclusions of the study highlight the different conceptions about the nature of e-Learning processes and practices in higher education, which we believe highlight the need to promote a participation-oriented pedagogy as a fundamental aspect of both climate change literacy/education and online education and based on the construction of both pedagogical innovation and teachers’ education to teach in virtual environments.
- Evaluation of the training programme: impact, satisfaction and perceived usefulnessPublication . Morgado, Lina; Afonso, Ana Paula; Souza, Elizabeth; Aires, Luísa; Santoveña Casal , SoniaThis chapter describes the study on the satisfaction of participants in the NOOC courses of the ENID-teach2 program implemented between 2022-2024, in 3 editions. The courses were developed and implemented by European teams of experts in various fields with the aim of training teachers at European universities. Based on its own pedagogical model and in line with MOOC philosophy courses, the program adopted the NOOC format: Nano, Open, Online, Course and a microlearning approach. The aim of this research is to assess satisfaction with the ENID-teach program and its resources. The methodological design involved the application of a questionnaire developed for the purpose with closed questions based on a scale, and four open-ended questions. The data was processed using simple descriptive statistics and a content analysis of the open questions. The results show a high level of satisfaction (above 80%) in twenty four questions and in all dimensions, except for the perceived Interaction/Communication. This result may be explained and in connection with the perception of what a collaborative online course should be, which is not the case. We can conclude that the assessment of satisfaction with the NOOC is extremely positive, with most of the dimensions being evaluated above 80%, with the exception of two of them, which deserve further study with additional data
- Identity trends of academics at the Universidade Aberta (Portuguese Open University)Publication . Moreira, Darlinda; Henriques, Susana; Aires, LuísaAs a result of the European crises, higher education institutions have been affected by dramatic budgets cuts that have repercussions in the quality of education, in the financial support for research, in students support as well as in the faculty’s capacity to promote their own professional development. Moreover advances in communication technology have been radically transforming all the different dimensions of academic life. This chapter presents the analytical perspective of three academic women that belong to the Department of Education and Distance Education in the Portuguese Open Education University and who have lived through the profound transformations in their university that have impact in pedagogical approaches, content and teaching materials, student population, and methodologies.as well as in social adjustments related to: how the national framework of faculty professional development integrates the differences of our institution and how we act before them.
- Transição de emergência para o ensino online em universidades portuguesas na sequência da pandemia de Covid-19: estudo exploratórioPublication . Seabra, Filipa; Aires, Luísa; Teixeira, AntónioOs desafios da transição acelerada para as práticas de Ensino Remoto de Emergência no ensino superior, na sequência da Covid-19, obrigaram à identificação urgente de práticas adotadas nas instituições de ensino superior em Portugal, como estão a ser coordenadas e adaptadas estas práticas ao longo do tempo e como professores e alunos do ensino superior têm percecionado este processo. Para a concretização destes objetivos, foram elaborados dois questionários, aplicados online entre 22/04 e 12/05 2020, que nos permitiram recolher dados sobre o momento em que ocorreu a transição, as práticas adotadas, a coordenação e avaliação do processo e as experiências positivas e negativas. Os professores e alunos que participaram no estudo apontam para um processo de transição coordenado a nível institucional e, em grande parte, resultado da iniciativa individual. Embora se tenha registado um acesso amplo e de alta qualidade à Internet, este acesso não foi universal. Detetou-se também uma avaliação moderadamente positiva deste processo, apesar de se reconhecer o aumento significativo da quantidade e intensidade de trabalho de professores e alunos.