Browsing by Author "Huet, Isabel"
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- Building a community of practice for engaging pharmacy students to learn in a collaborative research environmentPublication . ElShaer, Amr; Calabrese, Gianpiero; Casanova, Diogo; Huet, IsabelConventional research project supervision is not always compatible with current challenges facing higher education, such as students’ diverse backgrounds, increasing demands, and multidisciplinary research interests. Additionally, research students may experience isolation at different stages of research. To help students coping with these challenges, approaches such as progress reports, departmental presentations, and co-supervision have been introduced. Community of practices (CoP) are alternative approaches that if successfully adopted may improve the students’ learning experience. These communities were developed as knowledge-based social structures between groups of people sharing goals and interests. Considering the importance of CoPs as a strategy to engage students and researchers to work collaboratively; this study aims to investigate the impact of a formal CoP on the students’ learning experience at different levels of study.
- Como dou feedback ao trabalho dos estudantes?Publication . Huet, IsabelApresentação sumária da definição de supervisão da investigação pós-graduada e qualidade do processo de supervisão.
- Como posso ajudar os meus estudantes a gerir o desenvolvimento das suas competências enquanto jovens investigadores?Publication . Huet, IsabelRecurso multimédia que sistematiza a importância do desenvolvimento de competências dos jovens investigadores.
- Exploring the professional development of doctoral supervisors through workplace learning: a literature reviewPublication . Huet, Isabel; Casanova, DiogoThe professional development of doctoral supervisors is a relatively new area of academic development that is still non-existent in many higher education institutions worldwide. This is particularly relevant to explore as several other studies indicate that the quality of doctoral supervision has a direct impact on the doctoral student progression and attrition rates and on the quality of the student experience. The purpose of this literature review is to explore what has been written about the professional development of doctoral supervisors, with a focus on understanding how learning takes place in the workplace. Through a systematic literature review approach, 20 manuscripts in the social sciences were identified as providing an in-depth exploration of the topic under study. The analysis of these manuscripts was situated within the theories of adult and workplace learning. Professional development occurred in different shapes and forms and is shaped by institutional and national academic cultures. There was a common understanding that learning occurred more often through self-reflection and dialogue, in both formal and informal learning spaces, and that there is a need for focusing more on the pedagogy of the doctorate. The article ends by suggesting a set of institutional recommendations for promoting the professional development of supervisors.
- Exploring the professional development of online and distance doctoral supervisorsPublication . Huet, Isabel; Casanova, DiogoThe supervision of doctoral students has been evolving in the last decade. Supervisors supervise students on campus or at a distance and supervision takes place in formal or informal environments with the latter occurring more often through online encounters. This context of supervision has changed supervisory practices and students’ own approaches to learning. This paradigmatic shift demands a rethinking of how supervisors develop themselves and how they learn to cope with the challenges of ‘modern’ supervision. To date, little has been said or written about the development or training of doctoral supervisors who supervise students online or at a distance. This paper aims to fill this gap by presenting a model for the professional development of supervisors in these contexts. This model can be adapted and implemented by institutions that wish to support supervisors who support students online or at the distance.
- Giving away some of their powers!: towards learner agency in digital assessment and feedbackPublication . Casanova, Diogo; Alsop, Graham; Huet, IsabelDigital assessment and feedback have been a growing area of research and practice in the past decade in higher education. Within this theme, research has been published highlighting the importance of learner agency in the assessment and feedback process as a way to develop assessment literacy in contrast with the existing lecturer-led approach. In this research, we aimed to find out whether lecturers are willing to let go of some of the power they currently have in the digital assessment and feedback process and how they see opportunities for agency being developed in the digital assessment and feedback systems. We collected data from 10 sandpits with 58 lecturers in which, using a storytelling technique and one mockup of a digital assessment and feedback system, we discussed and critiqued an assessment scenario intending to collect perceptions about digital assessment and feedback and the constraints felt by lecturers in their assessment practice. Based on these perceptions, we identify recommendations that may improve digital assessment and feedback systems and practices. We discuss the data and the recommendations based on three clusters of themes: (i) preparation for the assessment, (ii) formative feedback and (iii) feedback post-submission.
- Guia para a preparação de provas com consultaPublication . Neves, Claudia; Barros, Daniela Melaré Vieira; Huet, Isabel; Henriques, SusanaPretende-se com este guia facultar aos docentes algumas considerações e recomendações para a preparação e realização de provas com consulta. Embora este tipo de avaliação seja comum nos cursos de 2º e 3º ciclo, é importante destacar alguns aspetos importantes sobre este tipo de avaliação que devem ser considerados na preparação dos enunciados das provas das Unidade Curriculares (UCs) de licenciatura. Importa clarificar que o presente guia não pretende ser exaustivo ou prescritivo. Antes, reúne e apresenta um conjunto de orientações destinadas aos docentes, no sentido de evidenciar os méritos das abordagens de avaliação com consulta e de descrever as principais questões a serem consideradas na preparação de enunciados das provas com consulta.
- Hybrid teaching and learning in higher education: a systematic literature reviewPublication . Gudoniene, Daina; Staneviciene, Evelina; Dieng, Djibril; Degroote, Joël; Butkiene, Rita; Huet, Isabel; Dickel, Jochen; Rocio, Vitor; Casanova, DiogoHybrid teaching, which integrates traditional in-person learning based on students’ perspectives where online learning offers a flexible approach to education, combines the benefits of technology with face-to-face interactions. Moreover, teaching and learning in a hybrid way met several challenges for both teachers and learners, including technological problems, time management, communication difficulties, and assessment complexities. This systematic review investigates six main research questions: (1) What pedagogical frameworks are used in hybrid teaching and learning? (2) How can we enhance students’ engagement in hybrid teaching and learning? (3) What is the impact of technological integration on hybrid learning scenarios, both for students and teachers? (4) How do training and support measures influence the willingness and ability of university teachers to implement hybrid teaching formats? (5) How do formative assessment and feedback methods in hybrid learning environments enable teachers to effectively monitor student progress and provide tailored support? (6) How does the implementation of hybrid learning affect student learning outcomes? This study identifies the following key themes: technological integration, pedagogical innovation, faculty support, student engagement, assessment practices, and learning outcomes. Our contribution of this literature review is related to teaching and learning by showing teachers the most appropriate way to avoid the challenges encountered when teaching in a hybrid way. These include strong technology integration, innovative pedagogical strategies, strong academic development and support, active student engagement, effective assessment practices, and positive learning outcomes.
- Online collaborative learning using Microsoft Teams in higher education amid COVID-19Publication . Tan, Chekfoung; Casanova, Diogo; Huet, Isabel; Alhammad, MunaDue to the Covid-19 pandemic, most universities needed to move to online teaching and learning, in some cases with very limited knowledge or experience in running online programmes. Engaging students online has become an imminent challenge that universities and academics are still trying to address. This paper reports on the findings from the experience of making the transition from an established collaborative learning activity delivered in a face-to-face environment to online collaborative learning supported by Microsoft Teams. Supported by an action research methodology, the paper evaluates this experience by comparing the outcomes of students' learning in the previous face-to-face and the online activities and the suitability of Microsoft Teams as a learning environment for collaborative learning for a postgraduate project management module. This research contributes to the growing knowledge of technology-enhanced learning by shedding light on how Microsoft Teams can support active and online collaborative learning in Higher Education.