Browsing by Author "Mendes, Alexandra"
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- Academic performance in blended learning in higher educationPublication . Moreira, J. António; Mendes, AlexandraInstitutions of Higher Education in Portugal face today unique challenges. Aware of the change, in general, these institutions have presented reform initiatives covering in their strategic plans new frames ofoperation, where e-learning and/or b-learning are recognized. The present study aims mainly to know the impact that b-learning and the implementation of some pedagogical models adapted to these environments may have on academic performance of students in higher education. Data analysis, referring to the classifications obtained, suggests that the creation of virtual environments, combined with complementary or face to face learning, and using pedagogical models adapted to online environments, diversified learning objects and strategies that encourage students, may indeed contribute to a significant improvement in their academic achievement. We also concluded that this b-learning modality, supported by online pedagogical constructivist and collaborative models allow effectively to equate the teaching learning process in a different way. This (new) reality implies a very significant cultural change, as it implies rethinking the roles of teacher and student, and the relationship between them, appropriate content, in addition to the implications that must be implemented in terms of structuring and planning courses and curricula, evaluation systems and teaching and learning forms.
- Academic performance in constructivist learning environments supported by learning management systemsPublication . Moreira, J. António; Mendes, Alexandra; Almeida, Ana CristinaInstitutions of Higher Education in Portugal face today unique challenges. Aware of the change, in general, these institutions have been presented reform initiatives, covering in their strategic plans new frames of operation, where e-learning and / or b-learning is recognized. The present study aims mainly to know the impact that b-learning and the implemention of some pedagogical models adapted to these environments, may have on academic performance of students in higher education. To this end, we analyzed the academic performance of students in a curricular unit of a course of Physical Education and Sport, for four academic years from 2007/2008, during which the unit was initially taught only presential, by 2010 / 2011, a period that was taught in a combined modality (75% online and 25% presential). Data analysis, referring to the classifications obtained, suggests that the creation of virtual environments, combined with complementary or presential learning, and using pedagogical models adapted to online environments (eg, Comumunity of Inquiry Garrison et al, 2000; E-Moderating, Salmon, 2000), diversified learning objects (scripto, audiovisual and multimedia) and strategies that encourage students, may indeed contribute to a significant improvement in their academic achievement. We also concluded that this b-learning modality, supported by online pedagogical constructivist and collaborative models allow effectively equate the teaching-learning process in a different way. However, the change should not be seen only from a technological standpoint, since the use of an LMS is no guarantee of success, but must above all be seen in terms of changing attitudes and practices. This (new) reality implies a very large cultural change, as to rethink the roles of teacher and student, and the relationship between them, appropriate content, in addition to the implications that must be implemented in terms of structuring and planning of courses and curricula, evaluation systems and teaching and learning forms.
- Rumos pedagógicos da educação física em PortugalPublication . Moreira, J. António; Ferreira, António G.; Mendes, AlexandraA obra Rumos Pedagógicos da Educação Física em Portugal reúne um conjunto de abordagens conceptuais e empíricas a aspetos diferenciados na área da Educação Física. Trata-se de um livro que pretende promover uma reflexão aprofundada nesta área, combinando sinergias de investigadores e profissionais que vêm desenvolvendo atividades neste domínio. Embora centrada, sobretudo em questões pedagógicas, relacionadas com a formação dos seus profissionais, com modelos educativos ou curriculares, esta é uma obra multifacetada não só nas suas vertentes de análise, mas também nas perspectivas dos autores envolvidos. Esta diversidade é bem patente nos vários capítulos e nas duas partes que a constituem. Na primeira parte são apresentados alguns referenciais teóricos e ensaios que, seguramente constituirão um valioso instrumento de trabalho, não só para aqueles que se encontram diretamente envolvidos no estudo e na investigação da Educação Física mas, também, indiretamente, para todos aqueles que são leitores ativos e assíduos de publicações nesta área. Por sua vez, na segunda parte são apresentados três estudos, de natureza quantitativa e qualitativa, que procuram traduzir, o “estado da arte” da investigação e prática em Educação Física, nomeadamente em domínios específicos como a formação de professores.