LE@D - Laboratório de Educação a Distância e Elearning | Artigos em revistas / Papers in journals
URI permanente para esta coleção:
Navegar
Percorrer LE@D - Laboratório de Educação a Distância e Elearning | Artigos em revistas / Papers in journals por Domínios Científicos e Tecnológicos (FOS) "Ciências Sociais"
A mostrar 1 - 10 de 15
Resultados por página
Opções de ordenação
- La Aventura de la Vida en las escuelas primarias de la Comunidad Intermunicipal de la Región de Leiria: un programa de educación para la saludPublication . Elizabete Rodrigues; Henriques, SusanaEste estudio se realizó en el máster en Administración y Gestión Educativa de la Universidade Aberta, Portugal y se inscribe en la educación para la salud en las escuelas y en la creciente importancia de esta materia en las escuelas como promotoras de comportamientos saludables entre los niños. El tema elegido, La aventura de la vida en las escuelas primarias de la Comunidad Intermunicipal de la Región de Leiria: un programa de educación para la salud, tiene como objetivo evaluar el impacto de este programa en las escuelas donde se ha aplicado. El marco teórico se basó en la transferencia de competencias en el área de la educación a los municipios y las comunidades intermunicipales, el liderazgo docente y el clima escolar como elementos que pueden contribuir al éxito de la implementación de programas de esta naturaleza. Eran objetivos de investigación: conocer y caracterizar las percepciones de los maestros y alumnos sobre los efectos e impactos de la implementación del programa «Aventura de vida» (educación para la salud); analizar los factores que facilitan o dificultan la participación de los maestros en la implementación del programa; conocer las prácticas de los maestros en el desarrollo de la implementación del programa.
- “La Aventura de la Vida” en las escuelas primarias de la Comunidad Intermunicipal de la Región de Leiria, Portugal: una mirada sobre el impactoPublication . Elisabete Rodrigues; Henriques, SusanaEl Plan Integrado e Innovador de Lucha contra el Fracaso Escolar, puesto en marcha por la Comunidad Intermunicipal de la Región de Leiria (CIMRL), formada por diez municipios en el centro de Portugal, se basa en un modelo de intervención articulado basado en la identificación, evaluación, intervención y seguimiento de la calidad del entorno educativo. Destinado a las escuelas de educación infantil y primaria, incluye actuaciones que abarcan temas como las buenas prácticas educativas, la inclusión social, la igualdad de género, la educación para la salud y el bienestar, el patrimonio, la multiculturalidad, el medio ambiente, la ciencia y las artes.
- Effectiveness of a learning pathway on food and nutrition in amyotrophic lateral sclerosisPublication . Coutinho, Karla Mônica Dantas; Rabelo, Humberto; Fernandes, Felipe; Coutinho, Karilany Dantas; Valentim, Ricardo Alexsandro de Medeiros; Dias, Aline de Pinho; Valentim, Janaína Luana Rodrigues da Silva; Batista, Natalia Araújo do Nascimento; Romão, Manoel Honorio; Cunha, Priscila Sanara da; Oliveira, Aliete Cunha; Henriques, Susana; Melo, Luciana Protásio de; Vale, Sancha Helena de Lima; Lais, Lucia Leite; Lima, Kenio Costa deBackground/Objectives: Health education plays a vital role in training health professionals and caregivers, supporting both prevention and the promotion of self-care. In this context, technology serves as a valuable ally by enabling continuous and flexible learning. Among the various domains of health education, nutrition stands out as a key element in the management of Amyotrophic Lateral Sclerosis (ALS), helping to prevent malnutrition and enhance patient well-being. Accordingly, this study aimed to evaluate the effectiveness of the teaching and learning processes within a learning pathway focused on food and nutrition in the context of ALS. Methods: This study adopted a longitudinal, quantitative design. The learning pathway, titled “Food and Nutrition in ALS,” consisted of four self-paced and self-instructional Massive Open Online Courses (MOOCs), offered through the Virtual Learning Environment of the Brazilian Health System (AVASUS). Participants included health professionals, caregivers, and patients from all five regions of Brazil. Participants had the autonomy to complete the courses in any order, with no prerequisites for enrollment. Results: Out of 14,263 participants enrolled nationwide, 182 were included in this study after signing the Informed Consent Form. Of these, 142 (78%) completed at least one course and participated in the educational intervention. A significant increase in knowledge was observed, with mean pre-test scores rising from 7.3 (SD = 1.8) to 9.6 (SD = 0.9) on the post-test across all courses (p < 0.001). Conclusions: The self-instructional, technology-mediated continuing education model proved effective in improving participants’ knowledge about nutrition in ALS. Future studies should explore knowledge retention, behavior change, and the impact of such interventions on clinical outcomes, especially in multidisciplinary care settings.
- Empowering (e)ducators, inspiring learners: a cross-cultural exploration for interprofessional development through the lens of the Capability ApproachPublication . Gómez-Rey, P.; Maradiaga, J. R.; Fernández-Navarro, F.; Teixeira, António; Barroso-Tristán, J. M.The development of interprofessional capabilities has become a crucial strategy for addressing the multifaceted challenges of today’s increasingly interconnected and volatile workplace environment. This study examines Martha Nussbaum’s Capability Approach (CA) as a framework for cultivating key tangible outcomes - such as communication, critical reasoning, empathy, and collaboration - that are vital in the interprofessional context. Methodologically, the research adopts a quantitative approach to validate a life skills evaluation instrument and assess its effectiveness in diverse cultural settings. To achieve this, a Confirmatory Factor Analysis (CFA) was conducted on a dataset comprising 138 online instructors, complemented by statistical tests to identify significant cross-cultural differences in the prioritization and implementation of key skills. The main findings underscore the potential of e-learning practices, grounded in the CA framework, as a powerful tool for fostering the development of crucial capabilities essential for cultivating competent and well-rounded professional human beings. The findings of this study provided information on how to design teaching and learning for interprofessional development in the context of Pakistan, Portugal, Spain, and the United Kingdom.
- Escala de Usos da Internet: validação da versão portuguesaPublication . Aires, Luísa; Almeida, Leandro; Instituto de Educação, Universidade do MinhoA evolução tecnológica e a crescente pressão social para o uso da Internet têm evidenciado desigualdades no seu uso, tanto nas condições de acesso, como das competência de uso e usufruto. Estas desigualdades impactam na vida das pessoas, em particular na sua formação e atividade profissional. O conceito de fosso digital tem evoluído, passando do acesso básico às tecnologias digitais (1º nível) para as competências de uso destas tecnologias (2º nível) e, mais recentemente, para os resultados tangíveis do uso da internet (3º nível) (Scheerder et al., 2017). No presente estudo foi aplicada e validada uma escala de Usos da Internet. A Escala de Usos da Internet adaptada ao contexto português mostrou-se robusta e adequada para avaliação dos padrões de uso entre os estudantes universitários.
- Flexible learning by design: enhancing faculty digital competence and engagement through the FLeD projectPublication . Afonso, Ana Paula; Morgado, Lina; Noguera, Ingrid; Sepúlveda-Parrini, Paloma; Hernandez-Leo, Davinia; Alkhasawneh, Shata N.; Spilker, Maria João; Carvalho, Isabel Cristina; ShivanandBased on flipped learning, digital competence, and inclusive instructional design, this study employs a mixed-method approach (quantitative and qualitative) to evaluate the pilot and involves academics from six European universities. Teacher participants co-designed and implemented flexible learning scenarios using the FLeD tool, which integrates pedagogical patterns, scaffolding strategies, and playful features. Using a mixed-methods research approach, this study collected and analyzed data from 34 teachers and indirectly over 800 students. Results revealed enhanced student engagement, self-regulated learning, and pedagogical innovation. While educators reported increased awareness of inclusive teaching and benefited from collaborative design, challenges related to tool usability, time constraints, and the implementation of inclusivity also emerged. The findings support the effectiveness of structured digital tools in promoting pedagogical transformation in online, face-to-face, and hybrid learning. This study contributes to the discussion on the digitalization of higher education by illustrating how research-informed design can enable educators to develop engaging and flexible inclusive learning environments in line with the evolving needs of learners and the opportunities presented by technology.
- From presence to proximity in online higher education: students’ lived and desired relationshipsPublication . Aires, LuísaThis article examines how students experience and build relational ties in online higher education. Using a hermeneutic phenomenological approach, it analyses students’ lived and desired relationships across four domains: the online campus, the degree programme, teachers, and peers. One hundred and forty-four students completed an open-ended questionnaire. Their narratives informed the Relational Proximity Matrix (RPM), a framework used to map connections and distinguish transformative, functional, and residual modes of proximity. Findings indicate strong affective and supportive ties among peers, whereas interactions with teachers and the online campus are often formal or instrumental. The study concludes that relational proximity, rather than access alone, depends critically on recognition, reciprocity, and pedagogical care. The RPM offers a heuristic orientation that may inform educational design and support educators and institutions in cultivating practices that enhance relational quality.
- Interfaces between communication, education and health: a scoping review protocolPublication . Batista, Natalia Araújo do Nascimento; Henriques, Susana; Lacerda, Juciano; Aline de Pinho Dias; Muñoz Gallego, Almudena; Abreu, Danielle Correia Neves; Clemente, Heleni Aires; Bidarra, José; Araújo, Kaline Sampaio de; Coutinho, Karilany Dantas; Sanjuán Núñez, Lucía; Romão, Manoel Honorio; Freire, Maria da Guia Cunha Dantas; Tavares, Mirian; Reis, Mônica Karina Santos; Lorite García, Nicolás; Valentim, RicardoIntroduction The interfaces between the fields of communication, education and health have been indicated by international institutions such as the WHO and the European Centre for Disease Prevention and Control. However, hegemonic scientific practices supersede dialogue between the three fields, isolating their practices. This fragmenting tendency is observed in scientific literature, which has created gaps in the dialogue and articulation between communication, education and health. Although health promotion requires both communicative and educational practices, the epistemological, historical, political, cultural and socioeconomic aspects have also engendered tensions between the fields. Communication is often seen as a mere instrument for other practices, rather than a phenomenon that (re)produces meanings and power dynamics. In opposing the reductionist and instrumentalising perspectives of knowledge fields, the primary objective of the scoping review is to map the scientific evidence on the interfaces between communication and education in health to indicate a conceptual framework that articulates communication and education practices within the context of health. Methods and analysis A transdisciplinary team developed this protocol based on the 2024 Joanna Briggs Institute Manual for Evidence Synthesis. The procedures required to conduct the review were guided by the frameworks proposed by Arksey and O'Malley, Levac et al and Peters et al. The study eligibility criteria were established based on the Problem, Concept and Context outlined in the research questions. Primary and secondary studies will be retrieved from nine sources, covering both conventional and grey literature. These sources include Embase, ERIC, LILACS, PubMed/MEDLINE, ScienceDirect, Scopus, Web of Science, the Brazilian Digital Library of Theses and Dissertations, and the Networked Digital Library of Theses and Dissertations. A categorised form will be used for data collection and subsequent analysis. The reporting of the review findings will follow the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews. Ethics and dissemination The nature of the research and the use of secondary data sources do not require informed consent forms or approval from ethics committees in Brazil. The scientific findings from the review will be disseminated through peer-reviewed journals, academic conferences and other scientific communication channels. Study registration The protocol was registered on the Open Science Framework (OSF) and is available at https://doi.org/10.17605/OSF.IO/Z3CX7.
- A learning design to promote changes in teacher´s digital assessment practicesPublication . Pereira, Alda; Oliveira, IsolinaIn this article, we present the design of an ongoing training course for teachers in non-tertiary education with the aim of promoting a change in their assessment practices towards digital assessment of competences from a sustainable assessment perspective. Using a qualitative approach, we analysed the interactions that took place in the different virtual forums, as well as the reports produced at the end by the participants. Our aim was to find out what the main challenges were for these teachers, while at the same time trying to understand which dimensions of the training process enabled the teachers involved to design and implement strategies for assessing competences using technology. We found that the participants' main difficulties were in changing the focus of the assessment, going beyond the mere assessment of knowledge, as well as in constructing appropriate rubrics for the assessment of competences. Important aspects of the training programme were i) the dimension of collaboration between peers, ii) flexibility in terms of the technologies to be used, considering different digital literacy profiles and iii) the creation and application of pedagogical strategies by the teachers during the training.
- Location-based games as tools for leisure in a military communityPublication . Jenkinsa, Anabela Pimentel da Silva; Aires, LuísaDigital media increasingly affect how people interact with their surroundings, leading to rising levels of indoor screen time. This study examines how locative media technologies can enhance meaningful leisure and learning experiences in outdoor settings. Our goal is to understand the role of location-based games in improving outdoor leisure by implementing a geolocation program within a military community at an Armed Forces base. Therefore, we conducted a qualitative case study based on the principles of the design-based research (DBR) method. By developing, implementing, and using a location-based game prototype, we increased contact with nature and found that locative play encourages learning in outdoor leisure contexts. We also found that the digital locative game promoted a sense of social belonging and positively impacted intergenerational activities, highlighting the immense potential of locative media and ubiquitous learning in outdoor leisure experiences and the creation of new educational opportunities.