Ciências da Educação | Comunicações em congressos, conferências, seminários/Communications in congresses, conferences, seminars
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- Avaliação da maleabilidade dos recursos de carreira: Impacto de uma intervenção de carreira a distância com estudantes universitáriosPublication . Santos, Sandra; Monteiro, Sílvia; Seabra, Filipa; Almeida, Leandro
- Oficina de desenho e gravura: relato de uma experiência de residência artísticaPublication . Ebert, Andrea; Bastos, Glória; ManuelThis article addresses the possibilities that a Resident Artist project can achieve in the context of animations and activities to promote the development of skills in the area of drawing and engraving, in a school context, combined with various multiliteracies. Some elements related to the National Arts Plan and the role of the Resident Artist are discussed, in conjunction with the school library. In the empirical part, the activities carried out are described and analyzed, as well as the results of the evaluation carried out by the students involved in the activities. In particular, the engraving workshop allowed students to use this form of expression as a tool to create visual languages and thus draw a bridge between visual language, written language and also verbal language. The concept of creativity in this project indicated paths to important elements regarding visual literacy, information literacy, the construction of knowledge and therefore emancipation, fundamental functions that the school library intends to offer and also meets the statement in the Student Profile Upon Exit of Compulsory Schooling. The results obtained, combined with AR's self-reflection, reveal the relevance of actions such as the one carried out in this project.
- Psychopedagogical support in online education: strategies and benefitsPublication . Goulão, Fátima; Pixel, International ConferencesThe growing advance of technology has expanded the use of online learning. Many students may face challenges when making the transition to online learning, such as the lack of face-to-face interaction and the need for self-discipline. Psycho-pedagogical support can help students adapt to this new environment by offering guidance and resources to develop self-management and organisational skills. This article explores the importance of psycho-pedagogical support in online learning. Here we highlight the strategy we used to help students who were in the first year of an online degree course. To this end, a non-formal space was created where challenges were presented, through forums, with themes that were not only relevant to the development of study and adaptation strategies, but also promoted the socio-emotional development of the students who wanted to take part in this experience. Online learning can be isolating and emotionally challenging for some students. Psycho-pedagogical support provides a safe space for students to express their concerns, deal with academic stress and develop effective coping skills. In brief, by implementing effective psycho-pedagogical support strategies, students' well-being can be promoted and, as a result, their learning potential maximised
- The role of self-efficacy in online education: Perspectives, challenges, and practical implicationsPublication . Goulão, Fátima; REDINE, Red de Investigación e Innovación Educativa, Madrid, SpainWith the exponential growth of online learning, driven by the rapid evolution of digital technology and the need for flexibility in learning, there is a need to understand how psychological factors, such as self-efficacy, influence students’ experience in this environment. This article aims to explore the concept of self-efficacy in the context of online learning, examining its implications for student engagement, performance, and satisfaction. Self-efficacy theory describes an individual’s belief in their ability to successfully perform a particular task or achieve a specific goal. In online teaching, self-efficacy plays a crucial role as students face unique challenges such as time management, self-discipline and adapting to learning technologies. In our research we used a sample of 204 online students. Of these, 84.3% are female and 15.7% are male. The average age is 40 (SD 9.1), with a maximum age of 65 and a minimum of 21. The mode was 39 years. The self-efficacy questionnaire had a Cronbach’s alpha of 0.943. The average grade in the course is 16, with a mode of 17. The correlation between the grades and the level of self-efficacy was positive, but not statistically significant. In other words, our data is in line with the theory, despite not being statistically significant. One of the possible explanations could be the small variability of the classifications, which are quite high.
- The Profile of Students and Their Study Strategies – A Diagnosis of the Strengths and Weaknesses of a Student Group in Relation to the Use of Study StrategiesPublication . Goulão, FátimaIn our study, we aim to define the profile of a group of students enrolled in the first year of an online undergraduate programme. Our sample consists of 166 students of both genders, with an average age of 42 years. We used a 35-item questionnaire as a data collection instrument, which enabled us to analyse the behaviour of these students. Statistical analysis of the questionnaire indicates a high level of internal consistency. The responses reveal strong confidence in their learning, realistic goal setting, self-awareness, and careful time management, with students planning tasks and study time in advance when preparing for assessments. The less positive aspect identified is the difficulty of studying with others or in groups. In summary, by developing and implementing study strategies tailored to the online context, students can maximise their learning, engagement, and academic success, as well as further develop their strategies for self-regulated learning.