LE@D - Laboratório de Educação a Distância e Elearning | Artigos em revistas / Papers in journals
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- Feedback no ensino a distância: práticas e impacto na aprendizagem em contexto moçambicanoPublication . Afonso, Ana Paula; Alizeu, Augusta; Morgado, Lina; CarmelitaEste estudo analisa a importância do feedback e a sua influência na aprendizagem dos estudantes em cursos de Ensino Superior a distância em Moçambique, com foco nas práticas de feedback utilizadas numa Licenciatura em Ensino de História. O estudo, de abordagem mista, envolveu 166 estudantes e 8 docentes. Os resultados mostram que estudantes que receberam feedback elaborado alcançaram taxas de aprovação de 85,7%, comparadas a 62,5% nos casos de feedback corretivo e 66,7% no feedback motivacional. Verificou-se ainda que o feedback motivacional é o menos frequente (8,1%) e que a ausência de práticas estruturadas limita o desempenho académico. Conclui-se que é necessário promover formação docente específica e estabelecer diretrizes institucionais para práticas de feedback eficazes em ambientes virtuais de aprendizagem.
- 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.
- Tecnologia, sustentabilidade e desigualdade social: desafios e perspectivas na revolução digitalPublication . Vieira, Marianne; Neves, Gabriela Furtado; Medeiros, Aparecida Dantas de Almeida; Vieira, Alberto da Costa; Henriques, Susana; Veloso, Cláudia Miranda; Valentim, Ricardo; Reis, Mario dosEste estudo investiga a relação entre a Revolução Digital, sustentabilidade e desigualdade social. O objetivo é entender como as Tecnologias da Informação e Comunicação (TIC) podem impulsionar mudanças estruturais e reduzir desigualdades, ao mesmo tempo em que geram exclusão digital em populações marginalizadas. A metodologia utilizada foi uma revisão de literatura, com base em obras de autores como Schwab (2016) e Bielschowsky e Torres (2018), que fornecem uma visão crítica sobre os impactos da Revolução Digital. Os resultados revelam que, embora as TIC ofereçam oportunidades de inclusão social e econômica, elas também intensificam disparidades, principalmente nas regiões em desenvolvimento, onde o acesso à internet e outras tecnologias ainda é limitado. A conclusão aponta para a necessidade de políticas públicas que promovam o acesso equitativo à tecnologia e reduzam as barreiras digitais, favorecendo o desenvolvimento sustentável e a equidade social.
- Teachers’ conceptions about inclusion and work with students with Special Educational Needs in PortugalPublication . Inês, Helena; Seabra, Filipa; Pacheco, José AugustoThis paper aimed to analyse the conceptions of Portuguese regular education teachers about working with students with Special Educational Needs (SEN), using a quantitative methodology. We present data collected via a closed-question online survey (n = 50). The results point to a growing concern with managing diversity, particularly among students with SEN, observable in the respondents’ conceptions. Respondents advocated differentiated teaching and tasks designed according to the student’s profile. However, there were no clear signs of students’ and their parents’ involvement. There appears to be a gap between the theoretical legal discourse and the practices teachers report implementing in the regular classroom, revealing that there is room for improvement towards more effective, inclusive responses.
- 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.
- Career intervention effectiveness and motivation: blended and distance modalities comparisonPublication . Monteiro, Sílvia; Seabra, Filipa; Santos, Sandra; Almeida, Leandro; Almeida, Ana PatríciaThis study evaluates the effectiveness of an intervention program on career resources in the blended and distance modalities and explores the relationship between changes in career resources and self-determined motivation. For this purpose, two groups of 68 and 72 higher education students participated in blended and distance career interventions, respectively. The blended program took place in a curricular infusion context, and was subject to assessment, while the distance program was fully voluntary. Students were assessed with pre- and post-tests regarding four career resources’ dimensions. Motivation over program experience was assessed after the intervention. The results indicate that despite some differences between the two modalities, both career interventions were effective, with gains in three of the four assessed career resources’ dimensions. Relatedness was higher in the blended format of the program, while participants in the distance format reported experiencing higher levels of autonomy during the program. Despite that, motivation variables did not present a relevant predictive power in career resources’ gains obtained through participation in the program. Implications for practice include the possibility of infusing the program into curricula of higher education degrees as a way of increasing program completion and reaching different audiences and highlighting the importance of using multiple approaches to broaden its reach.
- 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.
- 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.
- 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.
- O Laboratório de Educação a Distância e eLearningPublication . Morgado, LinaBreve apresentação do LE@D - Laboratório de Educação a Distância e eLearning unidade de investigação e desenvolvimento com o registo FCT nº 4372, sediada na Universidade Aberta. Criada em 2007, como uma das ações do Programa de Inovação em EAD, teve como objetivo principal apoiar a virtualização da Universidade Aberta (UAb), monitorizar a implementação do Modelo Pedagógico Virtual, desenvolver produtos e aplicações para o ensino online e apoiar a formação docente avançada. Para além disso, propunha-se ser um observatório internacional de acompanhamento de tendências e práticas internacionais na área da Educação a Distância e eLearning. Presentemente, o foco de investigação do LE@D centra-se em torno das temáticas que envolvem a Educação a Distância, a Educação Aberta, eLearning e os vários fenómenos que abrangem a cibercultura e a Sociedade em Rede. No âmbito do processo de avaliação das Unidades I&D, levado a cabo pela Fundação para a Ciência e Tecnologia (FCT), que terminou no presente ano de 2019, o LE@D obteve a classificação de BOM e financiamento para o desenvolvimento das suas atividades de investigação.