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- Learning during emergency remote teaching in Portugal: higher education students' emotional snapshotPublication . Cardoso, Paula; Morgado, Lina; Paz, João; Mendes, Elizabete; Loureiro, Ana; Messias, Inês; Oliveira, Nuno Ricardo; Runa, Ana; Pereira, Hugo; Vieira, Márcia de Freitas; Paiva, Ana; Seco, CarlosThis chapter will address results of LE@D’s project “Teaching in Times of Emergency: Digital Transition,” which focused on the experience of rapid digital transition to an “emergency teaching,” a scenario quite different from distance education. Through a mixed methods approach, data was collected through an online questionnaire applied to students and videoconference interviews conducted with both higher education faculty and students. Participants in this research are students and faculty from eight Portuguese higher education institutions, four from universities (three public and one private) and four from polytechnic insti tutes (three public and one private), covering the regions of Lisbon and Tagus Valley, Alentejo and Algarve (Central and Southern Portugal). In this chapter, the authors present a preliminary analysis of the results obtained related to the psychological aspects experienced during this period, aiming at understanding the impact this shift has had on students’ cognitive adaptation and social and emotional processes.
- Online communication and interaction during the COVID-19 pandemic: perceptions of tourism higher education faculty and studentsPublication . Paiva, Ana Maria Videira; Runa, Ana; Loureiro, Ana; Seco, Carlos; Mendes, Elizabeth; Pereira, Hugo; Messias, Inês; Paz, João; Morgado, Lina; Vieira, Márcia de Freitas; Oliveira, Nuno Ricardo; Cardoso, PaulaThis proposal is part of an ongoing research and presents the results of the perceptions on online communication and interaction by students and faculty of Tourism undergraduate degrees, during the first period of confinement enforced by the Portuguese government as a consequence of the COVID-19 pandemic. The main objective of the general research was to understand how Higher Education faculty and students experienced the digital transition to emergency education and the pedagogical practices adopted during the period.
- Transformação digital no ensino superior: desafios e contradiçõesPublication . Morgado, Lina; Aires, Luísa; Paz, João; Afonso, Ana Paula; Loureiro, Ana; Messias, Inês; Oliveira, Nuno RicardoA partir de um contexto de ambiguidades e contradições, com esta comunicação pretende-se contribuir para a estabilização do universo associado à Educação a Distância, à Educação Híbrida e à Digitalização da Educação, dando particular ênfase às variantes pedagógicas e mediadas que estes conceitos representam.
- From face-to-face to online learning: designing a pedagogical model for an higher education contextoPublication . Loureiro, Ana; Messias, Inês; Rocha, Dina; Oliveira, Nuno RicardoNowadays, online and virtual platforms play a key role in contemporary society. Digital technology has become ubiquitous and indispensable to our daily routines, whereas the educational field is not an exception. Higher Education Institutions (HEI), due to the transition to emergency remote learning during CoViD-19 pandemia, had to change the way programmes were delivered. At this moment, this fact has triggered on the part of HEIs, decision-makers and the educational community in general, the need to invest in the development and redesign of Pedagogical Models, as a social responsibility of the institution, besides the legal compliance with the accreditation agencies, of courses and institutions that promote distance learning. Online learning became a methodology that was acquired and that, in some situations, prevailed on time. However, delivering online learning has its own specificities and requires certain pedagogical adaptations, to which, sometimes faculty is not aware of. According to Decree-Law 133/2019, which approves the legal system of higher education provided at a distance, certain criteria are required to be reflected in the HEIs' official documents on this teaching-learning modality. Therefore, the design and conception of a pedagogical model for online learning and distance education is crucial, since HEIs have the responsibility, regardless of the contexts, to provide quality and inclusive education. Many online programmes are available for training but HEI have a significant role in providing a formal and certified training, founded on criteria of quality, flexibility and effectiveness and based on virtual learning platforms, grounded on adapted and personalised pedagogical models. This paper aims to present the distance learning pedagogical model of a HEI which is being developed for a quality distance learning offer. An extensive literature review was carried out, which allowed to know different pedagogical models applied in diverse contexts. A comparison of the different models was made, according to a set of defined criteria that emerged from the needs diagnosed in the HEI. This resulted in a proposal for a pedagogical model, based on the following principles: quality and learning experience; ethics and academic integrity; digital inclusion and accessibility; open science and environmental sustainability; flexibility; and interaction. The model will be validated by eLearning and pedagogical experts before it can be implemented as a model in the HEI.
- Mov2EAD. Move to distance education: emergency teaching & digital transformation in higher educationPublication . Morgado, Lina; Paiva, Ana; Paz, João; Loureiro, Ana; Runa, Ana; Afonso, Ana Paula; Seco, Carlos; Pereira, Hugo; Mendes, Elizabeth; Messias, Inês; Vieira, Márcia de Freitas; Rocha, Maria Antonieta; Spilker, Maria João; Oliveira, Nuno Ricardo; Cardoso, PaulaThe project MOv2EAD- Move to Distance Education: Emergency Teaching & Digital Transformation in Higher Education is a project integrated in Laboratory of Distance Education and eLearning (https://lead.uab.pt/mov2ead) started in the heart of the pandemic and with the involvement of 8 Portuguese public and private higher education institutions. Its goal was to understand the experiences of HE teachers and students and the digital transition of face to face teaching to Distance Learning (DL) during the pandemic and post-pandemic period. The results gathered a robust overview of the pandemics experience and relevant indicators to enhance the digital transformation of the HEIs involved. It also helped to develop new inter-institutional cooperation and produced several publication outputs and transformational actions in institutions.