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- 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.
- 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.
- Online communication and assessment practices during the Covid Pandemic: a study of the portuguese higher education students’ perceptionsPublication . Morgado, Lina; Paz, João; Pereira, Hugo; Loureiro, Ana; Messias, Inês; Cardoso, Paula; Paiva, Ana Maria Videira; Runa, Ana; Seco, Carlos; Mendes, Elizabete; Vieira, Márcia de Freitas; Oliveira, Nuno RicardoThis proposal is part of an ongoing research and presents the results on the perceptions and pedagogical practices experienced by students from various higher education degrees in Portuguese higher education institutions, during the period of social confinement determined by the Portuguese Government, due to 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. The research was based on a mixed methods approach and, in order to address the research objectives and describe the pedagogical practices implemented, specific instruments were developed for data collection. A questionnaire was developed, aimed at students, and interviews aimed at both students and faculty, focusing on technological and pedagogical dimensions, as well as the assessment of the experience. Data collection was carried out after the first lockdown, at the end of the first semester of 2020, and took place in eight higher education institutions. In this paper we will present a preliminary analysis of Questionnaire results related to two dimensions: online communication and assessment.
- “Suddenly we were all online": perceptions and practices experienced by faculty and students during emergency teachingPublication . Paiva, Ana Maria Videira; Runa, Ana; Seco, Carlos; Mendes, Elizabeth; Pereira, Hugo; Paz, João; Morgado, Lina; Vieira, Márcia de Freitas; Cardoso, PaulaThis communication presents an ongoing research on the perceptions and practices experienced in Portuguese Higher Education Institutions, during the recent period of social confinement determined by the Portuguese Government, due to the COVID-19 pandemic. The main objective was to understand how Higher Education faculty and students experienced the digital transition to emergency education and the pedagogical practices adopted during that period. The research was based on a mixed methods approach. In order to address the research objectives and describe the pedagogical practices implemented, specific instruments were developed for data collection, namely: a questionnaire aimed at students and interviews aimed at both students and faculty. These cover technological and pedagogical dimensions, as well as the assessment of the experience. The data collection took place at the end of the semester of the school year 2019-2020, with the participation of students and faculty from eight Higher Education Institutions (four Universities and four Polytechnic Institutes). The research results are currently under analysis.
- Tecnologias e estratégias de comunicação online durante a Pandemia Covid 19: o caso das instituições de ensino superior em PortugalPublication . Loureiro, Ana; Vieira, Márcia de Freitas; Oliveira, Nuno Ricardo; Morgado, Lina; Runa, Ana; Seco, Carlos; Cardoso, Paula; Messias, Inês; Paz, João; Pereira, Hugo; Paiva, Ana Maria Videira; Mendes, Maria Elizabete
- “To Teach and Delight”? Emotions and second language acquisition: onsite and online practicesPublication . Oliveira, Susana; Runa, AnaSir Philip Sidney’s words quoted in the title envisaged the general all-encompassing idea that teaching and learning should go hand in hand with positive emotions. Several education experts have pointed out that emotions are directly associated with and affect learning performance. Emotion and cognition are strongly interrelated processes, meaning that thought is imbued with emotion and vice versa. In a learning context, motivation, the direction of attention, the stored contents and how they will be understood and retrieved will be influenced by an emotional component. Therefore, students’ emotional state and learning are strongly intertwined. In the case of second language acquisition, feelings and emotions assume particular relevance, as has been amply demonstrated. Language influences how we think, interact, apprehend our surroundings, and feel and express our emotions. The alterity produced (and that underlies) communication in a second language contains a vast number of emotions, both positive and negative, which are also present in a classroom, whether onsite or online. Garrett & Young (2009), Bown & White (2010), Lopez & Aguilar (2013), among others, demonstrated the determining role of emotions and theoretical analysis of their importance in understanding bi- and/or plurilingualism. Studies on online second language acquisition using synchronous communication concluded that sets of positive emotions, with corresponding negative emotions, might be relevant to learning, namely anxiety- confidence, boredom – fascination, frustration – euphoria, and discouragement – enthusiasm. This paper aims to identify the emotional state of second language students in an online (e-learning) environment (totally asynchronous) and to analyse whether there are differences between the emotions experienced in a face-to-face learning model and an online learning system. It is also the purpose of our paper to detect any emotional variations according to gender and age. A questionnaire with two Likert scales (Well-being and Emotional discomfort) was applied in two higher education institutions for data collection. The results clarify any requirements on adjusting classroom dynamics, teacher-student interaction and teaching methodologies.
- Emotions, online teaching and online evaluation in higher education during a pandemicPublication . Runa, Ana; Oliveira, Susana; Cardoso, CarlaThe present exploratory study aims to identify and assess positive and negative emotions felt by students from two higher education institutions regarding the change in the evaluation paradigm (from on-site to online) during the lockdown period resulting from the COVID-19 pandemic. A questionnaire with two Likert scales (emotional Well-being and emotional Ill-being) was applied for data collection. The results reveal the experience of more positive than negative emotions, indicating that online evaluation does not intensify negative emotions besides those usually associated with the evaluation process itself. On the contrary, there is a higher record of positive emotions related to the newly instituted evaluation model. The exploratory study also suggests that the new teaching and evaluation model may benefit students' emotions and improve their academic success, promoting emotional well-being.
- 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.
- Mind the food, brief essay on emotions and creativeness during COVID 19 timesPublication . Neto, Ana Pereira; Runa, AnaThis article reflects on the result of the group work, carried out within the Enogastronomy curricular unit’s scope, within the Hotel Management Course of ISEC Lisboa, presented by 45 students on the traditional cuisine of the municipality of Oleiros in Portugal, during the second confinement of COVID 19. This reflection focuses on how most choices made for the driven analysis, directed by the stimuli caused by the informative reading of texts and images during students’ research, are done. The distance learning process produced exciting results in terms of the knowledge acquired by online sharing and recreations of the possible narratives of promotional discourse in the areas under analysis by each working group. We found that students’ creativity in the production of itineraries boosted by emotions, which guides us to deepen our research, in the near future, by applying an emotions scale to the ones that appreciate the imagery conveyed about traditional gastronomy. This application can enhance the safeguarding of food and gastronomy as a territory’s heritage by measuring information that can contribute to knowledge based on authentic learning, despite using technologies in its dissemination.