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- Attitudes, barriers and motivators as factors for sustainability of higher education e-Learning programmes at Universidade Aberta, PortugalPublication . Nicolau, Paula Bacelar; Caeiro, Sandra; Martinho, Ana Paula; Azeiteiro, UlissesIn higher education distance learning institutions, where studies are carried on through a variety of distance learning regimes, from the correspondence and earlier forms of distance education to fully online e-learning programmes, and where planners and administrators seize the effective adoption and deployment of technology-enabled education, student attitude and motivation assume considerable significance. Attitudinal pre-dispositions, institutional and allied barriers (including appropriate policy initiatives), besides the scientific and pedagogical quality of degree programmes are assumed to play a crucial role in sustainability of higher education systems. This article reports the findings of a study conducted at Universidade Aberta, Portugal—the Portuguese Distance Learning Education University—to examine student attitudes towards e-learning and to identify barriers and motivators of e-learning adoption, which are key factors for decreasing dropout rates of a 2nd cycle degree e-learning programme, analysed as a case study.
- Strengths and weaknesses of an e-learning program in environmental sciences at Universidade Aberta, PortugalPublication . Caeiro, Sandra; Martinho, Ana Paula; Fernandes, Ana Paula; Oliveira, Carla Padrel de; Nicolau, Paula Bacelar; Azeiteiro, UlissesEarlier research studies have shown that e-learning higher education is a powerful system within teaching and education for sustainable development. In spite of the advantages of independency of time and place, compared to traditional face to face, some barriers are found showing the importance of evaluating the effectiveness of e-learning system. This paper aims to assess the strengths and weaknesses of the 1st cycle undergraduate program of environmental sciences at the Portuguese Distance Learning Education University (Universidade Aberta, Portugal). The methods included (i) data analysis relating to the candidate’s enrolment and students’ progression from the Academic Office registry of UAb; (ii) SWOT analysis (strengths, weaknesses, opportunities and threats) of the undergraduate program (iii) inquiry by interview to student’s representatives of management councils and the university ombudsman to evaluate attitudes, barriers and motivators towards e-learning. Although higher levels of motivation, satisfaction and aptitude with e-learning of the 1st undergraduate program in environmental sciences at UAb were identified, weaknesses, namely the need to improve self-organization and time management. Recommendations to overcome the weakness found are given and new educational and teaching paths to achieve sustainability are discussed.
- Education for sustainable development in higher education: evaluating coherence between theory and praxisPublication . Amador, Filomena; Martinho, Ana Paula; Nicolau, Paula Bacelar; Oliveira, Carla Padrel de; Caeiro, SandraUniversities are an important part of the process of change taking place in society. However this is often overshadowed by the fact that institutions give priority to technocratic models in the relationship between science and society. In this context, according to Jϋrgen Habermas’ perspective, theories can serve to clarify practical questions and guide praxis into the right actions (social emancipation and rational autonomy). Habermas introduces the need to evaluate the particular contexts in which scientific arguments are made and assessed. The aim of this paper is to develop a set of assessment criteria for education for sustainable development in higher education curricula. These were developed in line with the Habermasian idea and introducing also further adaptions within the context of Education for Sustainable Development. These criteria were tested in a b-learning Master programme in Environmental Citizenship and Participation at the Universidade Aberta, Portugal. The following research tools were used: i) a questionnaire survey to the graduates; ii) content analysis applied to the information guide and to the abstracts of the dissertations that were produced. The application of the criteria on the case study revealed that on Higher Education curricula, an absence of theoretical frameworks could lead to inconsistencies between theory and praxis. Improvements to curricula are then drawn from this study.