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- Perceções dos estudantes acerca do regime blended learning: estudo de casoPublication . Chagas, Laura; Cardoso, PaulaEste estudo incide sobre a perceção dos estudantes de dois cursos de mestrado de uma instituição portuguesa de ensino superior público acerca da modalidade blended learning, nomeadamente em relação às principais razões que os levam a optar por este regime, às perceções das suas vantagens e desvantagens, assim como as metodologias e ferramentas mais utilizadas pelos docentes. Através de uma metodologia quantitativa, os dados foram recolhidos a partir de um inquérito por questionário. Os resultados provisórios indicam que as perceções dos estudantes relativamente ao regime de b-learning são positivas. No que diz respeito às metodologias e ferramentas utilizadas, existe ainda algum caminho a percorrer no sentido de recorrer a metodologias e ferramentas mais diversificadas.
- Affordances of flipped learning in emergency remote teachingPublication . Cardoso, Paula; Chagas, LauraThe Emergency Remote Teaching context that followed the COVID-19 pandemic situation and the challenges that resulted from it allowed new opportunities for experimenting different pedagogical approaches. One of the pedagogical frameworks that has gained momentum at tertiary level was flipped learning, which seems to be adequate to the current circumstances and the profile of new higher education students, who prefer visual forms of learning and are highly connected, with a low attention span. This approach involves an active learning methodology, in which students are introduced to new contents at home while lectures are used for practice. This promotes independent learning and students’ autonomy and self-regulation. In other words, according to Bloom’s Taxonomy, which defined different categories of cognitive tasks in the 1950s, later updated in the year 2000s, students are able to perform individually cognitive tasks of lower difficulty or complexity and then engage in more complex cognitive tasks in the context of the online classroom. In this paper, we describe how online flipped learning can be applied to the context of English Language Learning to develop student autonomy, learning, control and responsibility (Fisher, Ross, LaFerriere & Martiz, 2017), namely through the use of four specific tools: weekly lesson plans; short videos; digital portfolio; rubrics.