Percorrer por autor "Cardoso, Paula"
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- Learning during emergency remote teaching in Portugal: higher education students' emotional snapshotPublication . Cardoso, Paula; Morgado, Lina; Paiva, Ana; Paz, João; Mendes, Elisabete; Loureiro, Ana; Messias, Inês; Oliveira, Nuno Ricardo; Runa, Ana Isabel; Seco, Carlos; Pereira, Hugo; Vieira, Márcia de FreitasThis 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 institutes (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.
- Moving to E@D – Transformação Digital do Ensino Superior em Tempo de PandemiaPublication . Messias, Inês; Paiva, Ana; Loureiro, Ana; Paz, João; Seco, Carlos; Vieira, Márcia; Cardoso, Paula; Cristina Castro Loureiro, Ana; Morgado, Lina; Aires, Maria Luísa; Seabra, Fernando; Paz, João; Rocha, AntonietaNos últimos 20 anos, tem-se assistido à digitalização da sociedade. Com o COViD-19, a transição para o digital foi imediata. Nas instituições de ensino superior (IES) portuguesas, esta realidade foi imposta em março de 2020, obrigando a transitar para o ensino remoto de emergência (ERE), levando docentes e estudantes a adaptarem-se rapidamente para o ensino online. Surgiram preocupações com a eventual diminuição da qualidade, a falta de acesso às tecnologias, de experiência e de tempo de preparação. Este projeto surgiu no contexto desta realidade, e procurou agrupar várias instituições a fim de compreender como as IES em Portugal experienciaram esta transição, e quais as práticas pedagógicas e comunicacionais foram adotadas. Adotou-se uma metodologia de investigação de carácter misto. Aplicou-se um questionário a estudantes de IES, seguindo-se de entrevistas semiestruturadas, a estudantes e docentes, procurando compreender as suas experiências com maior profundidade. Os resultados agora apresentados foram recolhidos após o primeiro confinamento, considerando-se a análise aqui apresentada ainda como preliminar.
- 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; Runa, Ana; Seco, C.; Mendes, Elisabete; Vieira, M. F.; 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.
- Tecnologias e estratégias de comunicação online durante a pandemia covid-19: o caso das instituições de ensino superior em PortugalPublication . Loureiro, Ana; Vieira, M. F.; Oliveira, Nuno Ricardo; Morgado, Lina; Runa, Ana; Seco, C.; Cardoso, Paula; Messias, Inês; Paz, João; pereira, hugo; Paiva, Ana; Mendes, ElisabeteThe suspension of classroom classes from March 2020, determined by the Portuguese government in response to the CoViD-19 pandemic, imposed on educational institutions an unprecedented urgency of innovative pedagogical practices facilitated by technology. Among the many challenges, teachers had to adapt and reinvent their teaching strategies and methodologies. Having additional difficulties such as the lack of access to technologies that facilitate online classes and a concern about the possible decrease in the quality of learning due to the sudden switch to emergency remote learning (ERE). This communication proposal is an integral part of a broader study, still in progress, and from which we will present the results regarding the use of technologies for synchronous and asynchronous communication, in Portuguese higher education institutions, during the period of social confinement. The main objective of the investigation was to understand how higher education professors and students experienced the digital transition to the ERE, the pedagogical practices and the communication strategies adopted during this period. The investigation used mixed methods and, in order to respond to the proposed objectives and describe the pedagogical practices implemented and the communication strategies, specific instruments were built for data collection. A questionnaire was developed, aimed at students, and interviews aimed at both students and teachers, focusing on the technological, pedagogical and emotional dimensions, as well as on the evaluation of the experience. Data collection was carried out after the first confinement, at the end of the first semester of 2020, and took place in eight Portuguese higher education institutions (four Universities and four Polytechnic Institutes). In this communication, we will present a preliminary analysis of the results obtained and that are related to the pedagogical strategies adopted and the use of technology in synchronous and asynchronous online communication. We will also discuss the impacts of remote teaching on teaching work, evaluating whether they can bring positive and/or negative consequences to the pedagogical activity.