Loading...
2 results
Search Results
Now showing 1 - 2 of 2
- 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.