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Digital open educational resources: teachers’ perceptions of the pedagogical implications

2024Journal article Restricted access
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dc.contributor.authorMessias, Inês
dc.contributor.authorLoureiro, Ana
dc.date.accessioned2024-03-20T22:23:57Z
dc.date.available2024-03-20T22:23:57Z
dc.date.issued2024
dc.description.abstractThe educational paradigm has been changing, impacted by the COVID-19 pandemic, that made witness the field’s strengths, weaknesses, and lack of readiness making the transition from traditional classroom teaching to Online Remote Teaching and Learning (ORTL). While pre-pandemic studies state that teachers were willing to change, post-pandemic studies still show that teachers have a basic or medium level of digital competencies, still feeling insecure about how to effectively and efficiently use digital tools in their educational practices. The study presented here is being conducted at a Portuguese Higher Education Institution, to students of a master’s degree in Digital Education Resources, after they were trained in the development and implementation of digital Open Educational Resources (OER). This paper presents preliminary findings concerning teachers’ perceptions about the pedagogical implications of using OER after having received specific training on how to prepare, adapt, create, and implement them. This study methodology consisted of the application of questionnaires, at the end of the unit on Digital Educational Resources. The results are preliminary, concerning the first implementation of the questionnaires. Our goal is to consistently apply them, to gain a better understanding of the knowledge gained over the course, and positive and negative implications on their pedagogical experience.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationMessias, I. & Loureiro. A. (2024) Digital open educational resources: teachers’ perceptions of the pedagogical implications. Educational Media International. DOI: 10.1080/09523987.2023.2324589pt_PT
dc.identifier.doi10.1080/09523987.2023.2324589pt_PT
dc.identifier.issn1469-5790
dc.identifier.urihttp://hdl.handle.net/10400.15/4793
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherRoutledge - Taylor & Francis Grouppt_PT
dc.relation.publisherversionhttps://www.tandfonline.com/doi/full/10.1080/09523987.2023.2324589pt_PT
dc.subjectopen educational Resourcespt_PT
dc.subjectteacher’s perceptionspt_PT
dc.subjectpedagogypt_PT
dc.subjecteducational technologypt_PT
dc.subjectOERpt_PT
dc.titleDigital open educational resources: teachers’ perceptions of the pedagogical implicationspt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.titleEducational Media Internationalpt_PT
person.familyNameMessias
person.familyNameCristina Castro Loureiro
person.givenNameInês
person.givenNameAna
person.identifierA-4104-2012
person.identifier.ciencia-id8915-F996-D7E7
person.identifier.ciencia-id9E13-E4A0-3ABE
person.identifier.orcid0000-0003-4771-6455
person.identifier.orcid0000-0003-1322-3070
person.identifier.scopus-author-id57189383760
rcaap.rightsrestrictedAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublicationd4a001a0-45bc-476e-a6a2-3c153d3c26ee
relation.isAuthorOfPublicationd007ac12-cf10-40e4-b652-61fd117b8206
relation.isAuthorOfPublication.latestForDiscoveryd4a001a0-45bc-476e-a6a2-3c153d3c26ee

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