Repositório
Process-Oriented Quality in e-Learning: A Proposal for a Global Model
Nowadays, all the universities that offer courses in the e-learning modality seek to improve and differentiate more and more from their competitors. One possible way forward is without doubt to implement standards and good practices. These allow us to guarantee the quality in the implementation or maintenance of the entire e-learning system. The problem is the diversity of existing standards and good practices because they can generate confusion in the selection of the most appropriate. The ideal would be to have a global quality model so that it would be easy to identify what is really needed to implement, maintain, ensure or adequately compare quality across all universities, regardless of their geographical location. In this work, an initial proposal of such a model is presented. In this sense, a set of 15 standards and good practices from all the continents were studied, using a quantitative and qualitative methodology. As a result, this proposal had a total of 15 dimensions and 93 criteria, and it was verified that no standard or good practice encompasses all the criteria. This initial model was validated by the opinion of experts through an on-line questionnaire. Taking into account the results of this validation, the proposed model was divided into three basic groups according to the importance of the dimensions, and in turn divided into other three groups according to the importance of the criteria, structured as a pyramid of levels, where the top or core model consists of 5 dimensions and 9 criteria. This proposal for a global model helps all who are interested in quality in e-learning to make decisions to improve or adjust the entire educational process in a university or teaching institution.
Real Opportunities for Adult Online Education – The White Paper
This report presents a general analysis of the status of online learning in Finland, Germany, Poland, Portugal and Romania. The goal of this document is to equip librarians and other educators who work with adults with the knowledge and mindset to guide their audiences through online learning opportunities and empower them to respond to people’s various educational needs. The authors envisage that the report will also serve as an inspiration for policy makers, decision makers and local leaders who seek innovative and inclusive ways to make online education more accessible for adults and to use its values for social good.
A wake-up call for b-learning in Portuguese higher education
A Universidade do Minho e outras instituições de ensino superior (IES) estão a criar novos currículos de 2º ciclo do 3º ciclo, proporcionando cursos b-learning ágeis com modelos e formatos pedagógicos diferentes. Esses cursos estão a modelar um setor contemporâneo de IES, visando estudantes online e atraindo estudantes internacionais para estudos de curto prazo. O panorama do e-learning nas IES em Portugal está a mudar, com a criação de programas a solo ou em consórcio, desenvolvendo políticas internas, regulamentos e programas para alunos em todo o mundo, em e-learning ou b-learning.
O que devemos ter em conta para definir corretamente os termos distance learning, e-learning e m-learning?
A investigação agregada ao ensino a distância encontra dificuldades quando se pretende comparar estudos sobre definições, visto que, amplas, estão associadas a diferentes contextos e interesses de alguns autores, muitas vezes incompletas e com falta de rigor. Portanto, essas definições devem ser clarificadas, ordenadas e definidas corretamente. João Paulo Vagarinho analisou mais de 60 artigos que envolvem os três conceitos e encontrou uma forma para ter em conta ao construí-los corretamente. Identificou um conjunto de características e subcaracterísticas que recomenda a todos os interessados para a construção correta das definições distance learning, e-learning e m-learning.
O que devemos ter em conta para definir corretamente os termos distance learning, e-learning e m-learning?
A investigação agregada ao ensino a distância encontra dificuldades quando se pretende comparar estudos sobre definições, visto que, amplas, estão associadas a diferentes contextos e interesses de alguns autores, muitas vezes incompletas e com falta de rigor. Portanto, essas definições devem ser clarificadas, ordenadas e definidas corretamente. Analisei mais de 60 artigos que envolvem os três conceitos e encontrei uma forma para ter em conta ao construi-los corretamente. Identifiquei um conjunto de características e subcaracterísticas que recomendo a todos os interessados para a construção correta das definições distance learning, e-learning e m-learning