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- Exploration of digital technologies in Higher Education: teacher’s perspectivesPublication . Rodrigues, Maria Rosário; Ferreira, Elsa; Oliveira Pires, Ana Luisa; Baía, Mário BarrosoThis study was developed under an ERASMUS + KA2 project started in December 2018 and developed by four H.E. institutions. In a first stage, it aims to understand the H.E. teachers learning environment, the access of teachers to technology, their perceptions and use of digital resources for teaching and learning. With this aim, a survey was carried out to teachers of higher education in Germany, Poland, Portugal and Slovenia, with 88 replies being obtained. Data analysis shows the teachers' recognition of the growing importance of ICT, and also the lack of knowledge of some of these technologies.
- Transforming pedagogy in higher educationPublication . Oliveira Pires, Ana Luisa; Rodrigues, Maria Rosário; Pessoa, Ana MariaIn this article we present some reflections of the ongoing research, developed within the scope of the EEP project — Empowering ePortfolio Process. We discuss some central ideas that emerged from the study focused on the students’ experiences and perspectives of ePortfolios, developed at the School of Education of the Polytechnic Institute of Setubal. We discuss its preliminary results broadening the focus to its implications to Higher Education pedagogy and to the development of students’ transformative capabilities — autonomy, reflexivity, critical thought, creativity and cooperation, amongst others. We highlight the ePortfolio contribution, as an epistemic framework, to the HE pedagogical transformation.
- ePortfolio as a learning and assessment toolPublication . Rodrigues, Maria Rosário; Pinto, Jorge; Oliveira Pires, Ana LuisaThis paper falls within the ERASMUS+ KA2 project Empowering Eportfolio Process (EEP). This project aims to promote the development of best practices in Higher Education, by encouraging cooperation and sharing between teachers and researchers from several European countries using digital portfolios. The work so far has allowed us to systematize some reflections on the students’ perspective related to the use of digital portfolios as learning and evaluation tools. Among the conclusions of the project, we highlight the opinion students have built on the role of portfolios as a transforming element of evaluation processes, giving it a character of greater integration in learning. The students suggest that evaluation should be run more frequently and should meet their needs. This analysis was carried out by the Portuguese working group that promoted three collective interviews with students of several courses of the School of Education of the Polytechnic Institute of Setúbal (ESE-IPS). The analysis of the collected data allowed us to perceive the evaluation that the students attribute to the feedback and to the monitoring of their work by the teacher. We advocate that these aspects should be appropriated by teachers, thus promoting the quality of the process of learning and teaching in higher education.
- Online training of higher education teachers: an experience in times of pandemicPublication . Rodrigues, Maria Rosário; Oliveira Pires, Ana Luisa; Ferreira, Elsa; Torres, João; Baía, MárioThis article appears as an opportunity to reflect on the practice of a group of Higher Education teachers who conceived, developed and tested an online pilot course as part of an ERASMUS + KA2 project. The group of teachers and course participants, also teachers of higher education, made a very positive assessment of this work. However, there are aspects that could be improved. In future sessions, special attention should be paid to explaining the objectives of the course and the tasks to be performed by the participants, and there should also be more opportunities for interaction between the participants and between them and the trainers.
- Adult learners and entry to higher educationPublication . Griffiths, Vivienne; Kaldi, Stavroula; Oliveira Pires, Ana LuisaIn this paper preliminary findings are presented from exploratory studies in Portugal, Greece and England, within the context of widening participation in higher education. The focus of the enquiry is to investigate the personal and professional identities of adult learners entering or re-entering higher education, to highlight their characteristics and learning needs and identify key factors affecting their entry and progress in education related and other courses. Quantitative and qualitative data are presented and discussed on mature students' prior experience, motivation and application process in two university departments of education and one college of education of a polytechnic institution. Mature women students predominated in all three institutions. All the adult learners were highly motivated to enter or return to higher education and had considerable prior experience, especially in the areas chosen to study. However, the very different application procedures in the three countries, including quotas for mature student entry in Portugal and Greece, led to differing opportunities for adult learners. The writers conclude that considerable progress still needs to be made to improve access for mature entrants to higher education.
- Online training of higher education teachers: an experience in times of pandemicPublication . Rodrigues, Maria Rosário; Oliveira Pires, Ana Luisa; Ferreira, Elsa; Torres, João; Baía, MárioThis article appears as an opportunity to reflect on the practice of a group of Higher Education teachers who conceived, developed and tested an online pilot course as part of an ERASMUS + KA2 project. The group of teachers and course participants, also teachers of higher education, made a very positive assessment of this work. However, there are aspects that could be improved. In future sessions, special attention should be paid to explaining the objectives of the course and the tasks to be performed by the participants, and there should also be more opportunities for interaction between the participants and between them and the trainers.
- Mature Learners’ Participation in Higher Education and Flexible Learning Pathways: Lessons Learned from an Exploratory Experimental ResearchPublication . Duarte, Rogério; Oliveira Pires, Ana Luisa; Nobre, A.Higher education institutions play an important role in promoting equity and access conditions to mature learners. Such role includes the ethical commitment to facilitate learning processes, removing barriers to mature learners’ entry and persistence in higher education. This paper describes the implementation of flexible learning pathways in a technology and industrial management graduate course designed for mature learners. Findings confirm that mature learners welcome flexible learning pathways and choose the pathways that better suit their needs. Despite initial academic background differences, success rates are adequate and similar for different learning pathways, showing that mature learners are capable of bridging the gaps in their academic development. Findings also show that doubts related to the impact of some learning pathways on students’ academic integration are unfounded. Considering the positive results, it is concluded that flexible learning pathways, together with the widening of entry routes to higher education, promote equity and access conditions to mature learners.