37 documents found, page 1 of 4
Online learning, perceived difficulty and the role of feedback in covid-19 times
Flores, M. A.; Veiga Simão, Ana; Ferreira, Paula; Pereira, Diana; Barros, Alexandra; Flores, Paulo; Fernandes, Eva Lopes; Gonçalves Costa, Luís CarlosThe closure of higher education institutions as a result of the COVID-19 pandemic has necessitated a sudden and unexpected transition from face-toface to online teaching and learning. This paper draws on data from a broader study focusing on higher education students’ perceptions and experiences of online learning during the first lockdown in 2020. In total, 2,718 students from different Portuguese institutions...
Remote teaching in times of COVID-19: teachers adaptation and pupil level of pa...
Flores, M. A.; Barros, Alexandra; Veiga Simão, Ana; Pereira, Diana; Gago, Marília; Fernandes, Eva Lopes; Ferreira, Paula CostaThis paper draws on data from a broader piece of research focusing on Portuguese teachers’ perceptions and experiences of remote teaching in times of COVID-19 pandemic. In total, 2,638 teachers participated in the study. Data were collected through an online survey which included both closed and open-ended questions. Findings suggest that, overall, teachers experienced a positive adaptation process and were abl...
The role of professional calling and student cyberbullying on teachers’ present...
Ferreira, Aristides I.; Almeida, Inês Tomás Ribeiro de; Ferreira, Paula; Salgado Pereira, Nádia; Veiga Simão, Ana; Marques-Pinto, A.; Barros, AlexandraThe teaching profession has always been recognized as one that requires a greater vocational calling. However, education professionals have had to adapt to and manage phenomenons which have arisen due to more demanding work contexts that require them to participate in work, even when they are ill (presenteeism), and to a global-wide digital transformation. Such phenomenons include cyberbullying, which has proli...
Online learning, perceived difficulty and the role of feedback in COVID-19 times
Flores, M. A.; Veiga Simão, Ana; Ferreira, Paula; Pereira, Diana; Barros, Alexandra; Flores, Paulo; Fernandes, Eva Lopes; Gonçalves Costa, Luís CarlosThe closure of higher education institutions as a result of the COVID-19 pandemic has necessitated a sudden and unexpected transition from face-to-face to online teaching and learning. This paper draws on data from a broader study focusing on higher education students’ perceptions and experiences of online learning during the first lockdown in 2020. In total, 2,718 students from different Portuguese institution...
Remote teaching in times of COVID-19: teachers’ adaptation and pupil level of p...
Flores, Maria Assunção; Barros, Alexandra; Veiga Simão, Ana Margarida; Pereira, Diana; Gago, Marília; Fernandes, Eva Lopes; Ferreira, Paula da CostaThis article draws on data from a broader research study focusing on Portuguese teachers’ perceptions and experiences of remote teaching during the COVID-19 pandemic. In total, 2638 teachers participated in the study. Data were collected through an online survey which included both closed- and open-ended questions. Findings suggest that, overall, teachers experienced a positive adaptation process and were able ...
Online learning, perceived difficulty and the role of feedback in COVID-19 times
Flores, Maria Assunção; Simão, Ana Margarida Veiga; Ferreira, Paula Costa; Pereira, Diana; Barros, Alexandra; Flores, Paulo; Fernandes, Eva LopesThe closure of higher education institutions as a result of the COVID-19 pandemic has necessitated a sudden and unexpected transition from face-to-face to online teaching and learning. This paper draws on data from a broader study focusing on higher education students’ perceptions and experiences of online learning during the first lockdown in 2020. In total, 2,718 students from different Portuguese institution...
Remote teaching in times of COVID-19: teachers adaptation and pupil level of pa...
Flores, M. A.; Barros, Alexandra; Veiga Simão, Ana; Pereira, Diana; Gago, Marília; Fernandes, Eva Lopes; Ferreira, Paula; Costa, LuísThis article draws on data from a broader research study focusing on Portuguese teachers’ perceptions and experiences of remote teaching during the COVID-19 pandemic. In total, 2638 teachers participated in the study. Data were collected through an online survey which included both closed- and open-ended questions. Findings suggest that, overall, teachers experienced a positive adaptation process and were able ...
Portuguese higher education students' adaptation to online teaching and learnin...
Flores, Maria Assunção; Barros, Alexandra; Simão, Ana Margarida Veiga; Pereira, Diana; Flores, Paulo; Fernandes, Eva Lopes; Costa, LuisThe COVID-19 pandemic brought about a global crisis affecting all sectors of society. Higher education is no exception. The closure of higher education institutions has dictated a sudden and unexpected transition from face-to-face to remote teaching to mitigate the spread of the SARS-CoV-2. This paper draws upon a wider piece of research which aimed to understand how higher education students adapted to the clo...
It is Typical of Teenagers : When Teachers Morally Disengage from Cyberbullying
Pereira, Nádia Salgado; Ferreira, Paula; Veiga Simão, Ana; Cardoso, Andreia; Barros, Alexandra; Marques-Pinto, A.; Ferreira, Aristides I.Teachers can contribute to preventing and solving cyberbullying situations. Therefore, it is relevant to investigate what may influence their involvement and actions concerning this phenomenon. A first study analyze teachers’ definitions of cyberbullying, how they would intervene and feel morally implicated with the phenomenon. A second study aimed to investigate the association between teachers’ being aware of...
Self-regulation of learning and conscientiouness in Portuguese and Brazilian sa...
Barros, Alexandra; Veiga Simão, Ana; Frisson, LourdesTeaching and training are becoming more student-oriented, thus requiring a higher degree of self-regulated learning, involving agency and cyclical adaptation to attain academic success and engagement in academic activities. Previous research has shown how students who set learning-oriented goals, have a greater ability to focus on cognitive tasks and establish a greater commitment to achievement, are more consc...