By Ana Balula, António Moreira
The paintings offers a theoretical framework for the review of e-Teaching that goals at positioning the web actions designed and built by way of the instructor as to the training, interplay and expertise Dimensions.
The theoretical examine that underlies the examine used to be constructed reflecting present pondering at the advertising of caliber of educating and of the combination of data and communique instruments into the curriculum in larger schooling (HE), i.e., taking into consideration a few eu guidance and rules in this topic. this manner, a solution was once sought to accept to 1 of the goals recommend during this learn, specifically to give a contribution in the direction of the improvement of a conceptual framework to aid examine on assessment of e-teaching within the context of HE. according to the theoretical learn conducted, an assessment device (SCAI) used to be designed, which integrates the 2 questionnaires built to gather the academics' and the scholars' perceptions in regards to the improvement of e-activities. as a result, an empirical examine was once established and conducted, permitting SCAI instrument to be demonstrated and established in genuine circumstances. From the comparability of the theoretical framework demonstrated and the research of the knowledge received, we stumbled on that the diversities in instructing may be valued and obvious as resources by way of HE associations instead of annihilated in a globalizing perspective.
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Extra info for Evaluation of Online Higher Education: Learning, Interaction and Technology
Appropriation—when teachers have a good command of ICT and position themselves as “facilitators rather than dispensers of knowledge” (Dwyer et al. 1990a, p. 7). • Invention—at this level, technological mastery of teachers already allows them to create and implement teaching strategies based on ICT use. In turn, the synthesis-model of the ICT integration process (Raby 2004), as the author states, is inspired in the two models described above—Moersch (1995) and Dwyer et al. 8 To Raby (2004), the most relevant and complex level of ICT use is the ‘pedagogical use’.
Besides, it is expected that, in a certain subject, the teaching activities chosen include more than one of the variables described above from a complementary viewpoint. 2. 3). 3, the interaction types can be represented as to their Individual/Social aspect; because they heavily depend on how an e-teaching activity is put into practice. In addition, there are several e-teaching activities that combine the interaction of several pairs. For instance, in cases where the teacher determines that the student should develop group work and the product of this work should reflect the student’s articulation/negotiation with other groups—this activity type may involve S1→SG, G→G and even, S1→S2 or S1→G interaction.
G. g. g. g. g. Second Life)”. This proliferation of tools and services leads to the process of rethinking teaching and learning in HE, not only concerning the student’s and the teacher’s role, but also the integration of ICT in teaching activities—always taking into account the teaching objectives (Bielaczyc and Blake 2006; Holt and Stephen 2003; Wilson and Scalise 2006). Bielaczyc and Blake (2006, p. ” These changes may have many implications at the interaction level, particularly in online environments, since it tends to hold students (and the community that they integrate) responsible for the creation of new knowledge and also urges the teacher to design teaching activities that sustain the whole process.