The use of interactive communication technologies for collaborative E-mentoring
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.13/4176 |
Resumo: | This document investigates COVID-19’s impact on the education system by gathering data on how interactive digital technologies mitigated such disruption. Moreover, the study also analyses how and if education’s approaches were modified during the pandemic and what issue(s) arose in that process. The procedures consisted of the analysis of evidence retrieved from three surveys delivered to a broader group of teachers, students, and parents (N=215) crossed with an examination of a set of 5-week longitudinal interviews (30) with three stakeholder groups - teachers, students, and parents (N=6). Results of the analysis are used to derive a set of important design implications that: (1) highlights shortcomings of the distance learning strategies used during COVID-19 and how they can be mitigated; (2) empowers teachers, students and parents with innovative pedagogical approaches that can be fostered by interactive digital technologies that are optimized for distance learning; (3) promotes positive learning experiences supported with scientific evidence. The interactive system’s design derived from a collaborative reflection expressed on the stakeholders’ daily needs while teaching and learning during the unpredictable circumstances created by the pandemic. The OWL CLUB mobile app system seeks to curate the knowledge exchange in a more humane and positive digital experience among an education community. This application also allows the creation and growth of a space that encourages new genuine connections in a digital learning environment for students, with the pursuit of knowledge as their main objective. |
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The use of interactive communication technologies for collaborative E-mentoringResearch designHCI in the pandemicStudents’ learning variabilityUser experience-based approachesComputer-supported collaborative educatioTechnology-enhanced learning and HCIIHM na pandemiaVariabilidade de aprendizagem dos estudantesAbordagens baseadas na experiência do utilizadorEducação colaborativa suportada por computadorAprendizagem aperfeiçoada pela tecnologia e IHMInteractive Media Design.Faculdade de Ciências Exatas e da EngenhariaDomínio/Área Científica::Engenharia e Tecnologia::Engenharia Eletrotécnica, Eletrónica e InformáticaDomínio/Área Científica::Ciências Sociais::Ciências da EducaçãoThis document investigates COVID-19’s impact on the education system by gathering data on how interactive digital technologies mitigated such disruption. Moreover, the study also analyses how and if education’s approaches were modified during the pandemic and what issue(s) arose in that process. The procedures consisted of the analysis of evidence retrieved from three surveys delivered to a broader group of teachers, students, and parents (N=215) crossed with an examination of a set of 5-week longitudinal interviews (30) with three stakeholder groups - teachers, students, and parents (N=6). Results of the analysis are used to derive a set of important design implications that: (1) highlights shortcomings of the distance learning strategies used during COVID-19 and how they can be mitigated; (2) empowers teachers, students and parents with innovative pedagogical approaches that can be fostered by interactive digital technologies that are optimized for distance learning; (3) promotes positive learning experiences supported with scientific evidence. The interactive system’s design derived from a collaborative reflection expressed on the stakeholders’ daily needs while teaching and learning during the unpredictable circumstances created by the pandemic. The OWL CLUB mobile app system seeks to curate the knowledge exchange in a more humane and positive digital experience among an education community. This application also allows the creation and growth of a space that encourages new genuine connections in a digital learning environment for students, with the pursuit of knowledge as their main objective.Este documento investiga o impacto do COVID-19 no sistema educacional, reunindo dados sobre como as tecnologias digitais interativas mitigaram tal disrupção. Além disso, o estudo também analisa como e se as abordagens educativas foram modificadas durante a pandemia e qual ou quais as questões que surgiram nesse processo. Os procedimentos consistiram na análise de evidências obtidas através de três questionários feitos a um grupo mais amplo de professores, alunos e pais (N = 215) cruzadas com uma análise de um conjunto de entrevistas longitudinais de 5 semanas (30) com três grupos de atores - professores, alunos e pais (N = 6). Os resultados da análise são usados para obter um conjunto de importantes implicações de design que: (1) destacam as deficiências das estratégias de ensino à distância usadas durante o COVID-19 e como elas podem ser mitigadas; (2) capacita professores, alunos e pais com abordagens pedagógicas inovadoras que podem ser promovidas por tecnologias digitais interativas, otimizadas para o ensino à distância; (3) promove experiências de aprendizagem positivas apoiadas em evidências científicas. A criação do sistema interativo deriva de uma reflexão colaborativa expressa sobre as necessidades diárias das partes interessadas durante o ensino e a aprendizagem durante as circunstâncias imprevisíveis criadas pela pandemia. O sistema de aplicativos móveis OWL CLUB procura assegurar a troca de conhecimento numa experiência digital mais humana e positiva entre uma comunidade educativa. Esta aplicação também permite a criação e o crescimento de um espaço que estimula novas conexões genuínas num ambiente digital de aprendizagem para os estudantes, tendo a busca pelo conhecimento como objetivo principal.Campos, Pedro Filipe PereiraCesário, Vanessa QuintalDigitUMaSousa, Duarte Luís de2022-03-24T12:13:46Z2022-02-02T00:00:00Z2022-02-02T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://hdl.handle.net/10400.13/4176202969649enginfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-05T12:57:23Zoai:digituma.uma.pt:10400.13/4176Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:08:05.810747Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The use of interactive communication technologies for collaborative E-mentoring |
title |
The use of interactive communication technologies for collaborative E-mentoring |
spellingShingle |
The use of interactive communication technologies for collaborative E-mentoring Sousa, Duarte Luís de Research design HCI in the pandemic Students’ learning variability User experience-based approaches Computer-supported collaborative educatioTechnology-enhanced learning and HCI IHM na pandemia Variabilidade de aprendizagem dos estudantes Abordagens baseadas na experiência do utilizador Educação colaborativa suportada por computador Aprendizagem aperfeiçoada pela tecnologia e IHM Interactive Media Design . Faculdade de Ciências Exatas e da Engenharia Domínio/Área Científica::Engenharia e Tecnologia::Engenharia Eletrotécnica, Eletrónica e Informática Domínio/Área Científica::Ciências Sociais::Ciências da Educação |
title_short |
The use of interactive communication technologies for collaborative E-mentoring |
title_full |
The use of interactive communication technologies for collaborative E-mentoring |
title_fullStr |
The use of interactive communication technologies for collaborative E-mentoring |
title_full_unstemmed |
The use of interactive communication technologies for collaborative E-mentoring |
title_sort |
The use of interactive communication technologies for collaborative E-mentoring |
author |
Sousa, Duarte Luís de |
author_facet |
Sousa, Duarte Luís de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Campos, Pedro Filipe Pereira Cesário, Vanessa Quintal DigitUMa |
dc.contributor.author.fl_str_mv |
Sousa, Duarte Luís de |
dc.subject.por.fl_str_mv |
Research design HCI in the pandemic Students’ learning variability User experience-based approaches Computer-supported collaborative educatioTechnology-enhanced learning and HCI IHM na pandemia Variabilidade de aprendizagem dos estudantes Abordagens baseadas na experiência do utilizador Educação colaborativa suportada por computador Aprendizagem aperfeiçoada pela tecnologia e IHM Interactive Media Design . Faculdade de Ciências Exatas e da Engenharia Domínio/Área Científica::Engenharia e Tecnologia::Engenharia Eletrotécnica, Eletrónica e Informática Domínio/Área Científica::Ciências Sociais::Ciências da Educação |
topic |
Research design HCI in the pandemic Students’ learning variability User experience-based approaches Computer-supported collaborative educatioTechnology-enhanced learning and HCI IHM na pandemia Variabilidade de aprendizagem dos estudantes Abordagens baseadas na experiência do utilizador Educação colaborativa suportada por computador Aprendizagem aperfeiçoada pela tecnologia e IHM Interactive Media Design . Faculdade de Ciências Exatas e da Engenharia Domínio/Área Científica::Engenharia e Tecnologia::Engenharia Eletrotécnica, Eletrónica e Informática Domínio/Área Científica::Ciências Sociais::Ciências da Educação |
description |
This document investigates COVID-19’s impact on the education system by gathering data on how interactive digital technologies mitigated such disruption. Moreover, the study also analyses how and if education’s approaches were modified during the pandemic and what issue(s) arose in that process. The procedures consisted of the analysis of evidence retrieved from three surveys delivered to a broader group of teachers, students, and parents (N=215) crossed with an examination of a set of 5-week longitudinal interviews (30) with three stakeholder groups - teachers, students, and parents (N=6). Results of the analysis are used to derive a set of important design implications that: (1) highlights shortcomings of the distance learning strategies used during COVID-19 and how they can be mitigated; (2) empowers teachers, students and parents with innovative pedagogical approaches that can be fostered by interactive digital technologies that are optimized for distance learning; (3) promotes positive learning experiences supported with scientific evidence. The interactive system’s design derived from a collaborative reflection expressed on the stakeholders’ daily needs while teaching and learning during the unpredictable circumstances created by the pandemic. The OWL CLUB mobile app system seeks to curate the knowledge exchange in a more humane and positive digital experience among an education community. This application also allows the creation and growth of a space that encourages new genuine connections in a digital learning environment for students, with the pursuit of knowledge as their main objective. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-03-24T12:13:46Z 2022-02-02T00:00:00Z 2022-02-02T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.13/4176 202969649 |
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http://hdl.handle.net/10400.13/4176 |
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202969649 |
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eng |
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eng |
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openAccess |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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