By Ana Balula, António Moreira
The paintings offers a theoretical framework for the review of e-Teaching that goals at positioning the net actions designed and constructed by way of the instructor as to the training, interplay and expertise Dimensions.
The theoretical examine that underlies the research used to be constructed reflecting present pondering at the promoting of caliber of educating and of the combination of knowledge and conversation instruments into the curriculum in larger schooling (HE), i.e., making an allowance for a few eu instructions and regulations in this topic. this manner, a solution was once sought to take delivery of to at least one of the goals recommend during this examine, specifically to give a contribution in the direction of the improvement of a conceptual framework to help examine on review of e-teaching within the context of HE. according to the theoretical examine performed, an overview software (SCAI) was once designed, which integrates the 2 questionnaires constructed to assemble the academics' and the scholars' perceptions in regards to the improvement of e-activities. for that reason, an empirical learn used to be dependent and performed, permitting SCAI device to be established and tested in actual circumstances. From the comparability of the theoretical framework confirmed and the research of the knowledge got, we stumbled on that the variations in instructing will be valued and visible as resources through HE associations instead of annihilated in a globalizing perspective.
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Additional resources for Evaluation of Online Higher Education: Learning, Interaction and Technology
11 Determining the final category for the learning dimension taking into account the number of students (S) Underlying the correspondence exemplified above, between partial and final categories, is the assumption that it should be given more weight to the most valued category in relation to its opposite pole. 10, example 1). ). , even though, in the case of teachers, only one respondent per subject is usually expected, in the students’ case there are not only more respondents but they also may vary in quantity in each subject.
Content/Content—This type of interaction relates, for instance, with Internet search engines and how they respond to search terms. Bearing in mind the brief descriptions given, the most interesting relations for the evaluation of e-learning seem to be the Student/Content, Student/Teacher and Student/Student relations. , it does not take into account the teaching activities per se. Regarding the relationship Teacher/Teacher, although it is important that teachers interact with their peers to improve their performance grounded on other experiences besides their own, this relationship does not always have direct (and sometimes observable or measurable) implications in the selection of certain teaching activities over other.
20 2 SCAI: A Three-Dimension Model for e-Teaching… + Interaction G G S2 SG S1 - Interaction C S1 T S1, 2 – Student 1, 2; C – Content; T – Teacher; G1 – Group 1; SG – Student’s Own Group Fig. 2 Representation of the interaction dimension Thus, the interaction patterns sketched in Fig. 2 can be characterized as follows: 1. Student/Content (S1→C) The relationship Student/Content has already been addressed in more detail in the previous section, as to the Learning Dimension, in the definition of the Conceptual, the Competences and the Applied Competences Domain, as well as the description of the dynamics that can be generated between them.