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- Online learning, perceived difficulty and the role of feedback in COVID-19 timesPublication . 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 institutions participated in the study. Findings indicate that students who felt they had been provided with more feedback reported less difficulty in online teaching and learning. Students reported more perceived difficulty than perceived feedback in online teaching and learning. Findings point to the importance of feedback in fostering self-regulation of learning, thereby helping students better adapt to online teaching and learning.
- Ensino e aprendizagem à distância em tempos de COVID-19: Um estudo com alunos do Ensino SuperiorPublication . Flores, M. A.; Veiga Simão, Ana; Barros, Alexandra; Flores, Paulo; Pereira, Diana; Fernandes, Eva Lopes; Ferreira, Paula; Gonçalves Costa, Luís CarlosA pandemia da COVID-19 desencadeou mudanças e efeitos sem precedentes nas instituições educativas. Também no ensino superior se assistiu a um processo rápido de transição do ensino presencial para o ensino remoto. Este estudo teve como objetivo conhecer as perceções dos estudantes do Ensino Superior sobre o ensino e a aprendizagem à distância durante o 2º semestre de 2019/2020 (n = 2718). Os dados foram recolhidos através de um inquérito por questionário realizado online junto dos estudantes e divulgado através das suas associações. Embora se tenham identificado aspetos positivos, as perceções dos participantes apontam para uma visão mais negativa do que positiva que surge associada a distintas respostas institucionais, mas também a processos de adaptação individuais. Os resultados deste estudo sugerem também uma menor participação dos estudantes em processos de auto e heteroavaliação e a preferência pelo ensino misto num cenário futuro.
- Remote teaching in times of COVID-19: teachers adaptation and pupil level of participationPublication . Flores, M. A.; Barros, Alexandra; Veiga Simão, Ana; Pereira, Diana; Gago, Marília; Fernandes, Eva Lopes; Ferreira, Paula Costa; Gonçalves Costa, Luís CarlosThis 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 able to teach according to what they had planned. However, difficulties were also found. These relate to reconciling work with family life and extra workload in the context of remote teaching. In addition, findings show that pupils from lower socioeconomic backgrounds present a lower level of participation in learning tasks. Differences as a function of gender and age were identified. Implications of the findings are discussed.
- Online learning, perceived difficulty and the role of feedback in covid-19 timesPublication . 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 participated in the study. Findings indicate that students who felt they had been provided with more feedback reported less difficulty in online teaching and learning. Students reported more perceived difficulty than perceived feedback in online teaching and learning. Findings point to the importance of feedback in fostering selfregulation of learning, thereby helping students better adapt to online teaching and learning.
- Effectiveness and relevance of feedback in Higher EducationPublication . Pereira, Diana; Flores, M. A.; Veiga Simão, Ana; Barros, AlexandraThis paper draws upon a wider study on assessment in higher education. It focuses on students’ perceptions of the effectiveness and relevance of feedback in regard to assessment methods and selfregulation of learning. In total, 605 undergraduates participated in the study from five Portuguese public universities. Data were collected through questionnaires with open and closed-ended questions. Results revealed that feedback is perceived as more relevant, effective and in a more positive way by students who are assessed by learner-centred methods than by those assessed by traditional methods. Also, participants who are assessed by learner-centred methods or mixed methods perceived feedback as more effective in all phases of self-regulation learning than students who are assessed by traditional methods. Implications of the findings for feedback and assessment in Higher Education are discussed.
- Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher educationPublication . Flores, M. A.; Veiga Simão, Ana; Barros, Alexandra; Pereira, DianaThis paper draws upon a broader piece of research aimed at investigating assessment in higher education. It focuses upon the perceptions of undergraduates about issues of effectiveness, fairness and feedback, particularly in regard to the so-called learner-centred methods. In total, 378 undergraduate students participated in the study at the University of Minho (254) and at the University of Lisbon (124). Data were collected through questionnaires. Findings suggest that the most frequent assessment methods are written tests, oral presentations in group and project work. Participants who are assessed by methods which require their active involvement view assessment as a fairer and more effective process than students who are assessed by more traditional methods such as examinations and written tests. However, the idea of conflict in assessment emerged as a key distinctive feature associated with learner-centred assessment methods such as project work and portfolios. Implications of the findings for developing learner-centred methods in higher education are discussed.
- Ensino remoto de emergência em tempos de pandemia: a experiência de professores portuguesesPublication . Flores, M. A.; Barros, Alexandra; Veiga Simão, Ana; Gago, Marília; Fernandes, Eva Lopes; Pereira, Diana; Ferreira, Paula; Gonçalves Costa, Luís CarlosO encerramento das escolas decorrente da necessidade de mitigar a disseminação do vírus SARS-CoV-2 ditou a adoção de um ensino remoto de emergência a que professores e alunos rapidamente tiveram de se adaptar. Neste artigo apresentam-se resultados de um estudo mais vasto que pretendeu analisar as condições em que os professores realizaram as suas tarefas de ensino, as suas vivências emocionais e cognitivas e os fatores pessoais, profissionais e contextuais que afetaram o seu trabalho. Os dados foram recolhidos através de um inquérito por questionário online com professores de todos os ciclos de ensino (n=2638). Os resultados apontam para uma perceção em geral positiva sobre o modo como os professores e os alunos responderam ao ensino remoto de emergência, sendo, no entanto, possível identificar dificuldades associadas ao seu funcionamento, nomeadamente problemas técnicos, distrações internas e externas, gestão de tempo e desafios na interação com os alunos. Estes dados suscitam implicações para (re)pensar o ensino remoto – quanto aos aspetos não só técnicos e tecnológicos, mas também pedagógicos –, bem como a formação de professores e a organização o trabalho docente.
- Remote teaching in times of COVID-19: teachers adaptation and pupil level of participationPublication . 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 to teach according to what they had planned. However, difficulties were also found. These relate to reconciling work with family life and extra workload in the context of remote teaching. In addition, findings show that pupils from lower socioeconomic backgrounds presented a lower level of participation in learning tasks. Differences as a function of gender and age were identified. Implications of the findings are discussed.
- Portuguese higher education students adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factorsPublication . Flores, M. A.; Barros, Alexandra; Veiga Simão, Ana; Pereira, Diana; Flores, Paulo; Fernandes, Eva Lopes; Gonçalves Costa, Luís Carlos; Ferreira, PaulaThe 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 closure of their institution and how they looked at their experience of online teaching and learning. In total, 2718 students from different Portuguese higher education institutions participated in the study. Findings showed that both personal and contextual factors explained students’ positive or negative adaptation to online teaching and learning as a result of the closure of higher education institutions. Institutional and pedagogical responses, individual selfregulatory and socio-emotional competencies and adequate resources were factors that led to either a more positive or negative student experience of online teaching and learning in times of COVID-19.
- Perceptions of Portuguese undergraduate students about assessment: a study in five public universitiesPublication . Pereira, Diana; Flores, M. A.; Barros, AlexandraThis paper draws upon a broader piece of research on assessment in higher education, particularly focusing on issues regarding the fairness and effectiveness of the assessment methods and their implications for the learning process. The perceptions of undergraduate students are analysed taking into account the effectiveness and fairness of both traditional and learner-centred assessment methods, as well their influence on the learning process. In total, 624 students participated in this study in five Portuguese Public Universities in different areas of knowledge and programmes. Data were collected through questionnaires. Findings suggest that assessment is seen as more effective and fairer when it is done through the use of learnercentred assessment methods rather than by traditional assessment (e.g. written tests or exams). The students also claim that they devote more time to study when assessment is performed through learnercentred assessment methods than by traditional ones. The most used assessment methods are written tests and oral presentations in group. However, differences in the programmes were identified as well as differences according to gender. Implications of the findings for assessment and for the teaching and learning process are discussed.