Percorrer por autor "Sousa, Duarte Luis"
A mostrar 1 - 2 de 2
Resultados por página
Opções de ordenação
- Design implications for interactive and analogue technologies supporting distance education: a longitudinal mixed-method study during the pandemicPublication . Sousa, Duarte Luis; Campos, Pedro Filipe; Cesário, VanessaThis study investigates COVID-19's impact on the education system by gathering data on how interactive and analogue technologies mitigated such disruption. It also analyses how and if educational approaches were modi fied during the pandemic. The procedures consisted of the analysis of evidence retrieved from three surveys delivered to three stakeholder groups: teachers, stu dents, and parents (N=215), crossed with an examination of a set of 5-week lon gitudinal interviews (30) with the same groups (N=6). The results of the analysis are used to derive a set of important design implications that: (1) highlight short comings of the distance education (DE) strategies used during COVID-19 and how they can be mitigated; (2) empower the stakeholders with innovative peda gogical approaches that information communication technologies can foster, thus optimising DE; (3) promotes positive learning experiences supported with scien tific evidence. Conclusions are derived from a collaborative reflection on the stakeholders' daily needs during unpredictable circumstances.
- The use of interactive technologies for education in pandemic and post-pandemic contexts: design implicationsPublication . Sousa, Duarte L.; Campos, Pedro; Matos, Sónia; Sousa, Duarte Luis; Campos, Pedro; Matos, SóniaThis study investigates COVID-19’s impact on the educationsystem. It captures a multidimensional representation of teachers, students, and parents’ use of information communication technologies (ICTs) Sónia Matos ITI / LARSyS, University of Edinburgh sonia.matos@iti.larsys.pt According to UNESCO [1], compulsory confinement as a response to the COVID-19 pandemic [2], [3] and the consequent school clo sures affected 94% of the world’s student population with uncertain to mitigate this disruption caused by school closures. The study analyzes the evolving influences on individual and collective be haviour amid the pandemic. The methods consisted of a 5-week longitudinal study that included a survey and multiple interviews with the three stakeholder groups. The qualitative and quantitative data yielded the analysis of ICTs usage before and during social confinement. Further to our analysis, we categorize and discuss our findings. We also interpret results to capture design implications and generate a new concept for design. To finalize, we identified students’ learning loss and learning variability as pressing issues, despite the availability of technological mediums. We believe that a collaborative learning system could mitigate such a challenge. We believe that such a system could connect students to a teaching community and imbue a sense of togetherness within the context of distance education.