Portuguese higher education students adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factors

The 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.info:eu-repo/semantics/publishedVersio

O projecto: Educação Tecnológica Precoce

O Projecto europeu ¿Educação Tecnológica Precoce¿ visou promover a educação tecnológica de crianças, sensibilizando-as para a compreensão dos fenómenos científico-tecnológicos. Para a prossecução desta finalidade, procurou-se desenvolver material pedagógico dirigido às crianças, com aplicação na formação inicial e contínua de Educadores e de Professores do 1º ciclo do Ensino Básico, e devidamente enquadrado por propostas metodológicas de ensino-aprendizagem integrando as áreas da Educação e da Tecnologia. Como produto, elaborou-se um manual digital, de recursos didácticos disponíveis on-line (http://www.earlytechnicaleducation.org). Neste artigo, para além de apresentarmos o projecto e o site, referimos também os estudos de casos realizados em Portugal, nomeadamente a valoração de algumas das opções apontadas no manual

The unidimensionality and overestimation of metacognitive awareness in children:validating the CATOM

Los niños normalmente tienen dificultades para informar sobre su funcionamiento metacognitivo, hecho que, con frecuencia, les lleva a sobrevalorarse en situaciones de aprendizaje. Por tanto, este estudio pretende comprender cómo los niños (n = 1029) informan sobre su funcionamiento metacognitivo y ofrece una primera aproximación a la medición de la conciencia metacognitiva (CM) en niños. Así, tras observar que los resultados de un análisis factorial exploratorio indican que el instrumento de medida presenta una estructura unidimensional, se aplicó la Teoría de Respuesta al Ítem para analizar dicha unidimensionalidad así como las interacciones entre los participantes y los ítems. Los resultados indican una buena fiabilidad tanto ítem (.87) como persona (.87), con un alfa de Cronbach .95 para la dimensión CM. Además, los resultados corroboran la tendencia de los niños a sobreestimar su funcionamiento metacognitivo y sugieren que el instrumento tiene un alto potencial tanto para la investigación como para la práctica profesional.Children often have difficulty in reporting their metacognitive functioning, which leads them to frequently overrating themselves under learning situations. Hence, this study presents a preliminary approach of how children's metacognitive awareness (MA) can be measured. Essentially, this study aims to understand how children (n =1029) report their metacognitive functioning. In a first analysis, EFA revealed a unidimensional structure of the instrument (MK and MS). Item Response Theory was then used to analyse the unidimensionality of the dimension and the interactions between participants and items. Results revealed good item reliability (.87) and good person reliability (.87) with good Cronbach's α for MA (.95). These results show the potential of the instrument, as well as a tendency of children to overrate their metacognitive functioning. Implications for researchers and practitioners are discussed

The effect of cyberbullying perpetration on empathy and moral disengagement: Testing a mediation model in a three-wave longitudinal study

Objective: Numerous studies have found that socioemotional and moral variables such as empathy and moral disengagement (MD) strategies are related to cyberbullying perpetration. However, it is necessary to explore whether an inverse association exists, as well as to identify possible variables that may mediate this relationship. The purpose of this study was to test whether cyberbullying perpetration was associated with MD strategies 1 year later and whether affective and cognitive empathy mediate this relationship. Method: A total of 1,199 students (51.2% girls; Mage = 13.46; SD = 0.751) were surveyed via self-report measures in a longitudinal study, in three time waves separated by 6-month intervals. Results: The data indicated that cyberbullying perpetration was related to all four MD strategies 1 year later, although only affective empathy mediated the relationship between cyberbullying perpetration and cognitive restructuring and minimization of responsibility, whereas cognitive empathy had not a mediating effect. Conclusions: This study underscores that aggressive online behaviors are associated with individuals’ MD strategies and reinforces the importance of its prevention to ensure social well-being in adolescents. Future intervention programs to prevent cyberbullying should promote affective empathy and strategies to avoid the lack of moral responsibility or justification for transgressive behavior, which can be associated with continued cyberbullying perpetration.info:eu-repo/semantics/publishedVersio

Psicología educativa : revista de los psicólogos de la educación

Resumen basado en el de la publicaciónTítulo, resumen y palabras clave en español e inglésDiferentes formas de agresión verbal están presentes a menudo en el ciberacoso y se utilizan para dañar a otros en la comunicación online. Se propone comprender la influencia de un estilo de comunicación agresivo en la intención de los adolescentes de participar en el ciberacoso, su bienestar emocional y sus creencias morales personales. Una muestra de conveniencia de 218 adolescentes en Portugal respondió a los cuestionarios. Un estilo de comunicación agresivo puede llevar a los adolescentes a percibir el comportamiento de ciberacoso como justo y a disminuir su bienestar emocional. Además, este estilo de comunicación puede contribuir a la intención de los adolescentes de participar en el ciberacoso y la creencia de que esto sea justo o injusto puede determinar esa intención. Estos hallazgos contribuyen a comprender los factores determinantes del ciberacoso y a proporcionar información para desarrollar intervenciones escolares.ES

Perceptions of university teachers about teaching

This paper draws upon a broader piece of research aiming at investigating the perceptions of university teachers about the quality of pedagogy in higher education and their professional development. Data were collected through questionnaires. In total, 171 faculty members participated in the study. Findings indicate that the participants recognized the importance of quality of pedagogy, and particularly the principles of transparency and intentionality. The most important motives for university teachers to engage in professional development opportunities are emancipatory and pedagogical ones. The participants also stress that in general they feel good as far as their teaching activity is concerned. However, those who revealed greater satisfaction with teaching valued more the quality of pedagogy in general. Also, those who feel good in relation to teaching value more the principles of interaction, democratization and negotiation with the students. Implications of the findings are discussed.CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), PortugalNational Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio

Ensino e aprendizagem à distância em tempos de COVID-19: Um estudo com alunos do Ensino Superior

A 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.info:eu-repo/semantics/publishedVersio

Online learning, perceived difficulty and the role of feedback in covid-19 times

The 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.info:eu-repo/semantics/acceptedVersio