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Fidalgo, P., Paz, J., Santos, F. L. (2011). Using Moodle as a support tool for teaching in Higher Education in Portugal: an exploratory study. eleed, Iss. 8. (urn:nbn:de:0009-5-31613)
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%0 Journal Article %T Using Moodle as a support tool for teaching in Higher Education in Portugal: an exploratory study %A Fidalgo, Patrícia %A Paz, João %A Santos, Fernando Luís %J eleed %D 2011 %V 8 %N 1 %@ 1860-7470 %F fidalgo2011 %X The use of virtual learning environments in Higher Education (HE) has been growing in Portugal, driven by the Bologna Process. An example is the use of Learning Management Systems (LMS) that translates an opportunity to leverage the use of technological advances in the educational process. The progress of information and communication technologies (ICT) coupled with the great development of Internet has brought significant challenges to educators that require a thorough knowledge of their implementation process.These field notes present the results of a survey among teachers of a private HE institution in its use of Moodle as a tool to support face-to-face teaching.A research methodology essentially of exploratory nature based on a questionnaire survey, supported by statistical treatment allowed to detect motivations, type of use and perceptions of teachers in relation to this kind of tool. The results showed that most teachers, by a narrow margin (58%), had not changed their pedagogical practice as a consequence of using Moodle. Among those that did 67% attended institutional internal training. Some of the results obtained suggest further investigation and provide guidelines to plan future internal training. %L 370 %K LMS %K e-learning %K higher education %K learning management system %K Moodle %U http://nbn-resolving.de/urn:nbn:de:0009-5-31613Download
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@Article{fidalgo2011, author = "Fidalgo, Patr{\'i}cia and Paz, Jo{\~a}o and Santos, Fernando Lu{\'i}s", title = "Using Moodle as a support tool for teaching in Higher Education in Portugal: an exploratory study", journal = "eleed", year = "2011", volume = "8", number = "1", keywords = "LMS; e-learning; higher education; learning management system; Moodle", abstract = "The use of virtual learning environments in Higher Education (HE) has been growing in Portugal, driven by the Bologna Process. An example is the use of Learning Management Systems (LMS) that translates an opportunity to leverage the use of technological advances in the educational process. The progress of information and communication technologies (ICT) coupled with the great development of Internet has brought significant challenges to educators that require a thorough knowledge of their implementation process.These field notes present the results of a survey among teachers of a private HE institution in its use of Moodle as a tool to support face-to-face teaching.A research methodology essentially of exploratory nature based on a questionnaire survey, supported by statistical treatment allowed to detect motivations, type of use and perceptions of teachers in relation to this kind of tool. The results showed that most teachers, by a narrow margin (58{\%}), had not changed their pedagogical practice as a consequence of using Moodle. Among those that did 67{\%} attended institutional internal training. Some of the results obtained suggest further investigation and provide guidelines to plan future internal training.", issn = "1860-7470", url = "http://nbn-resolving.de/urn:nbn:de:0009-5-31613" }Download
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TY - JOUR AU - Fidalgo, Patrícia AU - Paz, João AU - Santos, Fernando Luís PY - 2011 DA - 2011// TI - Using Moodle as a support tool for teaching in Higher Education in Portugal: an exploratory study JO - eleed VL - 8 IS - 1 KW - LMS KW - e-learning KW - higher education KW - learning management system KW - Moodle AB - The use of virtual learning environments in Higher Education (HE) has been growing in Portugal, driven by the Bologna Process. An example is the use of Learning Management Systems (LMS) that translates an opportunity to leverage the use of technological advances in the educational process. The progress of information and communication technologies (ICT) coupled with the great development of Internet has brought significant challenges to educators that require a thorough knowledge of their implementation process.These field notes present the results of a survey among teachers of a private HE institution in its use of Moodle as a tool to support face-to-face teaching.A research methodology essentially of exploratory nature based on a questionnaire survey, supported by statistical treatment allowed to detect motivations, type of use and perceptions of teachers in relation to this kind of tool. The results showed that most teachers, by a narrow margin (58%), had not changed their pedagogical practice as a consequence of using Moodle. Among those that did 67% attended institutional internal training. Some of the results obtained suggest further investigation and provide guidelines to plan future internal training. SN - 1860-7470 UR - http://nbn-resolving.de/urn:nbn:de:0009-5-31613 ID - fidalgo2011 ER -Download
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ISI
PT Journal AU Fidalgo, P Paz, J Santos, F TI Using Moodle as a support tool for teaching in Higher Education in Portugal: an exploratory study SO eleed PY 2011 VL 8 IS 1 DE LMS; e-learning; higher education; learning management system; Moodle AB The use of virtual learning environments in Higher Education (HE) has been growing in Portugal, driven by the Bologna Process. An example is the use of Learning Management Systems (LMS) that translates an opportunity to leverage the use of technological advances in the educational process. The progress of information and communication technologies (ICT) coupled with the great development of Internet has brought significant challenges to educators that require a thorough knowledge of their implementation process.These field notes present the results of a survey among teachers of a private HE institution in its use of Moodle as a tool to support face-to-face teaching.A research methodology essentially of exploratory nature based on a questionnaire survey, supported by statistical treatment allowed to detect motivations, type of use and perceptions of teachers in relation to this kind of tool. The results showed that most teachers, by a narrow margin (58%), had not changed their pedagogical practice as a consequence of using Moodle. Among those that did 67% attended institutional internal training. Some of the results obtained suggest further investigation and provide guidelines to plan future internal training. ERDownload
Mods
<mods> <titleInfo> <title>Using Moodle as a support tool for teaching in Higher Education in Portugal: an exploratory study</title> </titleInfo> <name type="personal"> <namePart type="family">Fidalgo</namePart> <namePart type="given">Patrícia</namePart> </name> <name type="personal"> <namePart type="family">Paz</namePart> <namePart type="given">João</namePart> </name> <name type="personal"> <namePart type="family">Santos</namePart> <namePart type="given">Fernando Luís</namePart> </name> <abstract>The use of virtual learning environments in Higher Education (HE) has been growing in Portugal, driven by the Bologna Process. An example is the use of Learning Management Systems (LMS) that translates an opportunity to leverage the use of technological advances in the educational process. The progress of information and communication technologies (ICT) coupled with the great development of Internet has brought significant challenges to educators that require a thorough knowledge of their implementation process. These field notes present the results of a survey among teachers of a private HE institution in its use of Moodle as a tool to support face-to-face teaching. A research methodology essentially of exploratory nature based on a questionnaire survey, supported by statistical treatment allowed to detect motivations, type of use and perceptions of teachers in relation to this kind of tool. The results showed that most teachers, by a narrow margin (58%), had not changed their pedagogical practice as a consequence of using Moodle. Among those that did 67% attended institutional internal training. Some of the results obtained suggest further investigation and provide guidelines to plan future internal training.</abstract> <subject> <topic>LMS</topic> <topic>e-learning</topic> <topic>higher education</topic> <topic>learning management system</topic> <topic>Moodle</topic> </subject> <classification authority="ddc">370</classification> <relatedItem type="host"> <genre authority="marcgt">periodical</genre> <genre>academic journal</genre> <titleInfo> <title>eleed</title> </titleInfo> <part> <detail type="volume"> <number>8</number> </detail> <detail type="issue"> <number>1</number> </detail> <date>2011</date> </part> </relatedItem> <identifier type="issn">1860-7470</identifier> <identifier type="urn">urn:nbn:de:0009-5-31613</identifier> <identifier type="uri">http://nbn-resolving.de/urn:nbn:de:0009-5-31613</identifier> <identifier type="citekey">fidalgo2011</identifier> </mods>Download
Full Metadata
Bibliographic Citation | e-learning and education, Iss. 8 |
---|---|
Title |
Using Moodle as a support tool for teaching in Higher Education in Portugal: an exploratory study (eng) |
Author | Patrícia Fidalgo, João Paz, Fernando Luís Santos |
Language | eng |
Abstract | The use of virtual learning environments in Higher Education (HE) has been growing in Portugal, driven by the Bologna Process. An example is the use of Learning Management Systems (LMS) that translates an opportunity to leverage the use of technological advances in the educational process. The progress of information and communication technologies (ICT) coupled with the great development of Internet has brought significant challenges to educators that require a thorough knowledge of their implementation process. These field notes present the results of a survey among teachers of a private HE institution in its use of Moodle as a tool to support face-to-face teaching. A research methodology essentially of exploratory nature based on a questionnaire survey, supported by statistical treatment allowed to detect motivations, type of use and perceptions of teachers in relation to this kind of tool. The results showed that most teachers, by a narrow margin (58%), had not changed their pedagogical practice as a consequence of using Moodle. Among those that did 67% attended institutional internal training. Some of the results obtained suggest further investigation and provide guidelines to plan future internal training. |
Subject | LMS, e-learning, higher education, learning management system, Moodle |
Classified Subjects |
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DDC | 370 |
Rights | fDPPL |
URN: | urn:nbn:de:0009-5-31613 |