Percorrer por autor "Soares, Filomena"
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- Beyond Scores: Early Findings on TBL's Impact in Engineering EducationPublication . Sena-Esteves, M. Teresa; Ribeiro, Margarida; Morais, Cristina; Brás-Pereira, Isabel; Guedes, Anabela; Soares, Filomena; Leão, Celina P.; Sena-Esteves, Maria Teresa; Ribeiro, Margarida; Morais, Leonilde Cristina; Pereira, Isabel; Guedes, AnabelaThis paper presents the preliminary findings of an ongoing study investigating the influence of Team-Based Learning (TBL) on the academic performance of engineering students, particularly its impact on their grasp of subject matter and ability to solve real-world problems. Quantitative data analysis explored correlations between students' entry-level academic scores and their performance in a course incorporating TBL. The initial results suggest that there is no significant correlation, indicating that entry scores may not predict success in this TBL-integrated course. The analysis coverages multiple academic years, offering a comprehensive perspective on how trends and outcomes evolve over time. This study contributes to the discourse on effective educational practices in engineering education by examining the potential of TBL to enhance learning outcomes. Given the study's ongoing nature, these findings are provisional but pave the way for more detailed future analyses.
- A new horizon for online teaching and learningPublication . Lopes, Ana Paula; Vieira, Isabel; Soares, FilomenaThe Polytechnic Institute of Oporto (IPP), which has a solid history of online education and innovation through the use of technology, has been particularly interested and focused on Massive Open Online Courses (MOOC) developments. The aim of this paper is to present the whole process from initial discussions to completion of the “Mathematics Without Limits” MOOC Project that exists in IPP and also to contribute for a change in the way as teaching and learning Mathematics is seen and practiced nowadays. In 2013, IPP developed its own platform, which gave us the opportunity to explore new educational techniques as a pedagogical resource as well as to enhance students’ motivation, through a set of interactive materials at their disposal, totally adapted to their needs. Students lack of motivation is mainly justified by their weak Math preparation, poor consolidated basis on the subject and different backgrounds of the students. To tackle this issue and based on our Math online courses teaching experience, we decided to create short duration MOOC, expecting to aid retention of students and also to reverse the path of students giving up on Math by giving them a friendly way of managing their own learning commitment. We also think that this MOOC will be a good approach to level out some math skills among freshmen.
- Nível de satisfação em cursos de engenharia: as perceções dos alunosPublication . Soares, Filomena; Leão, Celina; Guedes, Anabela; Sena-Esteves, Maria Teresa; Alves, Gustavo R.; Pereira, Isabel; Hausmann, Romeu; Petry, ClovisA satisfação e as perceções dos estudantes em relação aos seus cursos superiores são medidas importantes para as instituições de ensino superior. Neste artigo ´e apresentado um resumo do projeto de investigação em curso centrado na análise da perceção e satisfação dos estudantes dos cursos de Engenharia. O objetivo geral deste estudo é analisar e determinar o nível de satisfação dos estudantes de Engenharia Elétrica/Eletrónica com os seus cursos, condições de trabalho e ambiente académico ao longo dos três primeiros anos curriculares correspondentes ao 1o ciclo do ensino superior.
- Online assessment through moodle plataformPublication . Soares, Filomena; Lopes, Ana PaulaThe differences between secondary education and Higher Education (HE) are numerous, both in terms of teaching methodologies and as well as evaluation/validation procedures. Until a few years ago, the HE assessment practices were reduced, with some exceptions from practical/laboratory curricular units, to written exams, carried out on the same day and at the same time by all, or, at most, two frequencies (tests) over the course of the semester or year. With growing concerns in terms of learning outcomes and students’ success, globalisation and the massification of education, several alternative models have been tested, both in terms of teaching/learning methodologies (flipped, project-based, “blended”, among others) and assessment practices (portfolio, continuous, segmented, formative, and others). The fast development of electronic devices has been promoting the development and sharing of several digital educational tools and their use seem to be a good choice to promote actual students’/professors’ interaction and corresponding socialization, even in some assessment tasks. In this particular case, online activities can be transformed into powerful self-assessment resources for students, stimulating reflection and promoting independent learning. Moodle, as an open Learning Management System (LMS), has all the requisites and potential features to be a fine supporting tool to several activities, specifically to assessing ones. In this paper, we will briefly describe Moodle potentialities, with some application examples based on literature review and present the work developed on several Mathematic curricular units from different schools of the Polytechnic of Porto, where Moodle is used as an online assessment tool, to promote a continuous/segmented model with specific and different activities designed for each course.
- Perception and performance in a flipped financial mathematics classroomPublication . Lopes, Ana Paula; Soares, FilomenaThe “flipped” classroom model is a new organizational design for the teaching and learning paradigm, as its name transmits, stands for the pedagogical switch of the traditional academic procedure as students’ first contact with the subjects is made outside the “four-wall classroom bounds”. Teachers’ role is transposed into a kind of guide and facilitator, indicating the way to go, avoiding to walk in a parallel path, or even ahead, but indicating the way to go, motivating students in their own knowledge construction, letting them lead the way, following and supporting, constantly and carefully monitoring their learning outcomes. Classroom time is consumed with open discussions, solving tasks and application problems, clarifying the supporting fundaments, in order to improve students’ engagement into their learning process in a collaborative environment. A flipped model was implemented into a Financial Mathematics Course at ISCAP and the sample of our study consisted of 803 students, enrolled in 2014, 2015 and 2016. The main purpose of this paper is to investigate how the incorporation of the flipped classroom model into a Financial Mathematics class, affected students’ class training, learning, and achievement. The results obtained with this approach have shown a positive impact on students’ achievement overall.
- Perceptions, beliefs, and attitudes of first year third-level students: an empirical study of portuguese, russian, polish, finnish, and irish studentsPublication . Brown, Ken; Lopes, Ana Paula; Soares, Filomena; Larionova, Viola; Cellmer, Anna; Hurme, Jarkko HurmeThe contemporary skillset of undergraduates includes a degree of sophistication in the application of ICT within their daily lives as well as within the higher education environment. The assumption of the student as a digital native, with the ability to cognitively process information in an ICT focused educational environment, is omnipresent in higher education. It has been suggested this assumption does not aid learning and adds an additional burden on the student. This study investigated whether experiences and perceptions, of mathematics and online assessment, are common to students studying in different countries and their respective higher education systems. The purpose of the investigation was to determine what issues influence the attitudes of students in the application of ICT for the online assessment of mathematics in the first year of undergraduate programmes. The investigation was conducted online by means of a quantitative questionnaire, consisting of 16 survey items, using Google Forms to self-selecting students (n=374) across several academic disciplines including engineering, business studies, media, and tourism. The survey was delivered in English to the majority students and translated to Russian for the Russian students to enable each group to reply in their own native language. The questionnaire design utilized a 6-point Likert scale where students were asked to express their experiences and perceptions of mathematics and online assessment in their chosen programme of study. The data was exported to IBM SPSSv24 and regression analyses were conducted to ascertain possible associations and relationships between the two student groups in the case study. The results of the investigation reveal some peculiar features and the respective investigation outcomes of the investigation will be utilized in the design of learner-centered assessments and shared with international partners.
- Portuguese and Brazilian Students Perceptions Regarding the Flow of Knowledge in their Courses: Two Different Realities?Publication . Leão, Celina P.; Soares, Filomena; Guedes, Anabela; Esteves, M. Teresa Sena; Alves, Gustavo R.; Pereira, Isabel M. Brás; Hausmann, Romeu; Petry, Clovis AntónioThe present study reports findings on students’ perceptions in Electrical/Electronic Engineering courses from four higher education institutions: two Portuguese and two Brazilian. This study was based on a questionnaire previously validated that contains two main parts: student characterization and a list of forty-four items, divided in six groups (Teacher Involvement Perception, Student Interest, Student-Teacher Interaction, Course Organization and Functioning, Infrastructures and Overall Satisfaction). Students classified each item in accordance with their level of agreement (1, Strongly Disagree, to 5, Strongly Agree). The main goal of the research was to look for the evolution of a set of these items along the first three curricular years and assess similarities and differences among courses and higher education institutions considered. The set of items was chosen in a way to achieve a better understanding of how the flow of knowledge in these courses is perceived in apparently different realities. The results show that, in general, students do not understand the flow of knowledge along the first three years of study. Despite the differences observed among the four higher education institutions, those differences do not lead to different realities between the two countries.
- Practical Work and Assessment to Stimulate Students' Participation and Motivation in Fluid Transport IssuesPublication . Sena-Esteves, Maria Teresa; Morais, Leonilde Cristina; Guedes, Anabela; Pereira, Isabel M. B.; Ribeiro, Margarida; Soares, Filomena; Leão, Celina PintoAcademic education comprises developing new teaching and learning tools, regulating the assessment methodologies, and adjusting the learning programs to the professional activities. Technology developments allow teachers to explore new ways of teaching as well as to adjust new ways of assessing students' performance, giving to students a relevant feedback on their learning. Following this trend, a case study on Fluid Transport Systems in the Chemical Engineering course is presented. The main goal of this study is to evaluate the impact of different assessment methodologies in the final students' grades, to evaluate students' perceptions regarding these changes, and to know which teaching/learning methodologies are most effective. The study allows concluding that students prefer the traditional teaching/learning methodology and consider more beneficial for their learning the assessment through several questions/problems and small tests during the theoretical lessons instead of carrying out a single moment of evaluation and test. The majority of students were able to identify that the development of the practical work (PW) and several moments of assessment help in providing knowledge to the area under study, encourage their collaborative work and stimulate their intellectual curiosity.
- Promoting audiovisual insights in math subjectsPublication . Soares, Filomena; Lopes, Ana PaulaIt seems that the digital world is all around us, wherever we turn to. Although not palpable, this world is already an important part of our everyday lives. When we talk specifically about the teaching/learning process we see that, at least in the last decade, the development of alternative and new strategies has been huge. The way students react to some methods and tactics is changing and engaging them in their own learning process is becoming a constant “challenge” to teachers, in all different educational levels. As Math professors in a High Education Institution where Mathematics is a basic and supporting course to other advanced (but non-Mathematical) ones, this so called “challenge” grows exponentially. In this paper, we analyze the impact of introducing and supporting some Math contents through video lectures, in a voice-over presentation style, based on animated arrangements, in our own mother language. These videos were developed for a first-year Math course in several Management degrees in the Tourism and Hospitality Area. The specific curricular items were chosen with a primary objective of trying to level up the mathematical competencies that are fundamental to the development of ‘mathematical literacy’ of our students. Our video lectures are available to students in our institutional Moodle platform, with all its features, along with other resources (as texts and proposed exercises) as well as in a YouTube channel. We will also describe students’ background areas of study in pre-university level and analyze if this has any influence in the way they interact with video-lectures in their own learning development and knowledge construction and report student’s perception of the eventual benefits of using this digital resource in engaging and promoting their self-responsibility in the learning process. Finally, we will analyze students’ evaluation of the videos recorded by the professors and uploaded to the Moodle platform and YouTube as a learning tool.
- A review in the use of artificial intelligence in textile industryPublication . Pereira, Filipe; Carvalho, Vítor; Vasconcelos, Rosa; Soares, FilomenaThis paper presents an analysis of the state of the art of artificial intelligence applications in the textile industry. A review of the existing literature was performed. This article presents three methods of analyzing textile yarn. Some techniques, used in textile fabric inspection, are presented throughout this paper, as well as the use of artificial intelligence on improving the performance of productive systems using neural networks and artificial vision. The preliminary results demonstrate that the techniques covered are an asset in obtaining defects in textile fabrics at the industrial level. Taking into account the various methods of inspection and analysis of textile yarn, all present pros and cons in applicability in the textile area. In terms of advantages, all allow a better analysis of the textile yarn and defect detection with high quality, but with applicability in more complex systems. As a disadvantage, they present the fact that they do not have an already standardized algorithm that can be used, which makes its use more complex. Some possible future applications are also described.
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