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- DIGITOOLS – Innovative tools for enhancing e-learning solutions in universitiesPublication . Moreira Silva, Manuel; Terra, Ana Lúcia; Tavares, Célia; Lopes, Cristina; Valente, Iolanda; Gonçalves, Maria José Angélico; Bernardes, OscarMethodology of the data preparation: 1. Data from each country survey was exported to IBM SPSS (using the syntax file provided by Limesurvey when exporting data to SPSS). 2. Qualitative variables Q00 and Q02 were automatically recorded into numerical form. 3. A binary variable “Completed” was created from the “submitdate”, using “recode into different variable” (Missing ->0, ELSE->1) to mark the complete answers from the incomplete 4. All string variables with Likert scales were transformed into numerical variables, using the “automatic recode” feature of IBM SPSS. Options ``Treat blank as user missing” and “Use same recording scheme” were activated. Then, all remaining codes for missing values or non-available data were coded with SYSMIS using “Recode into the same variable”. 5. The three questions S01c, L01c, and T02m had the scale of answers with an inverted logic. It was necessary to create new variables inverting the scale, using “Recode into different variables”. (1->5, 2->4, 4->2, 5->1, ELSE-> copy) 6. Measure of the numerical variables was corrected. 7. The labels of the questions were simplified (removing the answer options and non necessary text) 8. New variables for the constructs were computed using “Compute variable” with the mean of the variables that contribute to each construct in each group. (The syntax file “Data preparation.sps” can be used to automatize the procedure of data preparation. Just change the path in FILE=’…’ to your full directory path. The formulas for building the constructs are in lines 80-372.)
- Module 3: the process of e-learining implementationPublication . Terra, Ana Lúcia; Gonçalves, Maria José Angélico; Lopes, Isabel Cristina; Moreira da Silva, Manuel; Bernardes, Oscar; Tavares, Célia; Valente, IolandaE-learning, also known as online learning or digital learning, can be described as the use of technology to deliver educational content and training programs remotely. The implementation of e-learning has become increasingly popular in recent years, as it provides learners with greater flexibility and access to education. The process of implementing e-learning can vary depending on the specific needs of an organization or educational institution (Clark & Mayer, 2011). However, the implementation of e-learning typically involves a multi-step process that includes needs assessment, technology selection, content development, implementation, delivery, and evaluation. This process supports those who design e-learning services and content. The effectiveness of e-learning programs can be measured through assessments, surveys, and focus groups to gather feedback from the learners and measure the impact of the program. This paper systematizes structured, robust and solid guidelines for a sustainable approach to the effective design and implementation of e-learning, and the presentation of a module on e-learning implementation is the core of this chapter. Focusing on the implementation of e-learning, this module is intended to deconstruct into five learning units the activities that are needed to develop an e-learning course, from identifying the organisational requirements, presenting instructional design methodologies, explaining pedagogical techniques and demonstrating the use of digital tools to enhance learning experiences. For this purpose, e-learning is understood as a way of learning in which technology plays a vital role in supporting the interaction between learning partners (students, teachers and academic staff) in order to improve, or at least favour, the cognitive and social processes of learning (Basak, Wotto, & Bélanger, 2018). One of the primary benefits of e-learning is that it enables learners to access content from anywhere, at any time. This can be particularly beneficial for individuals with hectic schedules or that live in remote areas where access to traditional classroom education is limited.
- Digital Tools and methods to Enhance Learning: The Digitools ProjectPublication . Gonçalves, Maria José Angélico; Tavares, Célia; Terra, Ana Lúcia; Moreira Silva, Manuel; Bernardes, Oscar; Valente, Iolanda; Lopes, CristinaThe use of distance education using digital tools in higher education has increased over the last decade, particularly during the COVID-19 pandemic. COVID-19 has resulted in schools shutting down all across the world. This paper aims to present a brief summary of the Digitools Project and a multicultural analysis of the use of e-learning during Covid-19 in six countries. The methodology used was a survey by questionnaire involving teachers, librarians and students. The analysis of the questionnaire results allowed us to identify which dimensions to assess the sustainability of eLearning namely the organizational, socio-cultural and technological context. It also made it possible to assess the perceived usefulness, perceived ease of use, intention to use, actual use and perceived satisfaction. Furthermore, personal, technological and organizational dimensions are also valued for e-learning usage. After reviewing the state of the art, there was a need to define a strategic training plan for the acquisition of basic and advanced skills for eLearning’s implementation and usage.