| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.53 MB | Adobe PDF | |||
| 1.74 KB | License |
Advisor(s)
Abstract(s)
Esta dissertação tem como principal objetivo conhecer qual é o nível de maturidade institucional face ao e-learning, do Instituto Superior de Contabilidade e Administração do Porto (ISCAP) e propor ações de melhoria nesse posicionamento.
O Ensino Superior tem sido desafiado ao longo dos anos com a evolução da educação e o surgimento de métodos de ensino diferentes do tradicional, o que faz com que seja necessário acompanhar a mudança, recorrendo desta forma, a práticas de ensino em ambientes virtuais.
Desta forma, o estudo de caso desenvolvido e descrito neste documento pretende conhecer os fatores que influenciam o nível de maturidade do ISCAP, saber de que forma o e-learning se projeta na estratégia interna do mesmo e que recomendações poderiam ter um impacto positivo na incrementação da maturidade institucional face ao e-learning.
Com base na revisão de literatura e nos modelos existentes que analisam a maturidade institucional, foi retirado aquilo que é convergente e divergente nos vários autores, de forma a produzir-se um resultado aplicável ao contexto do ISCAP. De maneira a complementar o estudo, foi realizado um questionário aos docentes, uma entrevista à coordenadora do EIPP e analisada documentação pertinente.
Nesta dissertação, conclui-se que o ISCAP se encontra no nível 4 de maturidade institucional face ao e-learning e são recomendadas algumas sugestões como possíveis melhorias, com o objetivo de, futuramente, o e-learning estar inserido totalmente na prática institucional do ISCAP.
This thesis’ main objective is to know what the level of institutional e-learning maturity model of Porto Accounting and Business School (ISCAP) is, and to propose actions to improve on that positioning. Higher Education has been challenged over the years with the evolution of education and the appearing of teaching methods that differ from the traditional, which makes it necessary to follow the change and therefore to resort to virtual teaching practices environments. In this way, the case study developed and described in this paper intends to know the factors that influence ISCAP’s maturity level, to know how e-learning is projected in its internal strategy and which recommendations could have a positive impact on the increment of institutional e-learning maturity. Based on the literature review and on the existing models that analyze institutional maturity, it was analyzed what is convergent and divergent amongst the multiple authors, in order to produce a result which is applicable to the ISCAP context. In order to complement the study, a questionnaire was conducted with the teachers, an interview with the EIPP coordinator and pertinent documentation was analyzed. In this dissertation, it is concluded that ISCAP is at level 4 of institutional maturity regarding e-learning and some suggestions are recommended as possible improvements, with the objective of, in the future, e-learning being fully inserted in the institutional practice of ISCAP.
This thesis’ main objective is to know what the level of institutional e-learning maturity model of Porto Accounting and Business School (ISCAP) is, and to propose actions to improve on that positioning. Higher Education has been challenged over the years with the evolution of education and the appearing of teaching methods that differ from the traditional, which makes it necessary to follow the change and therefore to resort to virtual teaching practices environments. In this way, the case study developed and described in this paper intends to know the factors that influence ISCAP’s maturity level, to know how e-learning is projected in its internal strategy and which recommendations could have a positive impact on the increment of institutional e-learning maturity. Based on the literature review and on the existing models that analyze institutional maturity, it was analyzed what is convergent and divergent amongst the multiple authors, in order to produce a result which is applicable to the ISCAP context. In order to complement the study, a questionnaire was conducted with the teachers, an interview with the EIPP coordinator and pertinent documentation was analyzed. In this dissertation, it is concluded that ISCAP is at level 4 of institutional maturity regarding e-learning and some suggestions are recommended as possible improvements, with the objective of, in the future, e-learning being fully inserted in the institutional practice of ISCAP.
Description
Esta versão contém as críticas e sugestões dos elementos do júri
Keywords
E-Learning Ensino Superior Benchmarking Maturidade institucional face ao e-learning Higher Education Institutional e-learning maturity