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Online and collaborative tools during academic and Erasmus studies

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dc.contributor.authorOliveira, Dalbert Marques
dc.contributor.authorTerra, Ana Lúcia
dc.date.accessioned2021-02-11T08:28:38Z
dc.date.available2021-02-11T08:28:38Z
dc.date.issued2020
dc.description.abstractPart of the students’ academic path is the elaboration, construction and presentation of works where there is an interaction between various elements of a group. It is common, in many countries, for students to actively participate in groups, either between classmates or even from another country, with the aim of designing, creating and presenting tasks, where information should be viewed and changed by all group members, if possible, simultaneously. A few years ago, in order to be able to carry out this kind of academic group work, it was necessary to synchronize times, days and places with the group members so that the work meeting could take place. Now, this interaction is virtually possible, first with chats, videoconferences and a variety of virtual tools and their many possibilities. This chapter starts from a literature review on studies with online collaborative work platforms to analyze, through testimonials from higher education students, if online collaborative work tools have been an asset for students during their academic career, including participation in the Erasmus Program in different countries. It was found that university students find these tools useful, despite the fact that the uses do not have the support or guidance of their educational institutions and are not accompanied by an in-depth study of these tools, which have caused problematic situations that could have been avoided.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationOliveira D.M., Terra A.L. (2021) Online and Collaborative Tools During Academic and Erasmus Studies. In: Babo R., Dey N., Ashour A.S. (eds) Workgroups eAssessment: Planning, Implementing and Analysing Frameworks. Intelligent Systems Reference Library, vol 199. Springer, Singapore. https://doi.org/10.1007/978-981-15-9908-8_4pt_PT
dc.identifier.doi10.1007/978-981-15-9908-8_4pt_PT
dc.identifier.isbn978-981-15-9907-1
dc.identifier.isbn978-981-15-9908-8
dc.identifier.urihttp://hdl.handle.net/10400.22/16963
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherSpringer, Singaporept_PT
dc.relation.publisherversionhttps://link.springer.com/chapter/10.1007%2F978-981-15-9908-8_4pt_PT
dc.subjectInformation technologypt_PT
dc.subjectInternational educationpt_PT
dc.subjectTechnologypt_PT
dc.subjectEducationpt_PT
dc.subjectHuman communicationpt_PT
dc.subjectTechnology and social changept_PT
dc.subjectInformation technologypt_PT
dc.subjectLibrary and information sciencept_PT
dc.subjectSocial sciencespt_PT
dc.titleOnline and collaborative tools during academic and Erasmus studiespt_PT
dc.typebook part
dspace.entity.typePublication
oaire.citation.conferencePlaceSingaporept_PT
oaire.citation.endPage115pt_PT
oaire.citation.startPage85pt_PT
oaire.citation.titleWorkgroups eAssessment: planning, implementing and analysing frameworkspt_PT
oaire.citation.volume199pt_PT
person.familyNameMarques Oliveira
person.familyNameTerra
person.givenNameDalbert
person.givenNameAna Lúcia
person.identifier.ciencia-id431B-C00D-C829
person.identifier.ciencia-idBF11-FB23-53A5
person.identifier.orcid0000-0001-9035-3480
person.identifier.orcid0000-0003-1292-2849
person.identifier.ridJ-5257-2012
person.identifier.scopus-author-id36024158400
rcaap.rightsclosedAccesspt_PT
rcaap.typebookPartpt_PT
relation.isAuthorOfPublication963d752f-80ae-48c9-92a5-22798becb705
relation.isAuthorOfPublicationfc87ff7d-fdd6-4dd6-a60e-452fb812975d
relation.isAuthorOfPublication.latestForDiscoveryfc87ff7d-fdd6-4dd6-a60e-452fb812975d

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