Utilize este identificador para referenciar este registo:
https://hdl.handle.net/1822/91510
Registo completo
Campo DC | Valor | Idioma |
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dc.contributor.author | Flores, Maria Assunção | por |
dc.contributor.author | Simão, Ana Margarida Veiga | por |
dc.contributor.author | Ferreira, Paula Costa | por |
dc.contributor.author | Pereira, Diana | por |
dc.contributor.author | Barros, Alexandra | por |
dc.contributor.author | Flores, Paulo | por |
dc.contributor.author | Fernandes, Eva Lopes | por |
dc.contributor.author | Costa, Luís Carlos Gonçalves | por |
dc.date.accessioned | 2024-05-24T10:58:10Z | - |
dc.date.issued | 2024 | - |
dc.identifier.citation | Maria Assunção Flores, Ana Margarida Veiga Simão, Paula Costa Ferreira, Diana Pereira, Alexandra Barros, Paulo Flores, Eva Lopes Fernandes & Luís Costa (05 May 2024): Online learning, perceived difficulty and the role of feedback in COVID-19 times, Research in Post-Compulsory Education, DOI: 10.1080/13596748.2024.2330784 | por |
dc.identifier.issn | 1359-6748 | - |
dc.identifier.uri | https://hdl.handle.net/1822/91510 | - |
dc.description | Published online: 05 May 2024. | por |
dc.description.abstract | The closure of higher education institutions as a result of the COVID-19 pandemic has necessitated a sudden and unexpected transition from face-to-face to online teaching and learning. This paper draws on data from a broader study focusing on higher education students’ perceptions and experiences of online learning during the first lockdown in 2020. In total, 2,718 students from different Portuguese institutions participated in the study. Findings indicate that students who felt they had been provided with more feedback reported less difficulty in online teaching and learning. Students reported more perceived difficulty than perceived feedback in online teaching and learning. Findings point to the importance of feedback in fostering self-regulation of learning, thereby helping students better adapt to online teaching and learning. | por |
dc.description.sponsorship | This work was financially supported by Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies of the University of Minho) projects under the references UIDB/00317/2020 and UIDP/00317/2020. | por |
dc.language.iso | eng | por |
dc.publisher | Routledge | por |
dc.relation | info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F00317%2F2020/PT | por |
dc.relation | info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDP%2F00317%2F2020/PT | por |
dc.rights | embargoedAccess (2 Years) | por |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | por |
dc.subject | Feedback | por |
dc.subject | Online teaching and learning | por |
dc.subject | Higher education | por |
dc.subject | COVID-19 | por |
dc.title | Online learning, perceived difficulty and the role of feedback in COVID-19 times | por |
dc.type | article | por |
dc.peerreviewed | yes | por |
dc.relation.publisherversion | https://doi.org/10.1080/13596748.2024.2330784 | por |
oaire.citationStartPage | 1 | por |
oaire.citationEndPage | 21 | por |
dc.identifier.eissn | 1747-5112 | - |
dc.identifier.doi | 10.1080/13596748.2024.2330784 | por |
dc.date.embargo | 2027-01-01 | - |
dc.subject.fos | Ciências Sociais::Ciências da Educação | por |
sdum.journal | Research in Post-Compulsory Education | por |
oaire.version | VoR | por |
dc.subject.ods | Educação de qualidade | por |
Aparece nas coleções: | CIEC - Artigos (Papers) |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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Online learning perceived difficulty and the role of feedback in COVID-19 times.pdf Até 2027-01-01 | 975,12 kB | Adobe PDF | Ver/Abrir |
Este trabalho está licenciado sob uma Licença Creative Commons