Ana Paula Martinho

E-Learning for the Environment: The Universidade Aberta (Portuguese Open Distance University) Experience in the Environmental Sciences Post-Graduate Courses

Purpose – In recent decades, there has been an increase of public awareness about environmental problems. A simultaneous effort to increase educational course offerings in this area has been made. The purpose of this paper is to evaluate the first edition of the blended learning MSc in Environmental Citizenship and Participation that is offered by Universidade Aberta, Lisbon, Portugal. This is the first and only MSc offered in the distance learning mode in Portugal in this scientific area. The Masters programme includes environmental and social sciences contents. Also the programme includes tools and methodologies designed to help the students put into practice their expanded awareness, and knowledge within educational and public participation processes, within environment projects, programs or plans.Design/methodology/approach – Evaluation is performed with the students using three data sources: a questionnaire survey, personal interviews and assessment materials produced by the students. These data are...

Education for sustainable development in higher education: evaluating coherence between theory and praxis

Universities are an important part of the process of change taking place in society. However, this is often overshadowed by these institutions giving priority to technocratic models in the relationship between science and society. In this context, according to Habermas, theories can serve to clarify practical questions and guide praxis into the right actions (social emancipation and rational autonomy). Habermas introduces the need to evaluate the particular contexts in which scientific arguments are made and assessed. The aim of this study was to develop a set of assessment criteria for education for sustainable development in higher education curricula. These were developed in line with Habermas by introducing further adaptions within the context of education for sustainable development. These criteria were tested in a blended learning master’s programme in Environmental Citizenship and Participation at the Universidade Aberta, Portugal. The following research tools were used as follows: (i) a questionnaire survey to the graduates; (ii) content analysis applied to the information guide and to the abstracts of the dissertations that were produced. The case study revealed that an absence of theoretical frameworks could lead to inconsistencies between theory and praxis. Improvements to curricula are then drawn from this study.

Attitudes, Barriers and Motivators as Factors for Sustainability of Higher Education e-Learning Programmes at Universidade Aberta, Portugal

In higher education distance learning institutions, where studies are carried on through a variety of distance learning regimes, from the correspondence and earlier forms of distance education to fully online e-learning programmes, and where planners and administrators seize the effective adoption and deployment of technology-enabled education, student attitude and motivation assume considerable significance. Attitudinal pre-dispositions, institutional and allied barriers (including appropriate policy initiatives), besides the scientific and pedagogical quality of degree programmes are assumed to play a crucial role in sustainability of higher education systems. This article reports the findings of a study conducted at Universidade Aberta, Portugal—the Portuguese Distance Learning Education University—to examine student attitudes towards e-learning and to identify barriers and motivators of e-learning adoption, which are key factors for decreasing dropout rates of a 2nd cycle degree e-learning programme, analysed as a case study.

Strengths and Weaknesses of an E-learning Program in Environmental Sciences at Universidade Aberta, Portugal

Earlier research studies have shown that e-learning higher education is a powerful system within teaching and education for sustainable development. In spite of the advantages of independency of time and place, compared to traditional face to face, some barriers are found showing the importance of evaluating the effectiveness of e-learning system. This paper aims to assess the strengths and weaknesses of the 1st cycle undergraduate program of environmental sciences at the Portuguese Distance Learning Education University (Universidade Aberta, Portugal). The methods included (i) data analysis relating to the candidate’s enrolment and students’ progression from the Academic Office registry of UAb; (ii) SWOT analysis (strengths, weaknesses, opportunities and threats) of the undergraduate program (iii) inquiry by interview to student’s representatives of management councils and the university ombudsman to evaluate attitudes, barriers and motivators towards e-learning. Although higher levels of motivation, satisfaction and aptitude with e-learning of the 1st undergraduate program in environmental sciences at UAb were identified, weaknesses, namely the need to improve self-organization and time management. Recommendations to overcome the weakness found are given and new educational and teaching paths to achieve sustainability are discussed.