Maria de Fátima Goulão

E-learning in higher education: academic factors for student permanence

E-learning has increasingly been acknowledged as a legitimate option which contributes to the democratization of higher education. One of its advantages is the possibility of reaching non-conventional publics for higher education, including workers, adults, and people who live outside the main city centers. This is also an important aspect with regard to sustainability education, particularly when addressing climate change education, as these publics may be less easily reached by conventional educational settings. Permanence is a key issue and a significant obstacle to the success of any e-learning based initiative—in order for the educational goals to be met, one must ensure, in the first place, that students who enroll in a program are able to persevere, successfully learn, and reach graduation. This chapter presents a framework of the concept of permanence in higher education, particularly in e-learning contexts and concerning adult populations. It presents an empirical research concerning the academic factors related to good permanence outcomes. Data were gathered using a survey by questionnaire answered by students of an undergraduate degree developed through e-learning in a Portuguese public university.

Melhorar a atratividade da informação através do uso da realidade aumentada

We propose to address the concept of augmented reality and its applications in the learning environment, in particular, to explain a concept by incorporating the object data captured by a mobile device. The technique consists of analyzing the fundamental characteristics of the image (key images in the photo or the geographical position of the user) and combine them through a computer application with data stored that over imposes reality. This technique challenges the classical task in the traditional framework. With it, we intend to make the phenomenon of the extended use of mobile devices more effective, from an educational point of view. We found that these advanced technologies motivate the user to explore certain areas of knowledge. This kind of work applies to undefined stages of education, as the moments to acquire it currently extend along life. The areas of use are not specific and dissipate, as the spatial reference is shifting to a blurring of the virtual and physical context dominated by the user.