Abstract
After establishing the theoretical framework underlying the tool for the evaluation of e-teaching in HE put forward—SCAI—, its applicability was tested and validated through an empirical study. Thus, SCAI was applied, still in paper version, to two third cycle degree courses offered in b-learning (academic year 2009/2010), in Portugal. The study was restricted, in terms of timing, to the evaluation of e-teaching activities in every subject that took place in the first semester. In this Chapter, an analysis of the results obtained for these courses are put forward, namely, as to the Doctoral Program in the Ancient World (DPAW) of the Faculty of Arts and Humanities—University of Coimbra and the Doctoral Program in Multimedia in Education (DPME), Department of Education—University of Aveiro. Regarding the data gathered using the SCAI, both the teachers’ and students’ perspectives were considered; besides, the course coordinators were also asked to briefly describe the courses’ organization, the assumptions underpinning the course outline, as well as the reasons for choosing a b-learning modality.
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Notes
- 1.
A/C—as Authentic and Conceptual, +I/S—more Individual than Social, Int/Inst—as Integrated and Instrumental.
- 2.
A/C—as Authentic and Conceptual, S/I—as Social and Individual, Int/Inst—as Integrated and Instrumental.
- 3.
A/C—as Authentic as Conceptual, S/I—as Social as Individual, +Inst/−Int—more Instrumental than Integrated.
- 4.
+C/−A—more Conceptual than Authentic, S/I—as Social as Individual, +Inst/−Int—more Instrumental than Integrated.
- 5.
A/C—as Authentic as Conceptual, +I/S—more Individual than Social, Int/Inst—as Integrated as Instrumental.
- 6.
+C/−A—more Conceptual than Authentic, S/I—more Social than Individual, +Inst/−Int—as Instrumental as Integrated.
- 7.
A/C—as Conceptual as Authentic, +I/−S—more Individual than Social, +Int/−Inst—more Integrated than Instrumental.
- 8.
Please note this activity (Activity 3—Individual exercises) was not selected by the teachers in Subj2 and Subj3.
- 9.
A/C—as Authentic as Conceptual, +I/−S—more Individual than Social, Int/Inst—as Integrated as Instrumental.
- 10.
+C/−A—more Conceptual than Authentic, +I/−S—more Individual than Social, +Inst/−Int—more Instrumental than Integrated.
- 11.
Question 1, Part III of the questionnaire for teachers (document “Appendix I”).
- 12.
A/C—as Authentic as Conceptual, S/I—as Social as Individual, Int/Inst—as Integrated as Instrumental.
- 13.
A/C—as Authentic as Conceptual, S/I—as Social as Individual, Int/Inst—as Integrated as Instrumental.
- 14.
A/C—as Authentic as Conceptual, S/I—as Social as Individual, Int/Inst—as Integrated as Instrumental.
- 15.
A/C—as Authentic as Conceptual, +S/−I—more Social than Individual, Int/Inst—as Integrated as Instrumental.
- 16.
+C/−A—more Conceptual than Authentic, S/I—as Social as Individual, Int/Inst—more Integrated than Instrumental.
- 17.
A/C—as Authentic as Conceptual, +S/−I—more Social than Individual, Int/Inst—as Integrated as Instrumental.
- 18.
+C/−A – more Conceptual than Authentic, +S/−I—more Social than Individual, Int/Inst—as Instrumental as Integrated.
- 19.
+C/−A—more Conceptual than Authentic, +S/−I—more Social than Individual, Int/Inst—as Integrated as Instrumental.
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Balula, A., Moreira, A. (2014). SCAI: Implementation. In: Evaluation of Online Higher Education. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-05425-4_3
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