3 rd Cycle of the Bologna Process, where the first year is based on a set of curricular units that the doctoral students have to attend and be evaluated for, so as to move on to the development of a research project, which can extend up to 2 or 3 years, and finally defend their study at a public viva, before a panel of experts.
Published in Chapter:
Tips Towards Tackling Distance Education Modules: The Case of the Doctoral Program on Multimedia in Education
Lúcia Pombo (University of Aveiro, Portugal) and António Moreira (DEGEI, GOVCOPP, University of Aveiro, Portugal)
Copyright: © 2016
|Pages: 15
DOI: 10.4018/978-1-5225-0039-1.ch015
Abstract
Current information and communication technologies, including the internet and its services (web 2.0, email, conferences at a distance, etc.) have opened new perspectives in the field of education, by promoting communication and interaction between all participants at a distance. It is not the technology itself that will define the quality of teaching and learning in distance education, but the methodological approach that supports it. This paper aims to propose a methodological framework to implement in distance education modules supported by online pedagogy elements linked to innovative teaching methodologies. Its goal is to bring some contributions to those who are in charge of course design, providing a useful framework to improve active and technology enhanced collaborative learning in similar environments.