Abstract
This paper uses qualitative evidence to describe, explore and discuss the progress of the online teaching training course taught at the Universidade Aberta to Portuguese and foreign professors of higher education institutions. As this is an entirely online course, its pedagogical design results from the combination of the basics of open distance education and network education using the Moodle 2.0 platform and other digital environments. The results point, on one hand, to a dynamic pedagogical design that addresses the need for continuous improvement, and, on the other hand, to the changes in the role of professors in virtual teaching and learning environments, and to the different and specific pedagogical strategies in need of adjustment. They also point to the strong presence of technological and pedagogical elements of innovation.
Highlights
The rapid and profound changes in today’s network societies pose challenges and demands that need to be addressed in time by individuals and institutions
The results of the study on distance learning carried out by the Observatory of the Quality of Distance Learning and eLearning in Portugal have revealed a wide variety of distance learning forms and practices, and the absence of groundwork thought in this field in the respondent higher education institutions (Dias et al, 2015)
The main aim of this paper is to describe, explore and discuss the progress of the online teacher training course taught at Universidade Aberta to Portuguese and foreign professors of higher education institutions
Summary
The rapid and profound changes in today’s network societies pose challenges and demands that need to be addressed in time by individuals and institutions. Higher education institutions have been implementing forms of teaching and learning that include online education, with the purpose of diversifying their educational offer and reaching new audiences This brings profound changes to face-to-face teaching practices that seek to include typical distance learning approaches. The results of the study on distance learning carried out by the Observatory of the Quality of Distance Learning and eLearning in Portugal have revealed a wide variety of distance learning forms and practices, and the absence of groundwork thought in this field in the respondent higher education institutions (Dias et al, 2015) This diversity can be put down to two factors: the lack of public regulation and the lack of professor’s training. Universidade Aberta has, taken on a collaborative role in sharing and putting its strategies on the renewal of pedagogical thought to the use of higher
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