Abstract
Following the publication of the article entitled “Designing and implementing a distance education plan: a case study at a school in Portugal in pandemic context”, this paper presents the second part of the research called “Monitoring and evaluating a distance education plan: a case study at a school in Portugal in pandemic context”. In general, this research allows to present the process of monitoring and evaluating the implementation of the Distance Education Plan (E@D) in an educational institution in Portugal. This process, lasting four months - from April to July 2020 -, required a deep knowledge of the educational practices implemented during this period. In addition to this aspect, it seems important to highlight the importance of the design of the E@D, especially with regard to the quantity and quality indicators that were vital to the process of monitoring and evaluating e-learning at school. It is important to mention that the case study methodology was adopted for this research. Based on the results obtained from the monitoring and evaluation process of the online teaching-learning process (e-learning) from the indicators - quantity and quality - a set of suggestions for improvement is presented in the three dimensions come from the theoretical framework Technological, Pedagogical and Content Knowledge (TPACK): technology, pedagogy and content. In addition to this aspect, this process required availability and collaboration by all the school's stakeholders (students, teachers and guardians) whose contribution was vital to the adjustments of the E@D and consequent improvement in the quality of the educational process.
Highlights
With the confinement of many countries due to the Covid-19 pandemic, thousands of educational institutions around the world have closed and as a result millions of students have been without classroom lessons in schools
J., e-learn. res., Vol 1, No 2, 1-12. While this process is something that is built with the stakeholders in the school but especially with students and teachers, it is clear that learning is always mutual in this kind of environments. This learning seems to occur at three levels - technological, pedagogical and content - because teaching using technology requires an understanding of the relationships of mutual reinforcement between technology, pedagogy and content
Quantitative and qualitative research techniques are used, with the aim of looking at both as complementary and not as opposites, because while the quantitative method aims, above all, to “explain and predict a phenomenon by measuring the variables and through the analysis of numerical data, qualitative research aims at a broader understanding of phenomena“ (Fortin et al, 2009, p. 27). This process - monitoring and evaluating the E@D Plan - was categorized into two parts that correspond to the types of this investigation – quantity and quality:
Summary
With the confinement of many countries due to the Covid-19 pandemic, thousands of educational institutions (schools, polytechnics, universities, ...) around the world have closed and as a result millions of students have been without classroom lessons in schools. It should be noted that this process is provided for by the competent Portuguese entities (Directorate-General for Education) in the Roadmap “8 Guiding Principles for the Implementation of Distance Learning (E@D) in Schools” (DGE, 2020) This roadmap assumes the need for the process of monitoring and evaluating e-learning and presents the two ways of doing it (DGE, 2020): − Creation of a team responsible for this work (maximum 3 people), with regular consultation with students; − Definition of quality and quantity indicators, as well as collection frequency. A work team consisting of three people was created (as recommended by DGE), namely, the Information Communication Technologies/E-Learning Coordinator, the Pedagogical Coordinator and the School Director This team was responsible for the process of designing and implementing the E@D Plan (Part I of the research) and for monitoring and evaluating the respective process (Part II of the research). The Methodology/Approach adopted for the development of this research is presented below
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