Percorrer por autor "Raposo, Rui"
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- Blended-learning in higher education: student's perceptions during covid-19 pandemicPublication . Morais, Nídia Salomé; Raposo, RuiAt the end of January 2021, due to the evolution of the epidemiological situation caused by COVID-19, Portugal was forced to implement measures to avoid further spreading of the disease. One of the measures was the suspension of in person classes and non-teaching activities in higher education institutions as of January 22, 2021, a situation that led to the adoption of a completely online modality, similar to what happened in March 2020. Based on issues experienced in 2020, many institutions had already adopted a blended-learning modality in their 2020/2021 academic year teaching activities. This paper describes the experience of a course unit that adopted in-person and distance learning classes in a communication course during the 1st semester of the same year. To ascertain the students' perceptions about their experience, a questionnaire-based study was conducted, and its results are presented throughout this paper. Applied at end of the semester and with the participation of 57 students, the questionnaire results show that the vast majority considered the management between in person classes and online classes as appropriate, expressing a preference for the in-person modality. The answers reveal that they did not feel unmotivated when they were online because, among other factors, the equipment and the Internet connection allowed them to attend the online lectures without any problems worthy of attention. Regarding the means of communication adopted, the study reveals that the vast majority considered the Moodle platform as fundamental for the running of the course unit, and the Zoom service was considered as suitable for both practical and theoretical classes. Finally, concerning the activities proposed in the course unit, most students considered them suitable for developing the expected outcome skills and felt that they were able to successfully develop the proposed tasks, showing a willingness to continue developing skills in the course unit field.
- Enseñanza Y Aprendizaje En Línea Durante La Pandemia De Covid-19 - El Caso De La Educación Superior Pública PortuguesaPublication . Roque, Vitor; Raposo, Rui; Morais, Nídia Salomé; Roque, FátimaEn todo el mundo, debido a la emergencia sanitaria internacional provocada por la Covid-19, las Instituciones de Educación Superior se vieron obligadas a revisar sus prácticas y, en poco tiempo, a diseñar estrategias, establecer normativas y elaborar planes de apoyo capaces de respaldar una adopción más amplia y generalizada de las Tecnologías de la Información y la Comunicación (TIC) en los contextos de enseñanza y aprendizaje. Este artículo presenta los resultados obtenidos a partir de un estudio nacional en Portugal con objeto de comprender mejor los cambios introducidos en el funcionamiento de las Instituciones Públicas de Educación Superior Portuguesas (IPESP), desde la perspectiva de los/as alumnos/as y la de los/as profesores/as cuya actividad lectiva presencial se vio interrumpida. El principal instrumento para la recogida de datos fue una encuesta en línea, a la que contestaron 1908 alumnos/as y 453 profesores/as en el período comprendido entre el 4 de mayo y el 24 de junio de 2020. Los resultados obtenidos revelaron que las IPESP facilitaron información, principalmente por correo electrónico, no solo sobre la pandemia, sino también sobre las actividades lectivas. El uso de plataformas y aplicaciones de aprendizaje en línea se vio reforzado. La mayoría de los/as participantes señalaron que poseían los recursos y las condiciones para trabajar en línea.
- Higher education students perceptions about their blended-learning experience during the COVID-19 pandemicPublication . Morais, Nídia Salomé; Raposo, RuiThe rather uncertain short-term future, regarding the evolution of the pandemic caused by COVID-19, left Higher Education Institutions discussing which would be the suitable set of rules and procedures worth adopting for the 2020/2021 academic year, capable of stimulating as well as ensuring in-person teaching and non-teaching activities. It is safe to say that “one size did not fit all” and the study presented in this paper focused on just one of the uncountable realities that may be found all over the worldwide higher education landscape. The questionnaire-based study presented in this paper was developed in a course unit in the field of multimedia. The multimedia course unit’s class, that participated in this study was too large for the institution's computer laboratory rooms, so the students had to be divided into two practical class groups. The teachers involved in the course unit turned to various Information and Communication Technology solutions capable of supporting online learning strategies. Students inperson participation was conducted in strict accordance with the safety measures established, both at a national and at an institutional level, and was also done according to a rotating attendance schedule for the students in which students would be on campus every other week. Results showed that the equipment and the internet connection used by the students allowed them to attend online classes without any problems. Almost all students agreed that the teachers' videos and tutorials were a crucial aid for performing the assigned tasks, and online teaching proved to be adequate for practical classes
- Impact of TikTok Usage on Higher Education Students: Addiction, Flow State, and Sense of BelongingPublication . Lopes, Cláudia; Nina de Morais, Nídia Salomé; Raposo, Rui; de Almeida Gouveia, Teresa SofiaThis research explores the impact of TikTok usage among higher education students, focusing on three dimensions: addiction, flow state, and sense of belonging. Recognising the significant role that TikTok plays in young people's digital lives, the study aims to analyse how this platform affects students at a Portuguese School of Higher Education according to these dimensions, thus contributing to a deeper understanding of the effects associated with its use. A mixed methodology was adopted, combining quantitative and qualitative methods. A sample of 125 students answered a questionnaire, and structured interviews were conducted with 6 participants. The questionnaire included specific scales to measure the flow state, sense of belonging, and signs of addiction related to TikTok usage. The interviews provided a deeper exploration of individual perceptions of the platform's impact on their lives. The results reveal that students frequently experience the flow state when using TikTok, reporting that time "flies" and that they become deeply absorbed by the content. Despite this, according to quantitative data collected, most do not consider themselves addicted to the platform. However, during the interviews, students acknowledged that TikTok can be addictive, admitting to spending more time than intended and losing track of time, suggesting a discrepancy between initial selfassessment and more in-depth reflection. Regarding the sense of belonging, most students do not feel part of the TikTok community, which may be attributed to their predominantly passive use of the platform and lack of interaction or content creation. This indicates that building a sense of belonging is linked to more active and interactive participation patterns. It is concluded that TikTok has a significant impact on higher education students, inducing flow states and potentially contributing to addictive behaviours. The absence of a sense of belonging suggests that passive usage does not foster a sense of community, which may affect how students relate to the platform and other users. These results have important implications for understanding the impact of social media on young people's well-being and mental health, highlighting the need to promote balanced and mindful usage. Future studies may focus on designing strategies aimed at mitigating potential negative effects deriving from the addictive use of this sort of technology and explore the role of content creation as a way of fostering a sense of belonging
- MMORPGs e culturas de convergênciaPublication . Morais, Nídia Salomé; Raposo, RuiO presente artigo é o resultado de uma breve pesquisa centrada na questão das culturas de convergência no contexto específico dos Massively Multiplayer Online Role Playing Games (MMORPGs). Como conteúdo do mesmo, intenta-se clarificar alguns dos principais conceitos relacionados com a referida área temática, apre-sentar exemplos que ilustrem, de algum modo, a cultura de convergência nos MMORPGs, bem como se procura identificar alguns factores que poderão influenciar a cultura participativa neste contexto específico.
- Motivations and Consumption Patterns on TikTok among Higher Education StudentsPublication . Lopes, Cláudia; Raposo, Rui; De morais, Nídia; de Almeida Gouveia, Teresa SofiaThis study investigates TikTok's motivations and consumption patterns among higher education students. Given the increasing use of social media by young people and the emerging popularity of TikTok, the main objective is to identify the motivations that lead these students to use the platform and determine the types of content they consume and share. A mixed methodological approach was adopted, combining quantitative and qualitative methods. Questionnaires were administered to 125 students, and structured interviews were conducted with 6 selected students. Based on previous studies and validated through a pre-test, the questionnaire collected data on social media usage, motivations for using TikTok, and types of content consumed and shared. The interviews explored issues emerging from the quantitative data collected through the questionnaire and provided a deeper understanding of the student's experiences. The results indicate that Instagram is the most used social network by students, followed by TikTok. The main motivations for using TikTok include entertainment, searching for content related to their interests, the need for relaxation, and keeping up with current events. Regarding the types of content, students prefer to consume humorous videos, product reviews, musical content, and popular challenges. However, most users adopt a passive role, consuming content without producing or sharing their own videos. The interviews confirmed these trends, revealing that students value TikTok as a source of entertainment and information, with little interest in active content creation. The study concluded that TikTok plays an important role in the digital routine of university students, serving as a content platform that meets their needs for entertainment and information. Some findings suggest that understanding the primary motivations for using TikTok can inform strategies for utilising the platform effectively and integrating it into the learning environment. The study's identification of preferred content types (humorous videos, product reviews, musical content, and popular challenges) can guide the development of educational content that resonates with students. The fact that most students are passive consumers of TikTok content, primarily watching and engaging minimally, has implications for both students and educators. For students, it suggests a potential for increased media literacy education to help them critically evaluate and interact with online content more actively. It presents an opportunity for educators to explore innovative ways to leverage TikTok's engaging format for educational purposes, encouraging active participation and content creation. Apart from expanding this study to larger samples, future research may explore some of these implications and look into the potential that TikTok may have as a learning tool and dilute its reputation of being just a mind-numbing and time-consuming app.
- Navigating the Dual Challenge: A Strategic Framework for Ethical and Pedagogical Integration of Generative AI in Higher EducationPublication . Nina de Morais, Nídia Salomé; de Almeida Gouveia, Teresa Sofia; Raposo, Rui; Rito, Pedro Neves; Carneiro de Sousa, Catarina; Ferreira, Sónia; Antunes Sobral, Filomena; Gomes, HelenaThe exponentially rapid ascent of Generative Artificial Intelligence (GenAI) and merging into multiple levels and niches of the higher education ecosystem has created a demand for approaches capable of tending to an ever-growing number of teaching staff who feel as if they are falling behind and incapable of keeping up and catching up with all that is being done regarding GenAI. This paper proposes a Strategic Framework for the ethical integration of Generative AI, developed through an exploratory initiative at the Viseu School of Education (ESEV), which has tackled these challenges and has worked towards the iterative and participative design of a strategic and scalable framework for the critical and its responsible integration of GenAI into faculty teaching practice. The work details the methodological architecture and operational indicators of this framework to ensure its scalability across higher education contexts. The multi-phase methodology adopted employs a robust mixed-methods approach, which includes a comprehensive assessment to diagnose faculty AI literacy, adoption patterns, and ethical practice and risk perceptions. Data collected informs the subsequent systematic inventory of high-utility tools and the establishment of a dedicated, interdisciplinary Study Group for continuous knowledge of co-creation. The project also includes the design and deployment of subject-specific, practical workshops focused on developing both the technical proficiency and critical pedagogical competencies required for effective integration of GenAI in teaching activi- 2 ties. It culminates in the delivery of evidence-based pedagogical recommendations and a comprehensive Faculty Manual for Ethical AI Integration. This project is not merely a context-specific case study but rather provides a transferable and potentially replicable framework for higher education institutions, aiming to enhance the quality of teaching and proactively cultivate an ethically grounded culture of innovation in the age of AI.
- Online learning during covid-19 lockdown: a study regarding portuguese public higher education studentsPublication . Morais, Nídia Salomé; Raposo, Rui; Roque, Vítor; Roque, FátimaIn March 2020, the face-to-face presential model of higher education classes was suspended in Portugal due to the COVID-19 pandemic, which forced all educational institutions to shift to fully online learning solutions. This scenario posed enormous challenges to institutions, teachers, and students to allow the continuity of teaching activities in the period left for the conclusion of the 2nd semester of the academic year 2019/2020. The remaining of the semester attended from home due to the confinement measures, and typical classroom teaching models were not a viable solution. In this paper, we present some of the results gathered through a questionnaire covering several issues related to students' perceptions about their experience in a particular curricular unit during this period. The sample comprises 22 students attending the 2nd year of an undergraduate communication program during the second semester of the 2019/2020 academic year. The results obtained reveal that the students adapted well to the entirely at a distance e-learning modality. Many revealed that it was sometimes challenging to manage their own time because they were always at home in the same environment. The vast majority managed to overcome the difficulties of accessing specific software because Adobe allowed access to temporary licenses for education purposes. As to technical difficulties, only one student could not complete the proposed tasks within the defined deadlines on account of hardware problems. The majority referred to temporal flexibility as one of the positive aspects, mainly because they were not limited to the class's time slot and physical space.
- Social media and digital influencers on Instagram: a case studyPublication . Esteves, Daniela; Morais, Nídia Salomé; Raposo, RuiWith the emergence of social media and continuous progress and paradigm-shifting breakthroughs in new media, communication professionals need to keep up to date with what consumers are talking about online. Brands tapped into this reality and understood that to influence interactions in this digital landscape, they would need to bring digital influencers into the equation about social media. By recognising that partnerships between beauty brands and digital influencers are a marketing strategy increasingly used by brands and by resorting to Instagram as a research environment, the project presented in this article aimed to understand, through a case study, the impacts that partnerships between the beauty brand Freshly Cosmetics and several digital influencers may have on its followers in Portugal. The study was conducted during the development of a master's dissertation in Applied Communication and, despite focusing on a single brand, enabled the authors to outline the methodology that will be further explored in future work with larger samples of brands. Ten publications from different digital influencers were selected and analysed according to a set of criteria, and a focus group was conducted with ten women who knew the brand under analysis. According to the results obtained, although digital influencers have some impact on decision-making, the participants preferred brands they already knew and their opinions were formed based on research and not on digital influencers' statements. For the participants, feedback from real consumers, external research conducted on their own, and the opinions of experts in the field are responsible for the brand's image in the eye of the consumer.
- The challenges of researching within the audiovisual scientific field amid a pandemic: the case of a master student research project involving 360º videos for museumsPublication . Raposo, Rui; Morais, Nídia SaloméThe global pandemic, triggered by the COVID-19 virus, drove millions of higher education post-grad students into a spiral of challenges that, according to their scientific field of studies and focus, could even differ among students from the same program and course. This paper presents the deconstruction, presentation, and analysis of the almost iterative reviewing and rescheduling of research conducted by a student in the Digital Audiovisual branch of the Multimedia in Communication master program, the University of Aveiro in Portugal. The goal is to produce a set of 360º videos of the Church of Jesus in the City of Aveiro and further research its usefulness and attractiveness for former or potential user virtual tours. According to the circumstances presented by the pandemic and the nationwide confinement constraints determined by law between March and May 2020, the work methodically outlined was redesigned to adjust the research to these new conditions and guarantee that scientific rigour was met. It should be pointed out that the overview presented is given according to the supervisor’s point of view and may contribute to similar challenges presented to other master student supervisors. The student was able to implement a condensed yet interesting pre-production, production, and post-production plan due to the impossibility of capturing additional on-site footage. The work’s literature review was further developed, online tools were developed to collect data regarding user experience when viewing and interacting with the 360º audiovisual content, and a set of communication and collaborative work strategies was also developed and adopted. The results attained two of the work’s primary goals: handing in the dissertation and finishing the post-grad program. It also shed some light on good contingency plans suitable for audiovisual research projects confronted with constraints deriving from confinement contexts, social distancing concerns, and overall lack of what may be considered normal in this research field. Unfortunately, the present state of affairs leads us to admit that this may be the norm for the foreseeable future.