Abstract:

Distance Learning (DL) has become a mostly online modality, supported by technology and digital media. The Santarém Polytechnic University (IPSantarém), in its quest to diversify the formats in which training is offered, felt the need to invest in a distance education offer that includes not only undergraduate, postgraduate, master's (and in the near future, doctoral) courses, but also professional courses and micro-credentials (lifelong learning). The aim is to contribute to the development of competences in line with the needs of the labour market. In order for this offer to be of high quality, up-to-date and innovative, it is essential that teachers and technicians are trained in distance learning. It is worth noting that technology-enhanced teaching and learning has experienced a significant expansion in Portugal, as part of the response of higher education institutions (HEIs) to the pandemic crisis, leading the Agency for the Assessment and Accreditation of Higher Education (A3ES) to issue Order 16/2022 with criteria for the evaluation of study cycle proposals with distance learning components. Given the national context, we can then also see in IPSantarém's Strategic Plan 2019-2022, in Axes 1, 4 and 5, based on Actions 6, 8 and 11, a continuity regarding the maintenance and strengthening of institutional strategies to develop DL in the institution, in order to innovate and diversify its training offer, reaching different audiences. Therefore, there is a focus on the promotion of new teaching-learning methodologies, using ICT, reinforcing the use of e-learning and b-learning methodologies, resorting to the production of multimedia content. This paper presents the pedagogical model designed to support distance learning programmes in Santarém Polytechnic University. The model was based on models implemented in other national and international higher education institutions, in the scientific literature and in official reports. It focuses on aspects related to teacher and student training, course design, communication and interaction, assessment, support and access to information. The model aims to contribute to the development of a high quality, coherent and diversified distance education offer that can reach different audiences, thus filling a long-recognised gap in higher education. It will also respond to the guidelines issued by the National Agency A3ES regarding non-face-to-face teaching. The model has been supervised by a panel of distance learning experts, validated in the scientific and pedagogical bodies of the university and is currently being implemented.

Keywords:

Distance learning, pedagogical model, higher education, online education.