About this paper

Appears in:
Pages: 478-483
Publication year: 2011
ISBN: 978-84-615-3324-4
ISSN: 2340-1095

Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain

ACADEMIC PERFORMANCE IN CONSTRUCTIVIST LEARNING ENVIRONMENTS SUPPORTED BY LEARNING MANAGEMENT SYSTEMS

J.A. Moreira1, A. Mendes2, A.C. Almeida3

1Universidade Aberta (PORTUGAL)
2Instituto Piaget (PORTUGAL)
3Universidade de Coimbra (PORTUGAL)
Institutions of Higher Education in Portugal face today unique challenges. Aware of the change, in general, these institutions have been presented reform initiatives, covering in their strategic plans new frames of operation, where e-learning and / or b-learning is recognized.
The present study aims mainly to know the impact that b-learning and the implemention of some pedagogical models adapted to these environments, may have on academic performance of students in higher education. To this end, we analyzed the academic performance of students in a curricular unit of a course of Physical Education and Sport, for four academic years from 2007/2008, during which the unit was initially taught only presential, by 2010 / 2011, a period that was taught in a combined modality (75% online and 25% presential). Data analysis, referring to the classifications obtained, suggests that the creation of virtual environments, combined with complementary or presential learning, and using pedagogical models adapted to online environments (eg, Comumunity of Inquiry Garrison et al, 2000; E-Moderating, Salmon, 2000), diversified learning objects (scripto, audiovisual and multimedia) and strategies that encourage students, may indeed contribute to a significant improvement in their academic achievement. We also concluded that this b-learning modality, supported by online pedagogical constructivist and collaborative models allow effectively equate the teaching-learning process in a different way. However, the change should not be seen only from a technological standpoint, since the use of an Learning Management System is no guarantee of success, but must above all be seen in terms of changing attitudes and practices. This (new) reality implies a very large cultural change, as to rethink the roles of teacher and student, and the relationship between them, appropriate content, in addition to the implications that must be implemented in terms of structuring and planning of courses and curricula, evaluation systems and teaching and learning forms.
@InProceedings{MOREIRA2011ACA,
author = {Moreira, J.A. and Mendes, A. and Almeida, A.C.},
title = {ACADEMIC PERFORMANCE IN CONSTRUCTIVIST LEARNING ENVIRONMENTS SUPPORTED BY LEARNING MANAGEMENT SYSTEMS},
series = {4th International Conference of Education, Research and Innovation},
booktitle = {ICERI2011 Proceedings},
isbn = {978-84-615-3324-4},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {14-16 November, 2011},
year = {2011},
pages = {478-483}}
TY - CONF
AU - J.A. Moreira AU - A. Mendes AU - A.C. Almeida
TI - ACADEMIC PERFORMANCE IN CONSTRUCTIVIST LEARNING ENVIRONMENTS SUPPORTED BY LEARNING MANAGEMENT SYSTEMS
SN - 978-84-615-3324-4/2340-1095
PY - 2011
Y1 - 14-16 November, 2011
CI - Madrid, Spain
JO - 4th International Conference of Education, Research and Innovation
JA - ICERI2011 Proceedings
SP - 478
EP - 483
ER -
J.A. Moreira, A. Mendes, A.C. Almeida (2011) ACADEMIC PERFORMANCE IN CONSTRUCTIVIST LEARNING ENVIRONMENTS SUPPORTED BY LEARNING MANAGEMENT SYSTEMS, ICERI2011 Proceedings, pp. 478-483.
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