Please use this identifier to cite or link to this item: http://hdl.handle.net/11328/3014
Title: ECLECTIC as a learning ecosystem for higher education disruption
Authors: Moreira, Fernando
Ferreira, Maria João
Santos-Pereira, Carla
Gomes, Alex Sandro
Collazos, Cesar
Escudero, David Fonseca
Keywords: Disruption
Learning ecosystems
Active learning techniques
Higher education
Issue Date: Aug-2019
Publisher: Springer
Citation: Moreira, F., Ferreira, M. J., Santos-Pereira, C., Gomes, A. S., Collazos, C., & Escudero, D. F. (2019). ECLECTIC as a learning ecosystem for higher education disruption. Universal Access in the Information Society, 18(3), 615-631. doi: 10.1007/s10209-019-00682-x. Disponível no Repositório UPT, http://hdl.handle.net/11328/3014
Abstract: The learning teaching paradigm in higher education is currently undergoing great transformation due to the irrefutable imposition, on the one hand, of the new technologies and, on the other, by the characteristics (habits and abilities) presented by the students that arrive to universities. These factors are not compatible with the teaching methodologies commonly used to date, that is, with the traditional model (lectures) consolidated in the nineteenth century. In this context, teachers who resort to active learning have attracted a lot of attention, since this type of approach stimulates students’ motivation and autonomy to acquire more competencies and is one of the guidelines of the European Norms and Guidelines for Quality in Higher Education. Thus, as a way of responding to these challenges, an innovative pilot project was developed, from the pedagogical point of view, implemented in a first cycle course (Management and Information Systems) using active methodologies. In this framework, an approach called ECLECTIC was developed and implemented with the use of three active learning techniques (group project, peer review and peer teaching) in the “New Trends in IT” course, from first semester, second year. The results obtained are very promising, since they have allowed students to engage in and out of the classroom and have resulted in a high-rate course success.
URI: http://hdl.handle.net/11328/3014
Appears in Collections:REMIT – Artigos em Revistas Internacionais / Papers in International Journals

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