Implementing a Videoconferencing Studio in Cape Verde to Support a Blended Learning Education System

In 2004, the Calouste Gulbenkian Foundation invited the University of Aveiro to develop an education and training program in advanced topics of ICT for Cape Verde. The focus should be on technologies to support the development of distance education. Two years later, when the program was started, the University of Aveiro had a high-performance videoconferencing Studio installed by the Foundation for National Scientific Computing. However, the investment to duplicate this high quality structure and operating costs were not compatible neither with the project’s budget nor with the technological options available in Cape Verde. This paper demonstrates the decision-making process by an economically viable option to meet the needs and local peculiarities.

Applying the motivation-hygiene theory as a means of measuring learner satisfaction with blended learning courses in higher education

This study describes research on a postgraduate blended learning programme within the Department of Education at the University of Aveiro in Portugal. It is based on a multi-philosophical paradigm and examines students‟ satisfaction levels through the application of Herzberg‟s Motivation and Hygiene Theory. The main question being addressed in this research is: “Can the Motivation and Hygiene Theory be adopted as a means to measure student satisfaction with their blended learning environment?” Embedded within this research question are four fundamental questions which set the scene for the development of this research study and are explored in greater detail in Chapters 4 and 5 respectively: 1. What are the factors responsible for bringing about learning satisfaction with their b-Learning course? 2. What are the factors responsible for bringing about learning dissatisfaction with their b-Learning course? 3. Can these factors be represented as Motivation and Hygiene factors? 4. Will this method of measuring learning satisfaction lead to a set of guidelines that could be considered as a framework for the development of b-Learning courses? The results indicate that the Motivation and Hygiene Theory or an adapted version such as the Enricher and Enabler Theory proposed in this study could be considered as a plausible means of analysing an institution‟s b-Learning processes. The opportunity to carry out future research is evident and can be varied depending on the research objectives in mind. Examples where further exploration would be beneficial lay within the application of this theory to the wider sector; the use of larger samples, focusing on the teachers, as well as the learners and the application of Web 2.0 technologies as means of gathering information. The results of this research will be of great significance to those areas of education that are interested in locating quick and efficient means by which to evaluate their b-Learning and to no lesser extent e-Learning environments.

Evaluation of online higher education: learning, interaction and technology

The work presents a theoretical framework for the evaluation of e-Teaching that aims at positioning the online activities designed and developed by the teacher as to the Learning, Interaction and Technology Dimensions. The theoretical research that underlies the study was developed reflecting current thinking on the promotion of quality of teaching and of the integration of information and communication tools into the curriculum in Higher Education (HE), i.e., bearing in mind some European guidelines and policies on this subject. This way, an answer was sought to be given to one of the aims put forward in this study, namely to contribute towards the development of a conceptual framework to support research on evaluation of e-teaching in the context of HE. Based on the theoretical research carried out, an evaluation tool (SCAI) was designed, which integrates the two questionnaires developed to collect the teachers' and the students' perceptions regarding the development of e-activities. Consequently, an empirical study was structured and carried out, allowing SCAI tool to be tested and validated in real cases. From the comparison of the theoretical framework established and the analysis of the data obtained, we found that the differences in teaching should be valued and seen as assets by HE institutions rather than annihilated in a globalizing perspective.