1 resultado para National Institute of Education (U.S.)
em Repositório Institucional da Universidade de Aveiro - Portugal
Filtro por publicador
- Repository Napier (1)
- Aberdeen University (1)
- Aberystwyth University Repository - Reino Unido (2)
- Academic Research Repository at Institute of Developing Economies (1)
- Adam Mickiewicz University Repository (1)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (1)
- Applied Math and Science Education Repository - Washington - USA (8)
- Aquatic Commons (34)
- Archive of European Integration (2)
- Aston University Research Archive (4)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (14)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (BDPI/USP) (11)
- Biodiversity Heritage Library, United States (15)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (9)
- Boston University Digital Common (1)
- Brock University, Canada (3)
- Bucknell University Digital Commons - Pensilvania - USA (2)
- Bulgarian Digital Mathematics Library at IMI-BAS (1)
- CaltechTHESIS (1)
- CentAUR: Central Archive University of Reading - UK (1)
- Center for Jewish History Digital Collections (1)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (1)
- Cochin University of Science & Technology (CUSAT), India (4)
- Comissão Econômica para a América Latina e o Caribe (CEPAL) (1)
- CORA - Cork Open Research Archive - University College Cork - Ireland (2)
- Cornell: DigitalCommons@ILR (1)
- Digital Commons - Michigan Tech (2)
- Digital Commons - Montana Tech (1)
- Digital Commons @ DU | University of Denver Research (2)
- Digital Commons at Florida International University (7)
- Digital Peer Publishing (1)
- DigitalCommons@The Texas Medical Center (8)
- eResearch Archive - Queensland Department of Agriculture; Fisheries and Forestry (1)
- Fachlicher Dokumentenserver Paedagogik/Erziehungswissenschaften (2)
- Greenwich Academic Literature Archive - UK (1)
- Harvard University (7)
- Helda - Digital Repository of University of Helsinki (6)
- Indian Institute of Science - Bangalore - Índia (62)
- Ministerio de Cultura, Spain (3)
- National Center for Biotechnology Information - NCBI (5)
- Nottingham eTheses (1)
- Portal de Revistas Científicas Complutenses - Espanha (2)
- Publishing Network for Geoscientific & Environmental Data (5)
- QSpace: Queen's University - Canada (1)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (10)
- Queensland University of Technology - ePrints Archive (121)
- ReCiL - Repositório Científico Lusófona - Grupo Lusófona, Portugal (2)
- Repositorio Académico de la Universidad Nacional de Costa Rica (4)
- Repositorio de la Universidad de Cuenca (1)
- Repositório Institucional da Universidade de Aveiro - Portugal (1)
- Repositorio Institucional de la Universidad de Málaga (2)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (1)
- Research Open Access Repository of the University of East London. (1)
- Scielo España (1)
- Universidad de Alicante (3)
- Universidad del Rosario, Colombia (4)
- Universitat de Girona, Spain (1)
- Universitätsbibliothek Kassel, Universität Kassel, Germany (1)
- Université de Lausanne, Switzerland (2)
- University of Canberra Research Repository - Australia (3)
- University of Michigan (514)
- University of Queensland eSpace - Australia (7)
- USA Library of Congress (1)
- Worcester Research and Publications - Worcester Research and Publications - UK (2)
Resumo:
This chapter analyses a Portuguese HEI’s first experience with blended learning. Focusing on the Master in Innovative Tourism Development currently being held at the Superior School of Technology and Management of the Polytechnic Institute of Viana do Castelo, it presents the institutional background and rationale behind the course’s implementation, identifying its strengths and weaknesses, as well as areas of potential development. Based on an evaluation research carried out throughout the course’s first three editions and that involved students, faculty and institutional leaders, it summarizes the main results of a long term-study, putting forth a set of recommendations for improvements and defining potential areas of intervention in future editions of the course.