The Future of Education

Edition 14

Accepted Abstracts

Training Course of E-Trainers – the Students’ Insight

Susana Henriques, Universidade Aberta (Portugal)

Daniela Barros, Universidade Aberta (Portugal)


Technological progress and the advent of the Internet led to the emergence of a network society marked by sharp changes in the economy and the labour market, boosting the birth of new paradigms, models, educational communication processes and new learning scenarios. Indeed, the relationship between technology and pedagogy substantially changed the paradigm we are used to, breaking with the tradition of a student-centred teacher as "source of knowledge" and the strict observance of a predetermined curriculum.

The introduction of information and communication technologies in different scenarios of human activity, including the training, has contributed to strengthening the working methods of drawing and learning based on cooperation among its members. The acquisition of such skills, cooperative and collaborative, is of great relevance and should be across all scenarios of people's lives.

In this communication we start from an Online Trainers Training course organized around motivating and flexible methodologies, which integrate different teaching resources, dynamic and interactive content, which diversify the channels of communication, ways of working, learning scenarios. In this course it is intended that students develop and strengthen skills and knowledge regarding teaching, pedagogical and technological that could be appropriate to a framework of changing and innovation.

In a context of modern network societies that require the consolidation and anticipation of new learning scenarios, the results of the evaluation of the course by the trainees, are important indicators of the quality of this training. It also provide some additional information on the challenges facing the excellence in training processes.

At the end of the course we applied a survey to the students that attended, covering the following aspects: professional and personal characterization; assessment of each module; pedagogical guidelines; pedagogical usability; continuous quality improvement. The results of this survey supplemented with the comments that were being collected by the course coordination team is what we propose to present and discuss in this paper.

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