ORCID Profile
0000-0002-9424-3286
Current Organisation
Universidade Nova de Lisboa
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Publisher: Springer Science and Business Media LLC
Date: 29-10-2021
DOI: 10.1007/S42438-021-00259-Z
Abstract: This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online . Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.
Publisher: SAGE Publications
Date: 25-08-2014
Abstract: In this article, we describe a project in which undergraduate business seniors at a university in the Arabian Gulf created or evaluated the chapters of an iBook as part of their final course in business communication. Students were surveyed throughout the project, and they also participated in a focus group discussion at the end. The aim was to evaluate their experience with learning from a peer-generated iBook and to identify any motivating factors behind it. The study showed that incorporating mobile learning into the business communication classroom was highly meaningful for the students involved for a range of different reasons.
Publisher: SAGE Publications
Date: 14-09-2016
Abstract: Our aim was to explore the influence of mobile learning on students’ acquisition of conceptual knowledge of business communication, as well as on the development of their communication skills. We compared the performance of three groups of students according to the pedagogical approach that we used with them: a mobile learning group, a conventional group, and a control group. Our findings suggest that a mobile learning intervention leads to an improvement in student performance in a formal assessment and that it will also have a positive impact on learning outcomes.
No related grants have been discovered for Chrysi Rapanta.