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Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this research was to identify the factors with the highest incidence that potentiated virtual education at the Autonomous University of Tamaulipas during the Covid-19 pandemic. We worked on a quantitative approach with a descriptive transactional design with a correlational scope due to the analytical approach and types of data used. The Satisfaction, Interaction, Self-sufficiency and Self-regulated Learning scale in virtual courses of Kuo et al. (2014), was used. Which analyzes: Student-student interaction, Student-instructor interaction, Student-content interaction, Self-efficacy in the use of the Internet, Self-regulated Learning and Satisfaction Satisfaction about the virtual course. The results showed that most of the students (stratified sample n = 3604, Age M = 20.49, SD ± 0.552, Min = 18, Max = 28) presented high levels of satisfaction in the online courses and more than 80% of the participants expressed their willingness to continue studying under the virtual modality. The factors of self-efficacy in the use of the Internet and the interaction of the student-instructor showed positive and significant correlations (p < 0.05) with respect to student satisfaction under the virtual modality, in addition, the older participants presented more satisfaction than the younger subjects younger. On the other hand, the gender of the participants, their employability status and their age range no show significant differences (p > 0.05) as to scores obtained. [ABSTRACT FROM AUTHOR]

This educational case report presents an experience related to the supervision of Thesis Projects mediated by Information and Communication Technologies (icts) in a postgraduate research training context. Methodologically, a content analysis was implemented on the contributions made by students in the forums of a Formative Environment mediated by icts (feict). These contributions were prepared, coded, classified, and interpreted through groupings or clusters in order to obtain evidence on the impact of these technologies on satisfying educational needs in contexts of cognitive overload and social isolation. Challenges such as lack of connectivity to access activities, resources, and digital content available in the environment are highlighted. To address these issues, a transmedia perspective was adopted, combining dissemination through written and oral word, as well as still and moving images, through various media on both analog and digital platforms. This approach allowed for the reconfiguration of remote training processes during the development of synchronous and asynchronous reflective encounters. During these encounters, video clips and podcasts were shared on platforms such as Google with the aim of stimulating and enriching online educational processes, which contributed to improving the adaptability and innovation capacity of both students and teachers. [ABSTRACT FROM AUTHOR]

Student engagement is a determinant factor of students' academic success, with added relevance for online learning. The aim of this study was to analyse students' cognitive, affective, and behavioural engagement in a pedagogical proposal based on the Flipped Classroom model, with Portuguese secondary school students. The study, conducted during the COVID-19 pandemic, combined asynchronous and synchronous lessons divided into learning episodes (Summary, Quiz and Rooms). Mixed methods were used to analyse students' discourses, behaviours, perceptions of the experience and academic performance. The results showed that the proposal enhanced a high level of behavioural engagement in the students as expressed by the indicators of task completion, peer interaction and participation. Students showed higher levels of cognitive engagement in the Rooms episodes as they were conducive to peer interaction, explicitness of knowledge and reflection facilitated by interaction with the teacher. Satisfaction was the most prominent indicator of student affective engagement. This study offers a better understanding of the factors that influence student engagement in the Flipped Classroom model and suggests practical implications for enhancing it in online learning. [ABSTRACT FROM AUTHOR]

Teacher training for virtual education is a pivotal component in global education, given the exponential growth in the availability of programs in this modality. Accordingly, this study is dedicated to the design, experimentation, and evaluation of a theoretical-practical model aimed at the training of higher education teachers in the virtual modality within the Department of Antioquia, Colombia. The research adopts an exploratory sequential mixedmethod approach. This methodology facilitates the emergence and consolidation of the E-Teaching Model, inspired by the imperative to provide higher education institutions with a pathway for the effective transition of teachers into educational processes under the virtual modality. [ABSTRACT FROM AUTHOR]

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interamericana de Investigación, Educación y Pedagogía - RIIEP is the property of Universidad Santo Tomas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Partindo da ideia de que os recursos digitais podem facilitar aprendizagens e que a autoestima e a motivação para aprender constituem fatores disposicionais que as favorecem, o estudo caracteriza níveis de autoestima e de motivação de mulheres reclusas, a frequentar uma formação online, na sua relação com variáveis que lhes estão associadas. Os dados foram recolhidos por meio de escalas de avaliação da autoestima e da motivação para aprender, e por entrevistas. Os resultados apontam para a existência de níveis de autoestima superiores aos que foram identificados por outros estudos, para uma complementaridade entre motivações intrínseca e extrínseca e indicam correlações significativas entre algumas das variáveis associadas à situação das reclusas. Conclui-se que a aprendizagem online influenciou a autoestima dessas mulheres, assim como a motivação para aprender.

The Covid-19 pandemic resulted in a global lockdown and the cessation of all academic activities on-site. Higher education in Nigeria was not exempt, as a paradigm shift was required for university officials to explore non-conventional teaching methods to prevent students from wasting time and to keep them intellectually engaged. During the pandemic, our research examines how a private institution in Ede, Osun State, Nigeria, utilised the social networking platform WhatsApp for Ph.D. student seminars. The study obtained data from ten doctoral students in the Department of Library and Information Science at Adeleke University via online interviews. The difficulties faced by the students and the benefits of utilising ICT were highlighted. Due to the constant insecurity and poor road network in Nig eria, as well as the risk of long-distance travel, especially for postgraduate students who are not always resident on campus, we recommend the continued use of E-learning platforms in Higher Education Institutions as a solution to reducing transportation costs. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Occupational Therapy / Cadernos Brasileiros de Terapia Ocupacional is the property of Cadernos de Terapia Ocupacional da UFSCar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

online continuing teacher education (FeLD) is a modality that has been gradually gaining acceptance internationally in this century. In order to recognize what research has contributed to quality online teacher education, this study aimed to characterize the academic production published in the period from 2010 to 2020 on online teacher education, through the systematic literature mapping method. The study was developed in six steps, organized in three phases: (phase 1) design and selection of the works included in the mapping, (phase 2) preparation and organization of metadata, and (phase 3) content analysis. Twenty-two scientific articles were included in the mapping. The publication trend is presented according to time, language, geographic location and journals; the names applied to FeLD, the objects of study, research methodologies, types of training programs and the characteristics of quality online training identified in each study were also analyzed. The conclusion reached is that the results are useful for making decisions as to what needs to be researched and how to do it. This will allow further educational research to confirm whether the online environment is a tool with the expected potential for professional teacher development. [ABSTRACT FROM AUTHOR]

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: to characterize the scientific production related to health students' learning in times of COVID-19 pandemic. Methodology: integrative review by means of literature search and analysis in nine open access scientific databases. Forty research articles were included taking into account the Descriptors in Health Sciences (DeCs) for their search, the period of publication was not limited as it was an emerging topic. The research was conducted between December 2020 and March 2021. Results: the tendency to study the topic at the undergraduate level and specifically in the medical profession is identified. The methodological approach with a quantitative focus was more present in Asia. The thematic trends were: 1) students' perception of the online learning environment and 2) factors for a learning environment. Conclusion: there seems to be an agreement on the need for meaningful learning in virtual education, however, how and for what to do it is still discussed. [ABSTRACT FROM AUTHOR]

The use of non-standard approaches in teaching is becoming more common, which is connected with the development of economic and social processes. The aim of the work is to analyze the aspects of piano teaching in colleges and universities based on cross-cultural music education, as well as to develop a training program and test its effectiveness. In the work a survey method was used, which contributed to the identification of the most significant elements in the learning process. The paper established the elements that are most important for students to learn (psychological support, modern technology, the practice of other countries, creativity). 32 percent of students believe that implementing best practices would make a significant difference in the learning effectiveness. The survey revealed that only 5% of students have more than one month of full-time online learning experience. The findings suggested that 29% of the respondents developed creative thinking skills, and 26% of the respondents gained technical knowledge that contributed to strong improvisation skills. Data on productivity revealed that six out of eight study groups achieved a high level, and only group 3 (college) scored 19.6%, which is due to the lack of good grades among most students. The practical value lies in the development of distance learning programs that promote piano instruction through a cross-cultural approach. [ABSTRACT FROM AUTHOR]

Copyright of Texto Livre / Texto Livre: Linguagem e Tecnologia is the property of Revista Texto Livre: Linguagem e Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objetivo: relatar a experiência de elaborar e disponibilizar tecnologias educativas para adolescentes, acerca da COVID-19. Método: Estudo descritivo, do tipo relato de experiência sobre a construção de tecnologias educativas para estudantes de uma escola da rede pública de Fortaleza-Ceará. O percurso metodológico seguiu quatro etapas: 1) Aprofundamento teórico a respeito da infecção pela COVID-19; 2) Divisão dos temas a serem abordados na elaboração das tecnologias; 3) Construção do material educativo, por meio da plataforma de design gráfico denominado “Canva”; 4) Disponibilização das tecnologiVitória Freitasas. Resultados: Foram elaborados cartazes com enfoque educativo que retrataram os seguintes temas: orientações aos cuidadores de pessoas e pacientes com suspeita ou confirmação de infecção pela COVID-19; fatores de risco e de proteção da COVID-19; controle da ansiedade durante a pandemia da COVID-19; realização de testes rápidos para diagnóstico da COVID-19; e retorno das atividades com segurança na pandemia da COVID-19. Considerações Finais: os adolescentes acessam os materiais informativos com uma abordagem educativa e comentam com familiares e professores, fato que possibilita a reflexão acerca da informação consumida e sua divulgação para outros grupos.

O objetivo deste relato de experiência é apresentar a utilização de metodologias ativas mediadas por tecnologia em tempos de pandemia na disciplina Integração Básico-Clínica II do curso de Medicina. A experiência é caracterizada como uma possibilidade de contribuição ao desenvolvimento docente para o mundo pós-pandemia. Em um grupo de cinco professores e 40 estudantes, a disciplina Integração Básico-Clínica II foi adaptada emergencialmente para atividades mediadas por tecnologia. Os conteúdos trabalhados propiciaram a integração dos conhecimentos disciplinares à clínica e trouxeram inúmeros desafios pedagógicos neste momento inédito de como ensinar, aprender e sobreviver a uma pandemia. Em 16 encontros via plataforma institucional foram utilizadas exclusivamente metodologias ativas de ensino-aprendizagem, com estratégias diversificadas. O modelo de aprendizagem virtual não é algo novo, apesar de inédito para esse grupo de discentes e para esta disciplina e seu valor está em possibilitar repensar a educação e seus mecanismos, num extenuante exercício de criatividade para enfrentar novos desafios surgidos decorrentes de situações extremas. A aplicação de metodologias ativas associado ao feedback dos discentes foi imprescindível para a tomada de decisões na continuidade da integração dos conteúdos, levando à construção de uma disciplina agradável e que contribuiu para o processo formativo de todos os envolvidos. O maior aprendizado foi a necessidade de adaptação e criatividade, permitindo contribuições à construção da identidade docente. A práxis foi fortalecida e reinventada, sendo a adaptação e criatividade, atributos considerados necessários para o desenvolvimento docente para o mundo pós-pandemia.

Copyright of Saúde Coletiva is the property of MPM Comunicacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A pandemia causada pelo novo coronavírus (SARS-CoV-2) impôs um cenário mundial de isolamento social e suspensão de atividades didáticas presenciais em todos os níveis de ensino. Isto levou à adoção emergencial de estratégias de ensino remoto para dar continuidade, ainda que de forma limitada, às atividades didáticas. Por outro lado, boa parte dos professores, em todos os níveis de ensino, possuía pouco ou nenhum conhecimento e experiência com o ensino remoto. Embora as instituições de ensino tenham oferecido suporte, em maior ou menor grau, coube individualmente ao docente a maior parte da tarefa de se capacitar, preparar e oferecer suas unidades de ensino. Além disso, muitos cursos foram transferidos para o ambiente virtual sem as devidas adaptações, o que pode resultar em piores resultados de aprendizagem. Embora existam diferentes metodologias para planejar e implantar o ensino à distância, usando plataformas baseadas na rede mundial de computadores, o modelo ADDIE é bastante popular e relativamente simples de ser implantado e, por isso, foi escolhido para o desenvolvimento deste artigo. Dessa forma, apresentamos as etapas de análise, desenho, desenvolvimento, implementação e avaliação de curso oferecido de forma online. Além disso, incluímos elementos práticos como indicação de equipamentos, softwares, links e sugestões para completar estas etapas.

Após a suspensão das aulas presenciais em 2020, devido à pandemia da Covid-19, foi necessário viabilizar educação remota emergencial para milhares de estudantes de todos os níveis do ensino no Brasil. Quase ninguém estava preparado para enfrentar um desafio desta grandeza. Por conta da falta de familiaridade com as estratégias de educação mediada por tecnologia, única modalidade de ensino disponível naquele momento, essa situação logo trouxe à tona sinais de fadiga e estresse entre professores e estudantes. Era perceptível também a necessidade, por parte dos professores, de treinamento para apropriarem-se dos recursos existentes na universidade para a educação remota. A energia dispendida para preparação das aulas, atividades e avaliações no contexto da educação remota era enorme e seria necessário adquirir competências básicas para manter os processos de ensino-aprendizagem e avaliação dos estudantes acontecendo e com boa qualidade. Estes sinais e pedidos de ajuda, por parte dos professores e estudantes, começam a ficar evidentes no final de maio de 2020 na Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo (FMRP-USP). Estudantes reclamavam de sobrecarga de conteúdo, sobreposição e desorganização das atividades propostas para o ambiente virtual e estavam muito ansiosos com a avaliação que teriam ao final do semestre. Por outro lado, víamos professores inseguros para oferecerem atividades online, ou em dúvida sobre como cuidar de vários aspectos, tais como registro de frequência, participação ativa nas aulas, e, principalmente, avaliação do estudante. Enfim, como utilizar recursos de educação remota, partindo de pouca ou quase nenhuma experiência prévia? Neste contexto, o Centro de Desenvolvimento Docente para o Ensino (CDDE) da FMRP-USP identifica as necessidades dos docentes e propõe um treinamento voltado para a plataforma e-Disciplinas da USP, assegurando os princípios básicos de boa educação e avaliação dos estudantes. Daí nasce o módulo básico de educação remota para profissões da saúde, que busca atender docentes com diferentes necessidades na FMRP-USP. Para aqueles professores com maior expertise em educação a distância, realizamos dois cursos completos empregando o ensino híbrido a partir da estratégia da sala de aula invertida, mas de maneira remota (remote flipped classroom). Para um público mais iniciante ou que não teria condições de se dedicar ao curso completo, disponibilizamos ajuda personalizada. Esta é a experiência que apresentamos neste artigo e que servirá de base para adequações necessárias para o enfrentamento do desafio da educação durante e após a fase mais aguda da pandemia da Covid-19.

Copyright of Revista EntreLínguas is the property of Revista EntreLinguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos de Investigacion Educativa is the property of Universidad ORT Uruguay and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Eis study seeks to characterize the perspective of doctoral students around a virtual workshop, which is aimed at reviewing thesis chapters produced by the same students, based on exchange and feedback with peers and experts (teachers and thesis supervisors). Based on a qualitative analysis focused on the participants' perspective different categories have been identified on specific dimensions of the seminar. In this article, the following are considered: the seminar activities based on three models (communicative situation model, event model and textual model), training through practice, peer review, expert review and knowledge transfer. Eese categories provide evidence that participation in the seminar would contribute to the incorporation of PhD students into the academic and scientific community. Ee workshop serves as a microcommunity of academic practice. [ABSTRACT FROM AUTHOR]

Copyright of Latin American Journal of Content & Language Integrated Learning is the property of Universidad de La Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Conhecimento Online is the property of Universidade Feevale and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The crisis caused by the pandemic of the new coronavirus (COVID-19) demanded that children and adults have to restrict themselves to their home, requiring adaptations to a new reality of work and learning, which favors remote activities and causes serious challenges to family--work balance. This article presents a review of the literature about the current panorama of families that are dealing with the demands of teleworking and online learning, while performing different domestic and family responsibilities. Therefore, this article provides a description 1 of telework, online learning, and family-work and other life roles balance. In each of these topics, data related to the pandemic situation are presented. Finally, a set of strategies for personal career management and for parental figures is systematized, which can facilitate the reconciliation of different life roles. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current educational paradigm has changed. The way teaching is provided to students has changed and adapted. Due to the pandemic phenomenon, COVID-19, educational institutions had to take the appropriate strategies and measures. These, which were able to guarantee the safety of their students, as well as to ensure the continuity of teaching based on quality and excellence. In this way, distance learning and online learning strategies were applied, ensuring equitable, accessible, and intuitive access to all students, so that they could continue their studies and respective participation in the different curricular units. Thus, this article focuses on a study of a qualitative, observational and permeable nature to various agents (students, teachers, tutors, parents, etc.), on the participation of students with intellectual difficulties, of the Digital Literacy for the Labor Market course, in curricular unit of Labor Relations. [ABSTRACT FROM AUTHOR]

Este artigo relata resultados de uma pesquisa sobre o uso de mensagens eletrônicas instantâneas no processo de ensino e aprendizagem por professores do ensino médio. A pergunta investigada foi: Quais são as vantagens e os desafios apresentados por professores que utilizam o aplicativo WhatsApp como suporte pedagógico? A fundamentação teórica se encontra em autores que investigam o uso da tecnologia na educação (CASTELLS, 2013; JENKINS, 2009; LEMOS, 2013; LÉVY, 1999). Para estes pesquisadores, a introdução acelerada da tecnologia digital em todas as áreas e, em particular na educação, está afetando a forma como aprendemos e aplicamos nosso conhecimento. Segundo estes autores, o acesso à informação, conhecimento e à comunicação permite avanços sem precedentes no processo de conhecimento. Este é um estudo qualitativo (CRESWELL, 2010) de corte descritivo-interpretativo, que faz uso de técnicas de coleta de dados como questionários, entrevista semiestruturada e seleção dos participantes da pesquisa com a técnica de amostragem bola de neve (BALDIN e MUNHOZ, 2011). Foi aplicado um questionário online que teve 105 respondentes. Posteriormente 10 professores foram entrevistados. Foram identificadas sete dimensões vantajosas na utilização do WhatsApp no processo educativo e cinco dimensões que são obstáculos e dificuldades. A conclusão indica que quando há engajamento, preparação e planejamento docente, a comunicação instantânea por meio do aplicativo em questão tem potencial para tornar-se aliado de práticas pedagógicas exitosas.

Globally competent people have the knowledge, skills, and dispositions to understand and to find lasting solutions to global issues and problems using multiples perspectives. They understand interdependence and interconnectedness of the global systems, cultures and communicate effectively with different people around the world. The purpose of this paper is to discuss how an international online learning experience enhances our awareness of different perspectives and cultural diversity, the challenges facing humanity and the world, and our role as globally competent citizens. In particular, this paper discusses the design and implementation of an international online learning experience to promote global learning between two higher education students in the United States and Mexico. The paper uses global competency as the pedagogical framework for teaching and promoting global learning within the context of global competency. [ABSTRACT FROM AUTHOR]

O presente artigo apresenta o estudo analítico desenvolvido a três MOOC (Massive Open Online Courses) produzidos por Instituições de Ensino Superior públicas portuguesas entre 2012 e 2015, elegendo-se como foco a identificação dos modelos pedagógicos, estratégias de funcionamento e mecanismos de regulação e avaliação mobilizadas para a sua dinamização. Seguindo uma abordagem metodológica qualitativa, os dados foram recolhidos mediante a aplicação de uma grelha de observação para ambientes online, organizada em cinco categorias: i) organização do curso (estruturação, funcionamento e logística), ii) perspetiva pedagógica (design, metodologia, conteúdos, recursos educativos, tutoria e acompanhamento), iii) perspetiva tecnológica (plataforma), iv) perspetiva económica (sustentabilidade financeira e modelo de negócio), v) mecanismos de regulação e melhoria contínua (sistema de monitorização e avaliação dos resultados). Como principais conclusões, verifica-se que os MOOC analisados correspondem plenamente às características de base específicas deste tipo de oferta formativa- massivos, abertos e totalmente online- e apresentam taxas de conclusão particularmente favoráveis, considerando as taxas médias de conclusão internacionais.