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This study presents a case study of asynchronous online discussions’ (AOD) growth patterns in an undergraduate blended course to address the gap in our current understanding of how threads are developed in peer-moderated AODs. Building on a taxonomy of thread pattern proposed by Chan, Hew and Cheung (2009), growth patterns of thirty-six forums were explored on three patterns: Short Thread Pattern (SHTP), Extended Thread Pattern (ETP), and Split Thread Pattern (STP). The impact of peer moderating supports on thread growth was also investigated. Types of peer moderators’ supports were explored utilizing a coding scheme from Smet, Keer, Wever, and Valcke’s (2010) study. STP pattern was found to be more common than the other patterns with 74 (37.94%) out of 195 threaded discussions growing on it. The results also showed that, compared to SHTP, in both STP and ETP the occurrences of ‘Information exchange’ and ‘Knowledge construction’ supports appeared to be more, while the presences of supports stimulating ‘Development’, ‘Access and motivation’ and ‘Socialization’ were less. Furthermore, the use of ‘Access and motivation’ and ‘Socialization’ supports appeared to enhance early thread termination when used individually. Thread continuity was reinforced by the use of ‘Knowledge construction’ support with other moderating supports.

El present article descriu una experiència d’aprenentatge en els cursos online a càrrec de la University Network for Architecture and Sustainability (UNAUS) vinculada a l’Escola Tècnica Superior d’Arquitectura de Barcelona (ETSAB): Restauració Sostenible, Edificació i Sostenibilitat i Tècniques SIG i Ecologia Urbana. En present article es descriu el mètode docent dels cursos, prenent com a eix vertebrador una de les eines que els caracteritza: el debat transversal organitzat en cada edició dels cursos, i els beneficis que aquest aporta. Es descriu i analitza el criteri metodològic bàsic adoptat per a l’organització del debat: el paper del moderador, a càrrec d’un expert convidat, l’elecció d’un tema que uneix transversalment els tres cursos, i l’accés obert al debat. La reflexió sobre una experiència docent d’aquestes característiques i els resultats obtinguts permeten arribar a conclusions que enriqueixen i amplien l’horitzó dels cursos online centrats en temes tècnics específics. This paper deepens in the educational methodology of the e-learning experience conducted by the University Network for Architecture and Sustainability (UNAUS) in its online courses which are focussed on: Repair and Restoration for Sustainable Architecture, Building and Sustainability and GIS Techniques for Sustainable Development. This paper describes one of the learning tools that characterize them, a transversal debate organized in each edition of the courses, and the benefits it provides. Thus, we describe and analyze the basic methodological criteria adopted for the organization of the debate: the role of the moderator, conducted by an invited expert, the choice of a theme that cuts across the three courses and the open access to the debate, which are extremely enriching facts. The integrated and cross reflection on such a teaching experience and the results obtained allow important conclusions that expand the horizons of specific technical issues focused online courses.

The present paper describes the e-learning experience conducted by the University Network for Architecture and Sustainability (UNAUS) in its online courses. UNAUS main aim is to promote knowledge on environmental issues in architecture, building construction, restoration and urban planning. The topics of the online courses discussed here are Repair and Restoration for Sustainable Architecture, Building and Sustainability and GIS Techniques for Sustainable Development. This paper deepens in the educational methodology of these courses, focusing on one of the learning tools that characterize them, a transversal debate organized in each edition of the courses, and the benefits it provides. Thus, we describe and analyze the basic methodological criteria adopted for the organization of the debate: the role of the moderator conducted by an invited expert, the choice of a theme that cuts across the three courses and the open access to the debate are extremely enriching facts. The integrated and cross reflection on such a teaching experience and the results obtained allows important conclusions that expand the horizons of specific technical issues focused online courses.

Nowadays, virtual communities are present in all social segments. Unlike business, the presence of virtual communities in education contexts is still in the process of implementation and acceptance by a large part of the school community. To understand their dynamics and functioning is not a simple task. For its proper functioning it implies that some elements work in perfect harmony and are able to encourage spaces with multiple learning possibilities. Therefore, this paper aims at presenting some models that try to explain the process of creation and development of virtual communities. We believe that these models may work as guidelines that might help us to better understand the concepts of interaction, collaboration, e-moderation and collaborative learning., Fundação para a Ciência e a Tecnologia (FCT)

Relatório de estágio apresentado à Escola Superior de Educação de Santarém para cumprimento dos requisitos necessários à obtenção do grau de mestre em Educação e Comunicação Multimédia O presente projeto, e-Tutor: Papel e Intervenção na aprendizagem colaborativa em ambientes híbridos, foi realizado na plataforma “e-Raízes.Redes”, criada e desenvolvida pela equipa de e-Learning do Instituto Politécnico de Santarém (IPS) e teve por finalidade observar e analisar as diferentes formas de tutoria realizadas pelos tutores convidados, para percebermos o papel e competências necessárias a um e-tutor em ambientes híbridos de ensino-aprendizagem. Tentámos também verificar se o e-tutor foi dinamizador do processo de ensino-aprendizagem, contribuindo para o desenvolvimento da comunidade de aprendizagem; e, se a sua intervenção facilitou ou impulsionou os e-estudantes para aprendizagens mais significativas, ajudando-os a atingir os objetivos e a desenvolver as competências previstas para a Unidade Curricular (UC) de Seminário I, dinamizada em formato on-line. Este estudo foi desenvolvido ao longo do 2º ano do Mestrado em Educação e Comunicação Multimédia, envolvendo os mestrandos da 3ª Edição inscritos na Unidade Curricular de Seminário: Análise, conceção e produção de relatórios de estágio I, que decorreu num formato e-learning. O ambiente de estudo tentou ainda responder ao contrato de confiança firmado entre o Governo e o Sistema de Ensino Superior Português, em 11 janeiro de 2010. This project, e-Tutor: Role and Intervention in collaborative learning environments in hybrids, was performed on the platform "e-Raízes.Redes", created and developed by a team of e-Learning at the Institution of Higher Education of Santarém (IPS) and aimed to observe and analyze the different forms of mentoring made by tutors invited to perceive the role and skills needed for an e-tutor in hybrid environments for teaching and learning. We also found that the tutor was the facilitator of the teaching-learning process, contributing to the development of a learning community, and if the tutor’s intervention facilitated or stimulated students to e-learning more meaningful, helping them to achieve goals and develop the skills provided for the Course Unit - Seminar I, developed in online format. This study was developed during the 2nd year of Master in Multimedia Education and Communication, involving the masters of the 3rd edition subscribers in the Course of Seminar: Analysis, design and production of reports for training I, which took place in a format e-learning. The study environment still tried to answer to the agreement signed between the Government and the Portuguese Higher Education System on 11 January 2010.

Assuming that academic success is influenced not only by the power of learning but also by the way students perceive themselves, we have relied on national studies concerning self-concept of competence of students. The main issue was to situate the self-concept of competence of university students into new virtual learning environments. We aim validate the instrument for collecting empirical data adapted to virtual learning environments, identify the degree of selfconcept of competence, when learning in such an approach, and estimate whether students perceive themselves as much or more competent than in real environments with face-to-face interaction. This research involved 280 higher education students in Social Sciences, who appraised perception and self-concept of competence. The main findings indicate favorable self-concept of competence. Also, the results suggest that the application of online pedagogical models may have a very positive impact on self-concept of competence of students in higher education, even in social dimensions and in the perception of a careful coaching. Fundação para a Ciência e a Tecnologia

Este artículo parte de los nuevos objetivos del proceso de enseñanza-aprendizaje establecidos por el Espacio Europeo de Enseñanza Superior. Entre estos objetivos se encuentra, por ejemplo, la creación de un entorno más colaborativo entre docentes y discentes, todo ello a través del fomento de la formación en línea y de estrategias de e-moderación y tutorización virtual.En esta línea, describiremos la experiencia que se lleva a cabo en la asignatura troncal de cuarto curso denominada Traducción Especializada B/A, A/B (Textos Científico-Técnicos) (B=Opción Inglés) de la licenciatura en Traducción e Interpretación de la Universidad de Málaga e impartida a través de la plataforma virtual Moodle. En este trabajo mostraremos, en concreto, el entorno de formación en red en el que se desarrollan los procesos de enseñanza-aprendizaje, con especial atención a las herramientas diseñadas como vehículo de comunicación entre profesor y alumnos --como, por ejemplo, los foros -- y, de forma novedosa, como medio para registrar la actividad de los alumnos y para ponerlos en contacto con el mundo profesional y académico (agencias de traducción, investigadores, salidas profesionales, seminarios de formación por agen-tes externos, etc.)., This paper rests upon the new objectives for the teaching-learning process established by the European Higher Education Area. Among these objectives is, for instance, the creation of a more collaborative environment for teachers and students, through the promotion of online learning, e-moderating and virtual tutoring.In this respect, we will describe the experience carried out in the core course Traduc-ción Especializada B/A, A/B (Textos Científico-Técnicos) (B=Opción Inglés) -- Spe-cialized Translation B/A, A/B (Scientific-Technical Texts) (B=English Option) --, belonging to the fourth year of the degree of Translation and Interpreting Studies at the University of Málaga and taught through the Moodle virtual platform. Specifically, in this article we will show the networked learning environment in which the teaching-learning processes are carried out, paying particular attention to the tools designed as a communication pathway between the teacher and the students such as the discussion forums and, in an innovative way, as a means of registering the students work and getting them in touch with the professional and academic world (translation agencies, researchers, career opportunities, seminars given by external agents, etc.).