This chapter will address results of LE@D's project “Teaching in Times of Emergency: Digital Transition,” which focused on the experience of rapid digital transition to an “emergency teaching,” a scenario quite different from distance education. Through a mixed methods approach, data was collected through an online questionnaire applied to students and videoconference interviews conducted with both higher education faculty and students. Participants in this research are students and faculty from eight Portuguese higher education institutions, four from universities (three public and one private) and four from polytechnic institutes (three public and one private), covering the regions of Lisbon and Tagus Valley, Alentejo and Algarve (Central and Southern Portugal). In this chapter, the authors present a preliminary analysis of the results obtained related to the psychological aspects experienced during this period, aiming at understanding the impact this shift has had on students' cognitive adaptation and social and emotional processes.
In recent years, there has been a growing interest in integrating mobile technologies into the formal system in the field of formal education and, in particular, higher education. Furthermore, due to the circumstances caused by the pandemic panorama that extended to most countries in the world in 2020, various sectors, in which education is included, were forced to reinvent and transform themselves in order to adapt to emergency remote education. What the authors propose with this chapter is to make an analysis of the state of the art on the theme of informal communication in the educational context, and particularly in higher education, with the use of the available technology, namely mobile media. Through a literature review already initiated in previous studies, it is intended to know the national and international panorama about the use of mobile applications in the context of higher education and in what way the devices traditionally conceived for informal communication are being used and adapted to a formal context.
This chapter presents the ways in which researchers can promote their publications through academic social networks. In the academic world, the visibility of the scientific activity and the impact factor of the publications are extremely important, a challenging and difficult reality that researchers face when they start academic writing. In order to have greater visibility and notoriety in the academic and scientific world, it is necessary to have publications in journals with impact factor. Sharing publications through academic social networks also contributes to a wider recognition and visibility as a researcher. In a society where researchers are dismayed by the need for publications with impact factor, it is important to highlight the concern for an efficient use of academic social networks. Sharing articles through these networks will result in larger visibility of the scientific work of the researcher, projection of his or her scientific writing, and in a higher possibility of being cited by peers, thus enabling an h-index or i10.
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