Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels. Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

nasal e seios paranasais. Pacientes portadores de neoplasias malignas de cabeça e pescoço necessitam de um tratamento de alta complexidade, uma vez que estes sítios são áreas diretamente envolvidas com as funções de fala, deglutição, respiração, paladar, olfato e outros. O tratamento odontológico deve ser iniciado preferencialmente antes do tratamento oncológico, dando ênfase às medidas preventivas e curativas de forma que possa evitar quaisquer complicações decorrentes do tratamento odontológico e do tratamento antineoplásico, bem como as complicações decorrentes da condição sistêmica dos pacientes durante o tratamento, e por um determinado período após a alta hospitalar. A necessidade de se propor um protocolo odontológico no atendimento de pacientes com câncer, abrange diversas medidas profiláticas, adequando a cavidade bucal antes de se iniciar o tratamento antioneoplásico, com a finalidade de melhorar a qualidade de vida do paciente infantil e diminuir os danos e sequelas. O objetivo do presente trabalho é apresentar uma revisão de literatura sobre o assunto e discutir pontos relevantes com relação ao efeito do tratamento oncológico sobre o sistema estomatognático e apresentar um possível protocolo de tratamento odontológico para pacientes pediátricos. AbstractHead and neck cancer covers a wide number of tumors that are classified by their location, as: oropharynx; nasopharynx; hypopharynx; the larynx; oral cavity; salivary glands; nasal cavity and paranasal sinuses. Dental treatment should preferably begin before oncological treatment, emphasizing preventive and curative measures to avoid any complications arising from the dental treatment and anticancer treatment, as well as from systemic condition of patients during treatment, and for a certain period after the discharge.The need to propose a clinical Protocol for the care ofcancerpatients covers several prophylactic measures, adapting the oral cavity before starting anticancer treatment, with the purpose to improve the patient's quality of life and decrease the damage and sequelae. The objective of this paper is to present a literature review on the subject and discuss relevant points regarding the effect of cancer treatment on the stomatognathic system and present a possible protocol for dental treatment for pediatric patients.

This paper aims at discussing the advantages of a methodology design grounded on a concept-based approach to Terminology applied to the most prominent scenario of current Higher Education: blended learning. Terminology is a discipline that aims at representing, describing and defining specialized knowledge through language, putting order into our universe (Nuopponen, 2011). Concepts, as elements of the structure of knowledge (Sager, 1990) emerge as a complex research object. Can they be found in language? A concept-based approach to Terminology implies a clear-cut view of the role of language in terminological work: though language is postulated as being a fundamental tool to grasp, describe and organize knowledge, an isomorphic relationship between language and knowledge cannot be taken for granted. In other words, the foundational premise of a concept-based approach is that there is no one-to-one correspondence between atomic elements of knowledge and atomic elements of linguistic expression. This is why a methodological approach to Terminology merely based upon specialized text research is regarded as biased (Costa, 2013). As a consequence, we argue that interactional strategies between terminologist and domain expert deserve particular research attention. To our mind, the key to concept-based terminological work is to carry out a concept analysis of data gathered from a specialised text corpora combined with an elicitation process of the tacit knowledge and concept-oriented discursive negotiation. Following such view, we put forward a methodology to answer the question: how is blended learning defined in the Post-Bologna scenario? Even though there are numerous high-quality models and practical descriptions for its implementation (similarly to other concepts related to distance learning), the need to understand, demarcate and harmonize the concept of blended learning against the current Higher Education background results from the premise that the theoretical reflection on this concept is still insufficient. Therefore, we believe it is vital to understand blended learning as the new normal in Higher Education (Norberg et al., 2011), or a negotiable third way (Peres, 2011;Norberg & Jahnke, 2014). Our methodological model is built in three phases: (1) exploratory phase in the area/ object of the study; (2) conceptual analysis phase of discourse and textual documents; (3) modeling and result validation phase. We support the thesis that the experimental nature of this approach discloses productivity in a cyclical sequence between the discursive and textual analysis with conceptual objectives, collaborative interaction and introspection. In other words, even though the nature of this study does not allow for a generalization (apart from a dual relation in the mediation between the terminologist and the specialist), we advocate the relevance of an action-reflection procedure, both introspective and collaborative, one in which the terminologist will become a conceptualizer, a decision-maker and an interv...

Technologies are being introduced in our everyday life, including schools and in particular classrooms. Teachers are trying to make the most of web 2.0 tools and social media. However, we are not sure if, in fact, teachers are using these technologies and, if when they do, they do so with pedagogical purposes or to help them to manage the learning process or to replace some obsolete technologies by more modern ones but without learning objectives. To contribute to this question, a questionnaire was developed and administered to teachers from higher education. Results show that there is still a long way to go before saying that teachers are fully using and taking the advantages of technologies in the classroom.

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Measuring the quality of a b-learning environment is critical to determine the success of a blearning course. Several initiatives have been recently conducted on benchmarking and quality in e-learning. Despite these efforts in defining and examining quality issues concerning online courses, a defining instrument to evaluate quality is one of the key challenges for blended learning, since it incorporates both traditional and online instruction methods. For this paper, six frameworks for quality assessment of technological enhanced learning were examined and compared regarding similarities and differences. These frameworks aim at the same global objective: the quality of e-learning environment/products. They present different perspectives but also many common issues. Some of them are more specific and related to the course and others are more global and related to institutional aspects. In this work we collected and arrange all the quality criteria identified in order to get a more complete framework and determine if it fits our b-learning environment. We also included elements related to our own b-learning research and experience, acquired during more than 10 years of experience. As a result we have create a new quality reference with a set of dimensions and criteria that should be taken into account when you are analyzing, designing, developing, implementing and evaluating a b-learning environment. Besides these perspectives on what to do when you are developing a b-learning environment we have also included pedagogical issues in order to give directions on how to do it to reach the success of the learning. The information, concepts and procedures here presented give support to teachers and instructors, which intend to validate the quality of their blended learning courses.Keywords: e-learning, blended learning, learning quality, quality models, e-learning dimension, blearning criteria, pedagogical approach for learning Introduction E-learning has become widely used in every type of education (traditional and formal education, continuous education and corporate training) because of its characteristics such as flexibility, richness of materials, resource-sharing and cost-effectiveness.In this work we paid more attention to the blended-learning (b-learning) systems, which consider systems "combining face-to-face instruction with computer-mediated instruction" (Graham, 2004). E/b-learning has been largely used in the context of higher education. It includes a wide range of learning formats including self-study and instructor-led in both an asynchronous and synchronous mode. The e/b-learning systems may represent as an alternative to traditional teaching/learning and training and, therefore, has had to battle for recognition. As a consequence of this need, procedures have been developed in order to demonstrate its quality.Evaluating the quality of a b-learning environment is not an easy task since this concept is not objective. It depends on the students' perceptions and there are also several multi-dimensio...

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