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Reading on paper and scrolling text on a screen in academic learning

2019Artigo científico Acesso aberto
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dc.contributor.authorSantos, Ana Isabel
dc.contributor.authorFerreira, Carlos Miguel
dc.contributor.authorSá, Maria José
dc.contributor.authorSerpa, Sandro Nuno Ferreira de
dc.contributor.institutionCentro Interdisciplinar de Ciências Sociais (CICS.NOVA - NOVA FCSH)
dc.contributor.institutionCentro Interdisciplinar de Ciências Sociais (CICS.NOVA - pólo UAçores)
dc.contributor.pblRichtmann Publishing Ltd
dc.date.accessioned2020-05-27T22:47:53Z
dc.date.available2020-05-27T22:47:53Z
dc.date.issued2019
dc.descriptionUID/SOC/04647/2019
dc.description.abstractIn the contemporary context, there is a growing practice of reading higher education teaching support material using digital media tools, via scrolling text on a screen on multiple devices (e.g. tablets, iPads and computers). These materials can be either specifically prepared digital texts or scanned printed texts, as opposed to the tradition of reading on paper. Thus, the following question emerges, which functions as the leitmotiv of the present study: what is the pedagogical potential of digital reading by scrolling text? In order to answer this question, we analysed a variety of information addressing this topic, which was collected from multiple sources. The analysis of this information allows concluding that, sometimes, rather than by the intentionality or pedagogical potential of the academic learning reading processes, this practice seems to be justified by the possibility of implementing a technology that tends to meet the actors' expectations (mainly students). There is the need for some caution in the mobilisation of digital reading in each specific situation, insofar as this reading is not always - necessarily and under any circumstance - the most fruitful. Besides the specificities that differentiate digital reading from printed reading (such as concentration and the relationship with new technologies), students' traits, their motivation, their knowledge about the use of the reading device or the type of digital document are some of the key elements to take into account for the success of learning through this reading process in academic learning, which, in addition, cannot overlook the importance of the type of teacher-student relationship established.en
dc.description.versionpublishersversion
dc.description.versionpublished
dc.format.extent8
dc.format.extent249666
dc.identifier.doi10.36941/ajis-2019-0012
dc.identifier.issn2281-3993
dc.identifier.otherPURE: 18142955
dc.identifier.otherPURE UUID: ef376f8f-8910-4f57-af30-ce2965899f97
dc.identifier.otherScopus: 85078895290
dc.identifier.urihttp://hdl.handle.net/10362/98440
dc.identifier.urlhttps://www.scopus.com/pages/publications/85078895290
dc.language.isoeng
dc.peerreviewedyes
dc.relationinfo:eu-repo/grantAgreement/FCT/5876/147304/PT
dc.subjectAcademic training
dc.subjectHigher education
dc.subjectPrinted reading
dc.subjectScreen reading
dc.subjectScrolling text on a screen
dc.titleReading on paper and scrolling text on a screen in academic learningen
dc.typejournal article
degois.publication.firstPage135
degois.publication.issue3
degois.publication.lastPage143
degois.publication.titleAcademic Journal of Interdisciplinary Studies
degois.publication.volume8
dspace.entity.typePublication
oaire.awardNumberUID/SOC/04647/2013
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/5876/UID%2FSOC%2F04647%2F2013/PT
oaire.fundingStream5876
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsopenAccess
relation.isProjectOfPublication4ed4112b-ecad-4d88-bef9-7c3f21bf1d08
relation.isProjectOfPublication.latestForDiscovery4ed4112b-ecad-4d88-bef9-7c3f21bf1d08

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