scholarly journals The effectiveness of using edublogs as an instructional and motivating tool in the context of higher education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
José María Campillo-Ferrer ◽  
Pedro Miralles-Martínez ◽  
Raquel Sánchez-Ibáñez
Keyword(s):  
Higher Education ◽  
Social Science ◽  
Student Teachers ◽  
Digital Literacy ◽  
Digital Information ◽  
Information Platform ◽  
Communication Processes ◽  
Quasi Experimental ◽  
Civic Skills ◽  
The Impact

AbstractThe aim of this research is to study the impact of blogs on improving self-reported motivation and learning in a higher education context. A quasi-experimental study was carried out in a social science core unit of the Primary Education degree at the University of Murcia, Spain. The study involved two groups of student teachers, with a total of 101 participants, who created their own blogs as a framework for exchanging their views and sharing their ideas on a variety of contemporary issues related to social science teaching. Data were collected through pre- and post-tests to measure whether the expected changes had occurred as a result of using this digital information platform. The results indicate that the use of blogs helped students to develop their digital literacy, to enhance their social and civic skills, and increase their self-perceived motivation. It is therefore worth updating the current communication processes with regard to online learning with a view to promoting digital access to information and fostering a meaningful learning network through these web resources.

scholarly journals An assessment of the interplay between literacy and digital Technology in Higher Education

2021 ◽  
Author(s):  
Shahrokh Nikou ◽  
Milla Aavakare
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Intention To Use ◽  
University Staff ◽  
Willingness To Use ◽  
The Impact

AbstractDigital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

scholarly journals Training in Cybersecurity in Interaction with Parents in Kindergarten

2019 ◽  
pp. 246-253
Author(s):  
Svetlana Shabas
Keyword(s):  
Digital Literacy ◽  
Information Technologies ◽  
Preschool Education ◽  
Digital Technologies ◽  
Main Task ◽  
School Age ◽  
Digital Information ◽  
Digital Environment ◽  
Digital Competence ◽  
The Impact

In modern conditions of overall informatization, the majorities of children of older pre-school age actively use gadgets and have access to the Internet. However, just one-fourth of parents demonstrate concerns about digital security. That is why the issues associated with cybersecurity training in preschool education, legislative regulation in ensuring the security and development of children in a digital environment are relevant for present-day pre-school education. The study was based on the activities carried out by teachers and psychologists of the methodology association of the Leninsky district of Yekaterinburg. The methods used in the study involved observations, the analysis of information obtained through counseling and psychological checks, interviews, surveys of instructors and specialists dealing with parents in kindergarten. As a result, we revealed the problems with digital competence among all the participants of the process of upbringing and education and defined the impact of parents on the formation of digital literacy. Of special interest is a new position when the modern parent is given a “relief” from a child with the help of gadgets, which calls for family psychological support on pre-schoolers’ secure use of digital technologies. The main task of working with parents is to shape perceptions of the problems associated with free contacts of the child with information technologies and the necessity to control digital information received by the child.

scholarly journals Revisão sistemática sobre letramento digital na formação de professores

2019 ◽  
Vol 12 (3) ◽  
pp. 128-143
Author(s):  
Késsia Mileny De Paulo Moura
Keyword(s):  
Systematic Review ◽  
Student Teachers ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Social Dynamics ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Digital Information ◽  
Teachers And Students ◽  
Information And Communication

RESUMO: Pesquisar a inserção das tecnologias digitais da informação e comunicação nos contextos formativos envolve problematizar as percepções, apropriações e significações de professores e alunos sobre a questão. Este texto buscou identificar as produções científicas brasileiras (teses e dissertações) a respeito do letramento digital na formação de professores, realizadas entre os anos de 2010 a 2018. Utilizamos a revisão sistemática como procedimento metodológico, com o auxílio do software Parsifal. Pontuamos as seguintes equações para verificar nos trabalhos: quais objetivos de pesquisa essas produções revelam? Que perspectivas de letramento digital e quais procedimentos e instrumentos metodológicos os pesquisadores adotaram? Quais resultados dos processos de letramento digital trabalhados na formação de professores foram revelados? Como resultados, validamos 37 trabalhos, que apontam as configurações das propostas de formação com usos das tecnologias digitais que procuram responder às novas dinâmicas sociais para as quais os alunos-professores precisam estar aptos. De acordo com as pesquisas encontradas, os cursos de formação inicial ou continuada têm inserido as tecnologias digitais em suas práticas, mas as possibilidades de usos ainda são muitas. PALAVRAS-CHAVE: letramento digital; formação de professores; revisão sistemática.   ABSTRACT: Researching the insertion of digital information and communication technologies in the formative contexts involves problematizing teachers and students’ perceptions, appropriations and meanings about the issue. This text sought to identify the Brazilian scientific productions (theses and dissertations) regarding digital literacy in teacher education, between the years 2010 to 2018. We used the systematic review as a methodological procedure, with the help of the Parsifal software. We scored the following equations to verify the work: which research objectives do these productions reveal? What perspectives of digital literacy and what procedures and methodological instruments did the researchers adopt? What results of the digital literacy processes worked on in the training of teachers were revealed? As results, we validated 37 works, which point out the settings of training proposals with uses of digital technologies that seek to respond to the new social dynamics that student-teachers need to be able to. According to the research works found, the initial or continued training courses have lent themselves to insert the digital technologies, but the possibilities of uses are still many. KEYWORDS: digital literacy; teacher training; systematic review.

scholarly journals Is It Working? An Impact Evaluation of the German “Women Professors Program”

2019 ◽  
Vol 8 (4) ◽  
pp. 116
Author(s):  
Andrea Löther
Keyword(s):  
Higher Education ◽  
Gender Equality ◽  
Impact Evaluation ◽  
Experimental Approach ◽  
Quasi Experimental ◽  
Women Professors ◽  
The Impact ◽  
Science And Research ◽  
Unique Dataset

The Women Professors Program, which was initiated in Germany in 2008, aims to increase the proportion of women professors and to promote structural change in favour of gender equality at higher education institutions (HEIs). It is one of the central gender equality policies in higher education in Germany. The present study evaluates the impact of the program by estimating its causal effects on the proportion of women professors. By adopting a quasi-experimental approach and using a unique dataset—a long term census of German HEIs—the study proves that the proportion of women professors increased more than would have been expected in the absence of the program. Although the evaluation includes preliminary estimates of mechanisms driving the described impacts, the integration of context factors and mechanisms into the assessment of the impact of gender equality policies remains a desideratum. The study shows that the program is working, and it contributes to redressing the lack of impact studies on gender equality in science and research.

scholarly journals Embedding Digital (Information) Literacy in the First Year Curriculum: An Intervention

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Belinda Jane Cooke
Keyword(s):  
Student Performance ◽  
Information Literacy ◽  
Digital Literacy ◽  
Systematic Approach ◽  
First Year ◽  
Digital Information ◽  
Collaborative Approach ◽  
Individual Interviews ◽  
The Impact ◽  
Improving Student Performance

This paper describes an intervention aimed at reducing the occurrence of common weaknesses in first level work and thereby improving student performance in assessments. The project involved developing a more systematic approach to embedding information literacy (IL) into the first year curriculum in the Carnegie Faculty at Leeds Beckett University by combining the expertise of subject librarians with that of first year tutors. It was part of a broader programme of institutional curricular change. This collaborative approach was informed by data from individual interviews with previous students and based on a dual rationale: firstly from Sadler’s (2002) call for more high impact, low stakes assessment in the first year and secondly a need to avoid creating a culture of ‘testing’ (Sambell, McDowell, & Montgomery, 2013) in which students position themselves as submitting to others’ judgments rather than developing rational autonomy (Baxter-Magolda, 2003). In other words, we needed to design an assessed activity which encouraged students to engage in learning but created a supportive and collaborative approach. The embedding process together with some of the resources and tools which we developed are described in this paper as well as the respective contributions of the various participants. We explore the impact of two years of implementation based on student interviews and tutor evaluations. Recommendations and examples are provided to demonstrate how a similar approach might work elsewhere either as a local, course-specific intervention or as part of an institution-wide approach to improving students’ digital literacy.

scholarly journals The Differential Impact of the Experiential- Entrepreneurial Learning Method on the Entrepreneurial Intentions of Higher Education Students

2021 ◽  
Vol 20 (9) ◽  
pp. 236-254
Author(s):  
Yasin Mohammed Ali ◽  
Reda Darge Negasi
Keyword(s):  
Higher Education ◽  
Teaching Method ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Learning Method ◽  
Differential Impact ◽  
Entrepreneurial Learning ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
The Impact

This study has comparatively examined the differential impact of the experiential-entrepreneurial learning method on the entrepreneurial intentions of students against the traditional entrepreneurial-teaching method of the course in Entrepreneurship and Small Business Management in Wollo University, Ethiopia. The research design appropriated was a quasi-experimental non-equivalent comparison-group design. The data for the study were drawn from 202 prospective graduating students. An entrepreneurial-intentional questionnaire (EIQ) was used to collect the data. To test the impact of course intervention, ANCOVA and SEM_path analysis were employed. As the findings indicated, a significant mean difference in the entrepreneurial intention and its antecedents were obtained between the experiential-entrepreneurial method and the traditional entrepreneurial-teaching method group of the study participants. The relationships of variables included in the theory of planned behavior (TPB) have been affected by the two teaching-learning methods univocally. The findings have practical implications and recommendations for the teaching-learning processes of entrepreneurship in higher education.

scholarly journals Enhancing Self-Esteem in Classroom Language Learning: The Potential of Implementing a Strength-Based Positive Psychology Intervention at Higher Education

2018 ◽  
Vol 2 (3) ◽  
pp. 334-345
Author(s):  
Mehry Haddad Narafshan ◽  
Samieh Noori
Keyword(s):  
Higher Education ◽  
Positive Psychology ◽  
Language Learning ◽  
Empirical Studies ◽  
Self Esteem ◽  
The Self ◽  
Self Report ◽  
Positive Psychology Intervention ◽  
Quasi Experimental ◽  
The Impact

Since positive psychology (PP) is a nascent area of research, there are very few empirical studies assessing the impact of positive psychology interventions. Accordingly, this article reports on a quantitative study concerning the use of a positive psychology intervention to develop learners’ self-esteem in the context of higher education in the English as a foreign language (EFL) sector in Iran. Data was collected during the academic year 2016–2017 from a university in Iran using Cooper Smith (1967, 1981) Self Esteem Inventory Adult Form (CSEI-A) , a self-report questionnaire, as the instrument and administering it before and after a TEFL master course. Thirty six university students participated in a five-month long quasi-experimental study. The current study’s primary aim was to investigate in detail the potential of PP intervention for supporting the self-esteem progress in the context in question. The study showed a statistically significant improvement in the self-esteem of the participants in the experimental group after completing the course suggesting positive paths from positive psychology to understanding the strengths, and managing the weaknesses effectively. The encouraging results from this program suggest new avenues for approaching the change of self-esteem.

scholarly journals Students’ Practices of 21st Century Skills between Conventional learning and Blended Learning

2021 ◽  
Vol 18 (3) ◽  
pp. 83-102
Author(s):  
Hadiyanto Hadiyanto ◽  
◽  
Failasofah Failasofah ◽  
Armiwat Armiwati ◽  
Mukhlash Abrar ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
Learning Method ◽  
Self Evaluation ◽  
Hard Skills ◽  
Quasi Experimental ◽  
The Impact

The application of blended learning in higher education has practically increased through the years, this is however aimed to develop the students rare 21st century skills. Furthermore, the present study investigates the differences in learning process across one semester, and the research design comprised of quasi experimental method without conducting any pre-test, particularly for the conventional and blended learning class. Therefore, self-evaluation questionnaire on 21st century skills were distributed, and the experimental outcome revealed the significant skill practice performed by students in blended learning classes compared to the counterparts in conventional programmes. This learning method was assessed to contain soft and hard skills, in addition to an increased GPA. The aim of this study, therefore, is to investigate the impact of blended learning in course application, with the goal of optimizing students’ 21st century skills and GPA.

scholarly journals MAIN TRENDS IN MODERN RUSSIAN HIGHER EDUCATION (BASED ON THE MATERIALS OF THE WINTER SCHOOL OF TEACHERS – 2020)

2020 ◽  
pp. 101-109
Author(s):  
Фаина Леонидовна Косицкая
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Publishing House ◽  
Video Gaming ◽  
Digital Information ◽  
Russian Higher Education ◽  
Winter School ◽  
Pedagogical Research

В рамках очередной Зимней школы преподавателей, организованной издательством «Юрайт» в конце января 2020 г. и проходившей в режиме вебинаров, были обсуждены основные тренды высшего образования. Вниманию участников было представлено более тридцати докладов по самым актуальным темам: непрерывность обучения, Soft skills, творческое мышление в решении задач (тренд – универсальные навыки и компетенции в четвертой индустриальной революции); ликвидация цифрового неравенства, тотальная цифровая грамотность, цифровая трансформация сознания педагогов-преподавателей (тренд – цифровая образовательная среда); новые педагогические роли (тьюторство, педагогический дизайн и др.), переход на проектное обучение с фокусом на междисциплинарность, трансформация учебного пространства, изменение роли библиотек (тренд – массовое персонализированное обучение (студентоцентрированность)); качественно новые цифровые учебно-методические комплексы, источники контента: открытые ресурсы, электронные библиотечные системы, массовые образовательные онлай-нкурсы, образовательные платформы, цифровизация образовательного наследия (тренд – цифровые учебно-методические комплексы); адаптивное обучение и оценивание, портфолио достижений, трансформация целей и методов тестирования (тренд – оценивание образовательных достижений); голосовые помощники и чат-боты, адаптивный подбор учебных материалов, AR, MR, VR и панорамное видео, игровые компьютерные практики (тренд – искусственный интеллект и VR-технологии в образовании); прокторинг, защита данных (тренд – информационная безопасность); педагогические исследования с использованием Big Date, психометрика и цифровые следы, рейтинги цифровой информации как новая реальность (тренд – исследования и аналитика данных). В рамках данного обзора остановимся на отдельных трендах, темах и докладах. Within the framework of the regular “Winter School of Teachers”, organized by Yurait Publishing House in late January 2020 and held in the webinar mode, the main trends in higher education were discussed, more than thirty reports were presented on the most relevant topics: continuous learning, SoftSkills, creative thinking in solving tasks (trend – universal skills and competences in the fourth industrial revolution); elimination of digital inequality, total digital literacy, digital transformation of the consciousness of educators (the trend is the digital educational environment); new pedagogical roles (tutoring, pedagogical design, etc.), the transition to project-based education with a focus on interdisciplinarity, the transformation of the academic space, the changing role of libraries (the trend is mass personalized learning (student-centered); qualitatively new digital educational and methodological complexes, content sources: open resources, EBS, MOOC, educational platforms, digitalization of educational heritage (the trend is digital educational and methodological complexes); adaptive training and assessment, portfolio of achievements, transformation of goals and testing methods (trend – evaluation of educational achievements); voice assistants and chat bots, adaptive selection of training materials, AR, MR, VR and panoramic video, gaming computer practices (trend – artificial intelligence and VR technologies in education); projecting, data protection (trend – information security); pedagogical research using Big Date, psychometrics and digital footprints, ratings of digital information as a new reality (trend – research and data analytics). As part of this review, we dwell on individual trends, topics and reports

Gender Stereotypes and the Role of Women in Higher Education (Azerbaijan Case Study)

2017 ◽  
Vol 50 (8) ◽  
pp. 747-763
Author(s):  
Elza Alipasha Mollaeva
Keyword(s):  
Higher Education ◽  
Family Environment ◽  
Gender Stereotypes ◽  
Negative Influence ◽  
Educational Institutions ◽  
Access To Higher Education ◽  
Communication Processes ◽  
Teachers And Students ◽  
Gender Based ◽  
The Impact

Gender stereotypes are common among students of both sexes and among the teachers and students’ family environment. In addition to communication processes, they are manifested in the phenomenon of gender-based division of learning and the hidden curriculum. In developing countries, the problem of access to higher education is also unsolved, not only because of socioeconomic reasons but also because of psychological reasons—devaluation of education and professional potential of women. These factors have a negative influence on social and economic processes in general. The study of gender stereotypes is the foundation for strategies’ development to overcome gender inequality and implementing a model of gender parity (egalitarian model). This model assumes that the change must take place on both sides: the impact on people’s behavior by laws prohibiting discrimination, providing financial support and openings for women students; and changes in belief prevailing in the society by initiating discussions in media, educational institutions, and community organizations with a reasoned positioning of gender equality importance.

Sign in / Sign up

Export Citation Format

Share Document