scholarly journals PROPIEDADES PSICOMÉTRICAS DE LA BATERÍA DE EVALUACIÓN DE PROCESOS COGNITIVOS Y DE LECTURA EN ADULTOS CON DISLEXIA (BEDA)

2016 ◽  
Vol 1 (1) ◽  
pp. 565 ◽  
Author(s):  
Alicia Días ◽  
Juan E. Jiménez ◽  
Carolina Mejía ◽  
Ramón Fabregat
Keyword(s):  
University Students ◽  
Psychometric Properties ◽  
Cognitive Processes ◽  
Semantic Processing ◽  
Computer Assisted ◽  
Gran Canaria ◽  
Assessment Battery ◽  
Learning Platform ◽  
E Learning ◽  
Estudiantes Universitarios

Abstract:PSYCHOMETRIC PROPERTIES OF ASSESSMENT BATTERY OF DYSLEXIA IN ADULTS (BEDA)This study analyzed the psychometric properties of the Assessment Battery of Dyslexia in Adults (BEDA). Dyslexia persists into adulthood and the assessment should focus also on the underlying cognitive processes involved in dyslexia. Therefore, valid and reliable instruments tools to detect and assess adults with dyslexia are needed. BEDA was designed as a computer-assisted tool developed with web-based technology for the assessment of cognitive processes involved in university students with dyslexia (i.e., phonological awareness, orthographic processing, processing speed, lexical access, working memory and semantic processing). The standardization of BEDA has been conducted with undergraduate degree, master and PhD students from three Spanish universities (University of La Laguna, University of Girona and University of Las Palmas de Gran Canaria). Finally, we propose that BEDA is part of an e-learning platform (Platform for Assistance and Intervention Dyslexia in Adults: PIADA), along with other identification and assistance tools, with the aim that can be used by teachers and university students, and thus help to meet the challenge to provide university students a resource that enables the identification of dyslexia and provide information to teachers on strategies and guidelines with students with reading disabilities.Keywords: Psychometric properties, dyslexia, adults, BEDA multimedia battery, computerassisted assessment.Resumen:El presente trabajo analiza las propiedades psicométricas de la Batería de Evaluación de Dislexia en Adultos (BEDA). La dislexia puede persistir en la vida adulta y su identificación va a depender, entre otras consideraciones, de la evidencia de déficit en los procesos cognitivos que subyacen a la misma. Por tanto, se hace necesario contar con instrumentos estandarizados válidos y fiables con los que poder identificar la presencia de dislexia en la población adulta. Con este objetivo se diseñó BEDA, la cual puede definirse como una herramienta basada en tecnología web que permite evaluar y representar los déficits cognitivos (en conciencia fonológica, procesamiento ortográfico, velocidad de procesamiento, acceso al léxico, memoria de trabajo y procesamiento semántico), presentados por estudiantes universitarios con dislexia. La estandarización de BEDA se ha llevado a cabo con estudiantes universitarios de grado, máster y doctorado de tres universidades españolas (Universidad de La Laguna, Universitat de Girona y Universidad de Las Palmas de Gran Canaria). Por último, planteamos que BEDA forme parte de una plataforma e-learning (Plataforma de Intervención y Asistencia de Dislexia en Adultos: PIADA), junto con otros instrumentos de identificación y asistencia, con el objetivo de que pueda ser utilizada por profesores y estudiantes universitarios, y de esta manera contribuir a dar respuesta al reto que supone proporcionar al alumnado universitario un recurso que posibilite la identificación de la dislexia, así como ofrecer información al profesorado sobre estrategias y pautas de actuación con el alumnado que presenta esta dificultad.Palabras claves: propiedades psicométricas, dislexia, adultos, batería multimedia BEDA, identificación.

scholarly journals Studies of E-Learning in Practice

2017 ◽  
Vol 10 (2) ◽  
pp. 39
Author(s):  
Manfred Rechberger
Keyword(s):  
Music Education ◽  
Performing Arts ◽  
Computer Assisted ◽  
Discussion Forums ◽  
Creative Processes ◽  
Advantages And Disadvantages ◽  
User Behaviors ◽  
Learning Platform ◽  
Online Music ◽  
E Learning

<p>Computer assisted and computer based applications become more and more important in everyday lives. Their implementation in the field of music education seems to become a long-term project. Whereas years ago we were sure about the fact, that the quality of e-learning at our University of Music and Performing Arts depends on the implementation of audio-visual media at our e-learning platform, nowadays the text based tasks and written journals have won the race at least in the statistic of usage. </p><p>Many modules containing multimedia based content promote creative processes and different learning situations. Advantages of e-learning include flexibility and convenience for learners, especially if they have more variety in learning experiences by using multimedia applications. This paper deals with the change of our user behaviors in the last years, discussion forums, blogs, wikis and collaborative online activities and focuses on tools for musicians, composers and music scientists based on the actual status of the discussions in media pedagogies. A scientific project including surveys about the advantages and disadvantages of digital teaching repositories describes common used online music tools. </p><div><span><strong><br /></strong></span></div>

Malaysian University Students' Preferences of Social Media and LMS in Academia

2018 ◽  
Vol 8 (1) ◽  
pp. 51-67 ◽  
Author(s):  
Shaidatul Akma Adi Kasuma ◽  
Mohamad Saifudin Mohamad Saleh ◽  
Ayuni Akhiar ◽  
Yanny Marliana Baba Ismail
Keyword(s):  
Higher Education ◽  
Social Media ◽  
University Students ◽  
Informal Learning ◽  
Management System ◽  
Higher Education Institutions ◽  
Academic Environment ◽  
Learning Platform ◽  
E Learning ◽  
Academic Content

Academic online portals of Learning Management System (LMS) and social media have become a necessity in many higher education institutions to tie classroom meetings with learning resources. This study examines Malaysian university students' preferences of social media and LMS for academic purposes. A set of questionnaires was distributed to 269 students at four Malaysian universities. The results show that the students preferred both social media and e-learning for academic purposes, although their interest in social media was slightly higher than that of e-learning. The students had a higher regard for the academic content shared with them, than the design of a social media or e-learning platform. This suggests that both social media and e-learning are highly suitable to be used in academic environment to cater to students' need for formal-informal learning.

Revisiting and Reassessing Pedagogical and Methodological Skills after the Global Pandemic - Online Teaching/ Learning Challenges

2021 ◽  
Author(s):  
Onorina Botezat ◽  
Ramona Mihaila
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching Experience ◽  
Modern Technology ◽  
Computer Assisted ◽  
Daily Routine ◽  
Digital Learning ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms

As reported by the UN, the COVID-19 pandemic has touched almost 1.5 billion students forcing school cessations in 191 countries, changing the daily-routine of over 63 million teachers. While UNESCO and partners launched the Global Educational Coalition to produce solutions to “make digital learning more inclusive,” aiming at helping countries to gather resources to implement “remote education through hi-tech, low-tech and no-tech approaches,” a lot of actors have been holding webinars on the educational challenges and dimension of the pandemic, with participants enrolled from all over the world, from East to West.The European Association for International Education, through its EAIE Community Moment and EAIE Webinar Academy organized virtual meetings on a range of subjects, COVID19 response, mobilities and international students’ recruitment, the regional Francophone center for Central and Eastern Europe organized webinars on how to teach online the Francophonie today, the Electronic Platform for Adult Learning in Europe has constantly published updates on distant learning tools or MOOCs courses.While the webinars discuss strategies to maintain education continuity, considering children and young people in need, presenting to professors and educators a wide variety of tools, there are quite a few discussing the pedagogy of online education. Although educators have been sharing debates and exchanging opinions in reference to the e-learning platforms for more than ten years now, this very situation made them found themselves obliged to embrace, at last, the distant online learning. So, from hypothetical, theoretical, or, in some happy cases, complementary mode of e-learning platform teaching and learning, we quickly moved to the reality that imposed immediate response, within modern technology tools’ use in order to make our students carry on with their studies. And here comes the real challenge! Moving to the e-learning platforms does not mean relocating your lesson from the textbook to an educational e-learning platform, but rather translating pedagogy strategy into tool-adapted, computer-assisted online education that shall surely ease our task to reach the proposed objectives, if we are opened to change! In this paper, we will address these issues based on our teaching experience through the pandemic.

scholarly journals University students' perceptions through e-learning implementation during COVID-19 pandemic: Positive or negative features dominate?

2021 ◽  
Vol 8 (1) ◽  
pp. 197-211
Author(s):  
Mulyani Mulyani ◽  
Fidyati Fidyati ◽  
Suryani Suryani ◽  
Murnia Suri ◽  
Halimatussakdiah Halimatussakdiah
Keyword(s):  
University Students ◽  
English Language ◽  
Learning Experience ◽  
Language Instruction ◽  
Learning Material ◽  
English Class ◽  
Learning Platform ◽  
The Social ◽  
English Language Instruction ◽  
E Learning

English language instruction that moves away from offline to online should become the EFL lecturers’ concern for their students’ successful learning outcome. The students must be kept in the lecturers’ mind when they plan and program the instruction. This study aims at investigating the students’ perceptions and preferences on English instruction through e-learning implementation during the COVID-19 pandemic. This research applies a qualitative approach in a descriptive method design by involving 106 English class students from three different higher educations in Aceh, Indonesia. The thematic and comparative analyses are applied in analyzing the data. The findings of the study show that 50% of the students impress negative features concerning the internet network, a high need of internet quotas, the limitation of learning material explanation and absorption, and the social media influences. The study also reveals that 59.6% of positive features dominate the findings associated with the students’ interest in e-learning implementation as a new learning experience/exploration, engagement and enthusiasm, the flexibility of time and place, and the advance of digital technology usage and adaptation. Besides, WhatsApp, Opensimka, Google Classroom, and Google Meet have become the four most preferable e-learning platform among the respondents. It implies that e-learning implementation during the COVID-19 pandemic gives a variety of practical benefits to university students in the virtual English class. Yet, this still requires sufficient mentoring and extra supporting digital tools for the students and the lecturers.

Effects of an E-Learning Platform for EFL Chinese Learners

2011 ◽  
pp. 98-115
Author(s):  
Lin Shen ◽  
Jitpanat Suwanthep ◽  
Felicia Zhang
Keyword(s):  
University Students ◽  
Influential Factors ◽  
Control Group ◽  
Spoken English ◽  
Speaking Proficiency ◽  
Learning Platform ◽  
Chinese University ◽  
Post Test ◽  
E Learning ◽  
Chinese University Students

As English has been increasingly recognized as one of the influential factors for China in taking parts in global community, students and Chinese professionals need to participate in international seminars and conferences, and internationally collaborate with academics through the lingua franca, English. Hence, being able to speak intelligible English has unavoidably become a necessity, especially for Chinese university students. The purpose of this chapter focuses on the implementation of constructive role plays (CRP) via the NHCE e-learning in learning English as a foreign language classes. This chapter exploits quantitative and qualitative methods such as pretest, post-test, student questionnaires and student role play recording analysis to collect data to demonstrate the effectiveness of CRP on Chinese university students’ spoken English development. Results showed that there was a significant increase in the students’ speaking proficiency for the experimental group as compared to the control group. The results also indicated that CRP has been highly successful as an effective aid in improving EFL students’ speaking. The NHCE e-learning platform can provide a motivating environment for L2 students to practice spoken English. However, the empirical results showed that the use of online audio chat facility to perform the CRP may make some students feel anxious, due to its synchronized nature. This suggests that its use should be carefully considered in relation to divergent groups of learners.

scholarly journals MIEDO ESCÉNICO Y LA SUPERACIÓN PSICOLÓGICA EN ESTUDIANTES UNIVERSITARIOS.

2019 ◽  
Vol 3 (4) ◽  
pp. 39-49
Author(s):  
Israel Viejó Mora ◽  
Enrique Quinto Saritama ◽  
Enrique Quinto Saritama
Keyword(s):  
University Students ◽  
Cognitive Processes ◽  
Quantitative Method ◽  
The State ◽  
Stage Fright ◽  
State University ◽  
Research Context ◽  
Inductive Type ◽  
Estudiantes Universitarios

La investigación tiene como propósito determinar los factores que inciden en el miedo escénico en estudiantes universitarios y como afectan en sus procesos cognitivos, además de la superación psicológica al momento de exponer en público, así como indicar algunas técnicas para controlar este temor. El estudio fue realizado en la Universidad Estatal de Milagro para su efecto y ejecución, donde se aplicó el método cuali-cuantitativo, de tipo inductivo, aplicando entrevista y encuesta, para demostrar que los estudiantes no han tenido la oportunidad de conocer ciertas técnicas que le permitan superar el miedo escénico. Desde este contexto de investigación nace el estudio denominado: el miedo escénico y la superación psicológica en estudiantes universitarios. Abstract The purpose of the research is to determine the factors that affect stage fright in university students and how they affect their cognitive processes, in addition to psychological overcoming when exposed in public, as well as indicate some techniques to control this fear. The study was carried out in the State University of Milagro for its effect and execution, where the qualitative-quantitative method, of inductive type was applied, applying the interview and the survey, to demonstrate that the students have not had the opportunity to know certain techniques that allow him to overcome stage fright. From this research context comes the study called: stage fright and psychological overcoming in university students

scholarly journals Teaching and Learning (T&L) Among University Students During the Movement Control Order (MCO)

2021 ◽  
Vol 16 (2) ◽  
pp. 79-88
Author(s):  
Nor Hamiza Mohd Ghani ◽  
Sholehah Abdullah ◽  
Mohd Khairi Ismail
Keyword(s):  
Online Learning ◽  
University Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
Movement Control ◽  
Academic Institutions ◽  
Learning Platform ◽  
E Learning ◽  
Control Order

Both academic institutions and schools were required to conduct online learning during the Movement Control Order (MCO) period. This study aims to identify Universiti Teknologi Mara (UiTM) Terengganu’s branch students’ perceptions of teaching and learning (T&L) during MCO. The preferred technology framework for T&L during the MCO period is also identified in this report. Furthermore, this study identifies the factors that influenced the choice of said application. The respondents were 256 UiTM Terengganu students from eight specialisations. Data were gathered through the use of online questionnaires administered through Google Forms. According to the findings, students had a generally positive attitude toward the online learning process but were less satisfied with its effectiveness. In terms of application selection, the university’s teaching and learning platform, Ufuture system, comes in first, followed by Google Classroom, Telegram, and WhatsApp. This study also discussed the strategies for improving the effectiveness of technology utilisation to optimise e-learning.

scholarly journals Diseño de asignatura para la competencia digital del estudiante universitario = Design of a course for the digital competence of university students

2017 ◽  
Vol 1 (3) ◽  
pp. 27 ◽  
Author(s):  
Justo García-Navarro ◽  
Oriol Borrás-Gené ◽  
Ana Jiménez-Rivero
Keyword(s):  
University Students ◽  
Student Assessment ◽  
Digital Competence ◽  
Personal Learning ◽  
Learning Platform ◽  
Massive Online Open Courses ◽  
E Learning ◽  
Key Competences ◽  
Open Courses ◽  
Competencia Digital

ResumenEl aprendizaje a lo largo de la vida requiere la adquisición de unas competencias clave por parte de los ciudadanos. Un ejemplo de competencia clave es la competencia digital. Para su desarrollo se considera relevante contemplar la oferta de nuevas asignaturas que integren aspectos de gestión de la identidad digital y entornos personales de aprendizaje. Este artículo propone una nueva asignatura para la capacitación digital del estudiante universitario, de carácter online y con tutorías virtuales y presenciales. El objetivo de este estudio es presentar los aspectos considerados para el diseño del modelo de asignatura para la competencia digital del estudiante universitario. La asignatura contempla el seguimiento de cursos abiertos masivos en línea con el objeto de trabajar competencias transversales y específicas de la asignatura, a la vez que el alumno se familiariza con su entorno personal de aprendizaje. Para la gestión y evaluación de la asignatura se emplea una plataforma e-learning y un servicio de blogs institucional. Los resultados muestran la experiencia de aplicar el modelo en el marco del Máster Universitario en Eficiencia Energética en la Edificación, la Industria y el Transporte, de la Universidad Politécnica de Madrid en el curso 2016/17. Se identifica la necesidad de aplicar esta asignatura en futuras promociones del máster, así como en otros programas de posgrado, con el fin de cuantificar la eficacia del modelo y su adecuación para la consecución de las competencias digitales previstas.AbstractLifelong learning requires the acquisition of key competences by citizens. One of the key competences is digital competence. Therefore, new subjects that integrate digital identity and the aspects of the personal learning environments should be considered. This paper proposes a new online course for developing the digital competence of university students, with virtual and face-to-face tutoring. The objective of this study is to present the aspects considered to design the model of course for the digital competence of university students. The course includes the training through massive online open courses undertaken by students to reach general and specific competencies, being at the same time a tool for the student to gain familiarity with their personal learning environment. The management of the course, as well as the student assessment, are conducted through an institutional e-learning platform and a blogging service. The results show the experience of implementing the model in the framework of the Master’s degree in “Eficiencia Energética en la Edificación, la Industria y el Transporte”, of the Universidad Politécnica de Madrid, in the academic course 2016/17. The results show a model of course that considers The need of implementing this course in the coming batches of students of the master and other postgraduate programmes is identified, aiming to quantify the effectiveness and appropriateness of the course for the achievement of the foreseen digital competencies.

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