scholarly journals Propuesta para la Reestructuración Funcional de la Figura del Coordinador de Virtualización en la UNED

EAD em FOCO ◽  
2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Ana María Martín-Cuadrado ◽  
Carlos Cerrada Somolinos ◽  
M. Angeles López-González ◽  
Ignacio Quintana Frías ◽  
Mercedes García Pérez
Keyword(s):  
Online Courses ◽  
University Education ◽  
Enseñanza Superior ◽  
Educación A Distancia ◽  
Digital Skills ◽  
El Sistema ◽  
Technological Competences ◽  
Teachers Training ◽  
European University

El sistema organizativo académico de la Universidad Nacional de Educación a Distancia (UNED) está integrado por docentes en la Sede Central y profesores tutores en los Centros Asociados repartidos por el territorio español. A partir del nuevo panorama educativo en la enseñanza universitaria europea (Espacio Europeo de Enseñanza Superior, -EEES), la UNED se fue adaptando y situándose en un escenario moderno e innovador, iniciándose la mejora y homogeneización de los servicios que reciben los estudiantes mediante los cursos virtuales. En este contexto, se precisó la formación a profesores tutores y a estudiantes en la utilización de los cursos virtuales de la universidad, surgiendo así el rol del Coordinador de Virtualización (CV). En la actualidad hay 62 coordinadores (uno por cada centro asociado). Tras la implantación de las nuevas titulaciones dentro del marco del EEES y, una vez consolidada esta figura en la institución, se ha hecho necesario ofrecer una nueva organización en las funciones y tareas que los CV han de ejercer. Este trabajo describe la nueva propuesta organizativa diseñada para su aplicación a partir del próximo curso 2014-2015, y para cuya elaboración se han seguido los siguientes pasos: identificación del tipo de tareas a desarrollar (apoyo tecnológico a estudiantes y asesoramiento a profesores tutores), establecimiento de los contextos de trabajo (presencial y virtual), y clasificación por categorías para permitir una asignación de actividades básicas a todos los CV y de actividades más especializadas entre subgrupos de CV. Palabras llave: Aprendizaje semipresencial; Formación de profesorado; Competencias tecnológicas; Habilidades digitales. Virtualization Coordinator: Trainer of Tutor-Professors and Support for Students in the UNED Associate CenterAbstract The academic organizational structure of the Universidad Nacional de Educación a Distancia (UNED) is composed of professors at Central Headquarters and tutor-professors at the Associate Centers spread across the Spanish territory. From the new educational landscape in European university education (European Higher Education Area - EHEA), UNED was adapting and placing itself in a modern and innovative stage, beginning with the improvement and standardization of services provided to students through the online courses. In this context, training for both tutor-professors and students in the use of online courses was required, and that´s how the role of Virtualization Coordinator (VC) emerged. At present time, there are 66 VCs (one for each Associate Center). After implementation of the new qualifications within the framework of the EHEA and once established this role in the institution, it is necessary to provide a new organization in the functions and tasks that have to exercise VC. This paper describes a new organizational proposal designed for use from next year 2014-2015, and to whose development we have followed the following steps: identification of the type of tasks to be performed (technical support to students and advice to tutor-professors), establishment of working contexts (presential and virtual), and categorization to allow distribution of basic activities among all the VC, and more specialized activities among subgroups of VC.Keywords: Blended learning; Teachers training; Technological competences; Digital skills.

European higher education space: where do we go from here?

2004 ◽  
Vol 49 (8) ◽  
pp. 139-143 ◽  
Author(s):  
J. Iza ◽  
P. García Encina
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
European Countries ◽  
University Education ◽  
Continuous Education ◽  
Future Role ◽  
The Future ◽  
European Higher Education ◽  
European University

The Declaration of Bologna and subsequent documents have drastically changed the European university panorama and the future role of universities as providers of continuous education for a lifelong learning. There will be a convergence not only in academic titles, but also in the way we see university education. The previous EEE symposium gave some clues on the approaches taken by different European countries: organization of EE studies, integration of graduates into the market, and interaction with professional bodies. Bologna's outcomes were sold in Spain as a change into an American (USA) model, which, as any other model, has advantages and drawbacks. This paper deals with an open reflection on the future of university studies in Europe.

scholarly journals IKIMOKYKLINIO IR PRIEŠMOKYKLINIO UGDYMO PEDAGOGŲ RENGIMAS: UNIVERSITETINIO PEDAGOGŲ UGDYMO PRIVALUMAI [PRE-SCHOOL AND PRE-PRIMARY TEACHER TRAINING: TEACHERS UNIVERSITY EDUCATIONAL NECESSITY]

2016 ◽  
Vol 8 (3) ◽  
pp. 106-116
Author(s):  
Skaistė Kovienė
Keyword(s):  
Teacher Training ◽  
Primary Education ◽  
Healthy Lifestyle ◽  
College Education ◽  
University Education ◽  
Primary Teacher ◽  
The Family ◽  
Adults And Children ◽  
Teachers Training

The aim of pre-school education – taking into account child’s innate powers, his/her individual experiences, referring to the regularities of development to help a child to develop the fundamentals of independence, healthy lifestyle, positive communication with adults and children, creativity, knowledge about the environment and the country, knowing how to learn. The purpose of pre-primary education – to help a child prepare to successfully learn according to the curriculum of primary education. Both pre-school and pre-school teacher's goal – to help the family to educate pre-school and pre-school age child. In Lithuania pre-school and pre-primary education teachers are trained both at universities and at colleges. In the society it is often discussed whether for a teacher who works with pre-schoolers – little citizens of the country – it is enough to have higher non-university (college) education of higher university education is obligatory. In the present essay the concepts of pre-school and pre-primary education have been used because a teacher having obtained the qualification of a pre-school educator still has no possibility to work with pre-primary age children until he/she obtains these complementary competences. Analysis of scientific literature and documents allowed making the conclusions about the particularity of children of pre-school and pre-primary age, the importance of the role of pre-school and pre-primary education teachers in developing children’s personalities, the differences of these teachers’ training at universities and colleges and teachers university educational necessity. Key words: university education, non-university (education of college) education, pre-school and pre-primary education, teacher training.

scholarly journals El sistema educativo español: un enfoque austriaco

2021 ◽  
pp. 83-117
Author(s):  
Carlos Arenas Laorga
Keyword(s):  
Education System ◽  
Jel Classification ◽  
University Education ◽  
Complex Issue ◽  
Role Of The State ◽  
Palabras Clave ◽  
Failure State ◽  
El Sistema ◽  
History Of

This paper aims to study the influence of the role of the state in non-university education in Spain. In order to analyze a complex issue such as this, we begin with the history of interventions in education to provide context to the study of current problems of interventionism in the education system. Several of these problems are funding, school breakdown, or the lack of freedom within families. After analyzing some of the problems that our education system suffers, we will propose a number of improvements based on successful educational measures that have been applied in other countries according to the Austrian School theories. These improvements provide quantitative data that prevent falling into pure ideology of an issue currently so delicate in Spain. Key words: Education System, School Failure, State and Education, PISA Report, Mckinsey Report, Education Funding. JEL Classification: A21, B53, I21, I22. Resumen: En este trabajo se pretende estudiar la influencia del papel del estado en la educación no universitaria de España. Para poder analizar un tema complejo como este partimos de la historia de las intervenciones en educación, para afrontar después, con mayor criterio, el estudio de los pro-blemas actuales del intervencionismo en el sistema educativo. Parte de estos problemas son la financiación, el fracaso escolar o la falta de libertad de las familias. Tras analizar algunos de los problemas de los que adolece nuestro sistema de enseñanza, propondremos una serie de mejoras basándonos en medidas educativas de éxito aplicadas en otros países y en la teoría de la Escuela Austriaca, aportando datos cuantitativos que sirven de referencia para no caer en la ideologización de un tema proclive a ello y tan delicado en España en estos momentos. Palabras clave: Sistema Educativo, Fracaso Escolar, Estado y Educación, Informe PISA, Informe Mckinsey, Financiación de la Educación. Clasificación JEL: A21, B53, I21, I22.

EXPRESS: Effects of Payment on User Engagement in Online Courses

2021 ◽  
pp. 002224372110163
Author(s):  
Ali Goli ◽  
Pradeep K. Chintagunta ◽  
S. Sriram
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Full Potential ◽  
User Engagement ◽  
Sunk Cost ◽  
Course Content ◽  
Sunk Cost Effect ◽  
To Receive ◽  
Cost Effect

Massive Open Online Courses (MOOCs) have the potential to democratize education by improving access. Although retention and completion rates for non-paying users have not been promising, these statistics are much brighter for users who pay to receive a certificate upon completing the course. We investigate whether paying for the certificate option can increase engagement with course content. In particular, we consider two such effects: (a) the certificate effect, which is the boost in motivation to stay engaged in order to receive the certificate; and (b) the sunk-cost effect, which arises solely because the user paid for the course. We use data from over 70 courses offered on the Coursera platform and study the engagement of individual participants at different milestones within each course. The panel nature of the data enables us to include controls for intrinsic differences between non-paying and paying users in terms of their desire to stay engaged. We find evidence that the certificate and sunk-cost effects increase user engagement by approximately 8%-9%, and 17%-20%, respectively. However, whereas the sunk-cost effect is transient and lasts only for a few weeks after payment, the certificate effect lasts until the participant reaches the grade required to be eligible to receive the certificate. We discuss the implications of our findings for how platforms and content creators may want to design course milestones and schedule the payment of course fees. Given that greater engagement tends to improve learning outcomes, our study serves as an important first step in understanding the role of prices and payment in enabling MOOCs to realize their full potential.

scholarly journals Maintaining Academic Standards and Integrity in Online Business Courses

2020 ◽  
Vol 9 (2) ◽  
pp. 248
Author(s):  
Delbert Goff ◽  
Jarrod Johnston ◽  
Bryan Bouboulis
Keyword(s):  
Online Courses ◽  
University Education ◽  
University Graduates ◽  
Online Classes ◽  
Business Courses ◽  
Face To Face ◽  
Business Colleges ◽  
Online Business ◽  
Online Cheating ◽  
High Level

As the number of online courses being offered at universities has increased dramatically over the past several years, the level of oversight has lagged and created an environment ripe for cheating. We find that students admit to higher levels of cheating in online classes and believe other students also cheat more relative to face-to-face classes. This is likely due to the lack of tools to combat online cheating and the lack of policy from universities. We know from previous studies that business colleges have a comparatively high level of cheating and the amount of cheating at universities has been rising. These trends threaten to create an unfair system where cheaters are rewarded with higher grades than non-cheaters, thereby encouraging otherwise honest students to cheat. This may result in declining and erratic knowledge among university graduates, diminishing the value of a university education.

Reimagining a Realist Evaluation Research in Entrepreneurship Skills Development and the Idea of University Education

2021 ◽  
Vol 12 (1) ◽  
pp. 133-133
Author(s):  
Valile Valindawo M. Dwayi
Keyword(s):  
Explanatory Power ◽  
Evaluation Research ◽  
Realist Evaluation ◽  
University Education ◽  
Skills Development ◽  
Research Approach ◽  
Espoused Values ◽  
Innovation And Technology ◽  
Sustainability Challenges

This article reports on the evaluation researchproject, which focussed on the viability and sustainability challenges in one particular case of a university over a period of five years. Such a university remains categorised as structurally disadvantaged despite almost thirty years into constitutional democracy in South Africa. As such, the research project was conducted against the complexity of the university transformation project, which take place against the enduring social ills as high unemployment rate, increasing inequalities and abject poverties especially from the enduring legacy of the old racist apartheid system. The role of university education in such a context becomes the reflexive imperative in consideration of university, not only as the public good and equity, but for social justice and equity discourses. Such discourses need to be made more loud than is presently the case. The research therefore focussed on the role of entrepreneurship skills development, which then were juxtaposed with the espoused values of of science, innovation and technology as the key performance indicators for the academic project. As such, the article will revolve around the main argument that scholarship of engagament in univeristy spaces, where entrepreneurship skills development ought to be the enabling system, need to be reimagined in terms of the contemporary research disciplines. Critical realist philosophy, and the realist social theory as the explanatory program, provide the alternative research approach to the mainstream approaches due to their explanatory power for for transcendentalism and based on retroductive arguemnts about the social world. Such an approach does not only foreground the contemporary debates in social sciences, and the emerging fields of study within it, but also help to elaborate on the purist positions that tend to be promoted in some business science fields and their inadvertent pragmatic and black box logic. Keywords: Viability, Sustainability, Entrepreneurship skills development, Historically disadvantaged universities, realist evaluative research

The Myth of the Digital Native and What It Means for Higher Education

2018 ◽  
pp. 97-114
Author(s):  
Linda Corrin ◽  
Tiffani Apps ◽  
Karley Beckman ◽  
Sue Bennett
Keyword(s):  
Higher Education ◽  
Young Adults ◽  
Young People ◽  
Digital Technology ◽  
University Education ◽  
Childhood And Adolescence ◽  
Digital Native ◽  
College And University ◽  
Radical Transformation

The term “digital native” entered popular and academic discourse in the early 1990s to characterize young people who, having grown up surrounded by digital technology, were said to be highly technologically skilled. The premise was mobilized to criticize education for not meeting the needs of young people, thereby needing radical transformation. Despite being repeatedly discredited by empirical research and scholarly argument, the idea of the digital native has been remarkably persistent. This chapter explores the myth of the digital native and its implications for higher education. It suggests that the myth’s persistence signals a need to better understand the role of technology in young people’s lives. The chapter conceptualizes technology “practices,” considers how young adults experience technology in their college and university education, and how their practices are shaped by childhood and adolescence. The chapter closes with some propositions for educators, institutions, and researchers.

Online opportunities and risks for children and adolescents: The role of digital skills, age, gender and parental mediation in Brazil

2017 ◽  
Vol 20 (7) ◽  
pp. 2411-2431 ◽  
Author(s):  
Tania Cabello-Hutt ◽  
Patricio Cabello ◽  
Magdalena Claro
Keyword(s):  
Educational Level ◽  
Internet Access ◽  
Parental Mediation ◽  
Direct And Indirect Effects ◽  
Digital Inclusion ◽  
Starting Point ◽  
Digital Skills ◽  
Online Behaviour ◽  
Parental Educational Level

This article presents a study that applies integrated and multi-factor path analysis to report the direct and indirect effects of young Brazilian individual and home factors on their online opportunities and risks. The results show that engaging in more online opportunities, being older and having a lower level of parental mediation are associated with a higher number of online risks. At the same time, being older, having Internet access at home, having parents with a higher educational level, possessing more digital skills and receiving a higher level of co-use and active parental mediation are positively associated with online opportunities. Although restrictive parental mediation is negatively associated with online risks, it also reduces opportunities. In addition, co-use and active mediation are positively associated with parental educational level. These findings offer a starting point to understand children’s online behaviour and digital inclusion in Latin America and analyse its differences with other regions.

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