EFFECTS OF THE COLLABORATIVE WORK INTO THE STUDENT ANXIETY, IN HIGHER EDUCATION, DURING THE COVID-19 PERIOD

2021 ◽  
Author(s):  
José Manuel Brotons-Martínez ◽  
Francisca Martínez-Perez
Keyword(s):  
Higher Education ◽  
Collaborative Work ◽  
Student Anxiety

scholarly journals Using Wikipedia as a classroom tool — a translation experience

2018 ◽  
Author(s):  
Robert Martínez Carrasco
Keyword(s):  
Higher Education ◽  
Collaborative Work ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Classroom Experience ◽  
European Higher Education Area ◽  
Teaching Innovation ◽  
Reverse Translation ◽  
Innovation Project ◽  
European Higher Education

This paper presents a classroom experience regarding the use of Wikipedia in a teaching innovation project carried out between Jaume I University and Wikimedia Spain. Framed in the current post-postivist climate within the European Higher Education Area (EHEA), Wikipedia will be presented as an inter-disciplinary tool with a relevant number of classroom applications, reflecting how meaningful learning experiences based on collaborative work and authentic project-based tasks lead to better understanding and higher levels of motivation among the students. In the particular case of translation education, it will be argued that using Wikipedia in the course of the reverse translation modules allows the students to gain a deeper insight of its linguistic and discursive structures, as well as the critical/exegetic skills they need in order to assess the kind of texts with which they are commissioned, and the special discursive techniques associated to the translation task.

The Use of Cloud-Computing to Promote Collaborative Learning in Higher Education

2019 ◽  
pp. 32-45
Author(s):  
Melissa S. Martin ◽  
Rachel E. Hugues ◽  
Alison Puliatte
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Collaborative Learning ◽  
Learning Styles ◽  
Instructional Strategy ◽  
Collaborative Work ◽  
Learning Preferences ◽  
Generation Z ◽  
E Learning ◽  
Learning Platforms

Generation Z students are inherently different than previous generations. These students may need adapted forms of instruction in order to match their learning styles. Collaborative learning can be adapted using cloud-computing, which helps students work together online and manage their interactions. These students may benefit from a technological twist to a common instructional strategy and are inclined to use online means of communication to complete coursework. Technology has dominated the educational experiences of these students and they are no strangers to collaborative work through e-learning platforms. Higher education institutions and instructors must develop the format of courses in order to meet the technological learning preferences of Generation Z.

Applied Competences for Students by Using M-Learning Devices in Higher Education

2016 ◽  
pp. 453-476
Author(s):  
José-Alberto Herrera-Bernal ◽  
Darinka del Carmen Ramírez-Hernández ◽  
María-Soledad Ramírez-Montoya
Keyword(s):  
Higher Education ◽  
Collaborative Work ◽  
Research Question ◽  
Basic Knowledge ◽  
Learning Technology ◽  
Learning Tools ◽  
Online Distance Education ◽  
Management Evaluation ◽  
Self Study ◽  
Online Distance

The purpose of this chapter is to present a case study for evaluating the competences (knowledge, skills, and attitudes) applied by students in Higher Education by using m-learning devices in a course taught in an online distance education. The research question was: Which skills do the students need to learn through m-learning devices? Two variables used in this study were: m-learning and learning technology skills. The results shows that m-learning becomes an extension, addition and/or evolution of online studying and that the student requires a set of basic knowledge and skills to handle cell phones and iPods as learning tools. Students also develop skills in computing, communication, productivity, relationships, leadership, self-study while being involved in a study mode such as mobile learning. Students also require competences such as self-management, evaluation and selection of information, creativity, communication and collaborative work.

Applied Competences for Students by Using M-Learning Devices in Higher Education

2020 ◽  
pp. 44-67
Author(s):  
José-Alberto Herrera-Bernal ◽  
Darinka del Carmen Ramírez-Hernández ◽  
María-Soledad Ramírez-Montoya
Keyword(s):  
Higher Education ◽  
Collaborative Work ◽  
Research Question ◽  
Basic Knowledge ◽  
Learning Technology ◽  
Learning Tools ◽  
Online Distance Education ◽  
Management Evaluation ◽  
Self Study ◽  
Online Distance

The purpose of this chapter is to present a case study for evaluating the competences (knowledge, skills, and attitudes) applied by students in Higher Education by using m-learning devices in a course taught in an online distance education. The research question was: Which skills do the students need to learn through m-learning devices? Two variables used in this study were: m-learning and learning technology skills. The results shows that m-learning becomes an extension, addition and/or evolution of online studying and that the student requires a set of basic knowledge and skills to handle cell phones and iPods as learning tools. Students also develop skills in computing, communication, productivity, relationships, leadership, self-study while being involved in a study mode such as mobile learning. Students also require competences such as self-management, evaluation and selection of information, creativity, communication and collaborative work.

scholarly journals Bridging the Knowledge Gap between Secondary and Higher Education

2003 ◽  
Vol 64 (1) ◽  
pp. 75-85 ◽  
Author(s):  
Zorana Ercegovac
Keyword(s):  
Higher Education ◽  
High School ◽  
Secondary Schools ◽  
Information Literacy ◽  
Collaborative Work ◽  
School Level ◽  
High School Level ◽  
Educational Levels ◽  
Physics Teacher ◽  
Literacy Standards

This article suggests several intersections for possible collaboration among different educational levels and disciplines. It describes some of the collaborative work between a physics teacher and a librarian at a high school level. In particular, science-integrated information literacy competencies have been selected that may easily be mapped to, and extended for, higher education. The paper concludes with directions for further study and a crossover between information literacy standards for secondary schools and colleges.

scholarly journals Propuesta de modelo tecnológico para Flipped Classroom (T-FliC) en educación superior

2018 ◽  
Vol 22 (2) ◽  
pp. 1 ◽  
Author(s):  
Matilde Basso-Aránguiz ◽  
Mario Bravo-Molina ◽  
Antonella Castro-Riquelme ◽  
César Moraga-Contreras
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Collaborative Work ◽  
Evaluation Process ◽  
Learning Assessments ◽  
Learning Path ◽  
Teaching Learning ◽  
Technology Resources ◽  
Different Levels

The Technology Model, called T-FliC is proposed for Flipped Classroom. The aim is to provide IT facilities to the aforementioned pedagogical model. This proposal may be implemented at different levels of higher education. T-FliC is primarily based on the use of free technology resources, especially Google applications such as Classroom, Drive, and YouTube, because they are widely used by students and teachers. This extensive use permits to replicate this model in different educational contexts. The T-FliC model incorporates five ICT phases, ranging from the planning of teaching-learning activities to continuous learning assessments. The implementation of the T-FliC Model includes the following phases: a digital class (learning outside the classroom) with asynchronous guidance of a virtual tutor; a workshop involving dynamic activities for collaborative work (classroom learning) guided by a tutor in person; and an ongoing technological tools evaluation process (clickers, portfolio, and forum) which will generate the digital records of the student learning path. This article includes a bibliographic review of the role of ICT in the education processes and the fundamentals of the Flipped Classroom (FC) methodology. In the paper are included FC implementation experiences in higher education, followed by the presentation of the T-FliC Model as a technological proposal for this methodology. Finally, the conclusions present reflections on the proposal.

scholarly journals Education and innovation: impacts during a global pandemic in a higher education institution

2021 ◽  
Vol 92 ◽  
pp. 01053
Author(s):  
Ana Vale ◽  
Nazaré Coimbra ◽  
Alcina Martins ◽  
José Oliveira
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Value Added ◽  
Education Institution ◽  
Structured Interviews ◽  
Higher Education Institution ◽  
Educational Challenge ◽  
Short Period

Research background: At the beginning of the year 2020, there was a shift in strategies and instruments in a short period of time, to respond to a situation of impossibility of face-to-face teaching. Thus, it is essential to reflect on an educational challenge, whose impacts continue on a global scale. Purpose of the article: The present article aims to analyse how the pandemic situation has been influencing education and learning in Higher Education. Methods: Having as context a higher education institution located in the municipality of Porto, a case study was developed that analysed teaching and learning methodologies applied throughout the 2019/20 academic year. For this research, a qualitative methodology was used, with semi-structured interviews with five teachers and opinion essays from nine students, with fourteen participants. The analysis was carried out using the Nvivo software, triangulating the perceptions of the two groups of interviewees. Findings & Value added: The results allow us to conclude that the participants are aware that collaborative work and the use of appropriate technological resources were essential to ensure teaching and distance learning, including the evaluation process, despite mandatory confinement. Globally, the perceptions of the emergence of a new educational paradigm are confirmed, based on the massive use of technological resources, which propelled the innovation of the teaching and learning process. Nevertheless, both groups recognize that distance learning impoverishes the fundamental interpersonal dynamics in Higher Education.

scholarly journals Entrepreneurial Learning in Higher Education: Perceptions, Realities and Collaborative Work from the Stakeholder Point of View

2015 ◽  
Vol 5 (1) ◽  
pp. 255
Author(s):  
Ana Paula Marques ◽  
Ana Isabel Couto ◽  
Paula Rocha
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Best Practice ◽  
Formal Education ◽  
Higher Education Institutions ◽  
Collaborative Work ◽  
Added Value ◽  
Entrepreneurial Learning ◽  
Entrepreneurial Spirit ◽  
Formal And Informal Learning

In recent years, Portuguese universities have diversified their strategies for the promotion of entrepreneurial education among (under/post) graduates, both through formal education and non- formal and informal activities. Indeed, Higher Education Institutions can provide entrepreneurial learning opportunities for students, stimulating new attitudes and behaviours towards entrepreneurship. In terms of non-formal and informal learning, various types of activity are of particular significance, and include entrepreneurship promotion and skills-based training, as well as monitoring of the development of ideas and projects. These activities are undertaken by various higher education stakeholders and key-actors, who contribute to the construction of an entrepreneurial ecosystem, and increase entrepreneurial spirit in (under/post) graduates. The research reported here is based on the main findings gathered from the ongoing project "Entrepreneurial Learning, Cooperation and the Labour Market: Good Practices in Higher Education (POAT-FSE)", focusing particularly on the results of a survey questionnaire completed by a diverse sample of entities linked to Portuguese public Higher Education Institutions (HEIs) and working to promote non-formal and informal entrepreneurial activities, as well as a set of case studies carried out regarding examples of best practice in Portuguese Higher Education. In doing so, this paper aims to highlight the importance of non-formal and informal learning, and to contribute to reflection on the added value of inter-organizational cooperation and collaborative work.

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