scholarly journals Online Escape Room during COVID-19: A Qualitative Study of Social Education Degree Students’ Experiences

2021 ◽  
Vol 11 (8) ◽  
pp. 426
Author(s):  
Ana Manzano-León ◽  
José Manuel Aguilar-Parra ◽  
José M. Rodríguez-Ferrer ◽  
Rubén Trigueros ◽  
Rocío Collado-Soler ◽  
...  
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Social Impact ◽  
Traditional Education ◽  
Learning Goals ◽  
Social Education ◽  
Online Activity ◽  
Face To Face ◽  
The Face ◽  
Education Degree

Confinement due to the COVID-19 pandemic has hastened an educational shift from face-to-face to online classrooms. This distanced education seeks to achieve learning goals mediated by technology as they would be achieved in the face-to-face classroom, without ignoring the psychological and social impact that COVID-19 has had on students and teachers. Faced with this situation, the use of online educational escape rooms has been proposed as a motivating strategy for students to review curriculum content in a cooperative and fun way. A qualitative investigation was carried out to explore the perceptions of university students in the Social Education degree program after the implementation of an educational escape room. Our main findings are that most students found that it allowed them to interact with their peers beyond traditional education, that it was useful for their learning and that it was a pleasant activity. However, it was also mentioned that it can be a stressful activity as being an online activity, some students may have connectivity problems. It is concluded that online escape rooms can be active and effective learning strategies for university students.

scholarly journals Aulas virtuales para la formación académica universitaria

2019 ◽  
pp. 21-26
Author(s):  
Adán Mendoza-Clemente ◽  
Matilde Reyes-Fuentes ◽  
Beatriz Gaspar-Aranda ◽  
Francisco García-Romero
Keyword(s):  
Learning Strategies ◽  
Management System ◽  
Content Management ◽  
Learning Tools ◽  
Virtual Classrooms ◽  
Face To Face ◽  
Web Environment ◽  
Constant Change ◽  
The Face ◽  
The One

At present we are in a constant change that affects us in a technological, economic, social, political and environmental way. Where virtual education is undoubtedly the one that most adapts to these changes. Every day, Content Management Systems are generated that favor the development of virtual classrooms as support and learning tools in university academic training, which help to minimize geographical barriers in education and bring knowledge closer to people. A content manager or CMS (Content Management System) is a management system that allows you to create, manage and publish content in a web environment, a clear example is Moodle. The implementation of virtual classrooms favors the training and qualification of university students through the incorporation of learning strategies focused on developing theoretical and practical competences and attitudes that allow them to perform effectively in the workplace, as well as strengthening the face to face and semi-formal educational modalities. face-to-face.

scholarly journals Students’ Experiences in Suddenly Transformed Living and Educational Environments by COVID-19

2021 ◽  
Vol 12 ◽  
Author(s):  
Fernando Hernández-Hernández ◽  
Juana M. Sancho-Gil
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Teaching Methods ◽  
Face To Face ◽  
Virtual Tools ◽  
Educational Environments ◽  
Key Concepts ◽  
The University ◽  
Emotional Effects ◽  
Virtual Relationships

This manuscript builds on research about how university students felt affected by the Covid19 pandemic and, especially, by the irruption of non-face-to-face classes and mixed teaching methods in this context. How have young people experienced this situation? How has it affected their wellbeing and the learning strategies should develop have had to incorporate into their virtual relationships? their virtual relationships? How have they related and relate to virtual tools for a task that they have always experienced face-to-face? To answer these questions, the TRAY-AP project that investigates how university students learn collected 89 scenes that show the effects of the Covid 19 on their lives and the university. We grouped these scenes into seven key concepts to detect how students were emotionally affected, especially by moving from face-to-face to virtual learning. From this analysis, although primarily negative, the emotional effects have also allowed them to generate positive strategies for readaptation and collaboration with other colleagues. All of which opens the way to rethink the predominant pedagogical and knowledge relations in the university.

Pedagogical design in teaching future bachelors of preschool education in the field of organization of artistic and aesthetic development of children

2020 ◽  
pp. 35-43
Author(s):  
Anastasia A. Druzhinina
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Preschool Education ◽  
Learning Objects ◽  
Learning Goals ◽  
Digital Learning ◽  
Face To Face ◽  
Aesthetic Development ◽  
Pedagogical Design ◽  
Digital Learning Objects

We substantiate the relevance of the use of pedagogical design at different levels of education, including preschool, general, and higher education. It is noted that in order to ensure the development of future bachelors’ ability to organize the artistic and aesthetic development of pre-school children, taking into account the principles of pedagogical design, it is necessary to design and implement an educational discipline for bachelors of pedagogical education, the profile “Pre-school Education” – “Method of Artistic and Aesthetic Development of a Preschooler”. For this purpose, modern interpretations of the term “pedagogical design” are analyzed, and the stages of the ADDIE method of pedagogical design are studied. Pedagogical design is defined as the colla-borative process of developing a course using specific learning goals and pedagogical theories to define learning strategies, activities, and assessments to achieve the desired educational outcomes. It is revealed that pedagogical design uses design principles to promote student engagement and includes the development of structures, digital learning objects, and multimedia resources to im-prove the quality of teaching and learning. We disclose the conceptual and analytical stage of the pedagogical design of the course “Methods of Artistic and Aesthetic Development of a Preschoo-ler” taking into account Bloom’s taxonomy and knowledge types by L.W. Anderson and D.R. Krathwohl. The results of the survey of students are presented. It is noted that the use of pe-dagogical design is a promising direction that allows building mixed learning. It is established that the effective format of interaction between the teacher and the student in the framework of mixed learning will be Face-to-face driver, when the teacher gives the main volume of the educational plan in person and uses online training as an auxiliary.

A study of the discriminative validity of a screening tool (MINI-SPIN) for social anxiety disorder applied to Brazilian university students

2007 ◽  
Vol 22 (4) ◽  
pp. 239-243 ◽  
Author(s):  
Flávia de Lima Osório ◽  
José Alexandre Crippa ◽  
Sonia Regina Loureiro
Keyword(s):  
Anxiety Disorder ◽  
Social Anxiety ◽  
University Students ◽  
Social Anxiety Disorder ◽  
Predictive Value ◽  
Screening Tool ◽  
Discriminative Validity ◽  
Face To Face ◽  
Telephone Interviews ◽  
The Face

AbstractObjectiveThis study aimed to evaluate the discriminative validity of MINI-SPIN (MS) as a screening tool for social anxiety disorder (SAD) in a group of Brazilian university students.MethodSPIN was collectively applied to 2320 university students. Among them, 656 individuals who fulfilled the criteria for positive MS (N = 473) and negative MS (N = 183) were selected and divided into two groups. The selected subjects were interviewed by telephone using the SAD module of the SCID-IV, used as the gold standard. In order to check interrater reliability, a group of university students (N = 57) was reinterviewed by telephone by a second rater, and another group (N = 100) participated in a face-to-face interview.ResultsThe Kappa coefficient among the telephone interviews was 0.80, and a coefficient of 0.84 (P < 0.001) was obtained between the telephone interview and the face-to-face one. For a cut-off score of 6, suggested in the original English version of the instrument, sensitivity was 0.94, specificity 0.46, the positive predictive value (PPV) was 0.58, and the negative predictive value (NPV) was 0.92. For a cut-off score of 7, we observed an increase in the specificity and in the PPV (0.68 and 0.65) while the sensitivity and NPV (0.78 and 0.80) remained high.Discussion/ConclusionMS showed quite satisfactory psychometric qualities. The cut-off score of 6 seemed to be the most suitable to attest the tracking value of the tool. However, the cut-off score of 7 was the most suitable as a minimum parameter for the studied group, with psychometric values more similar to those of the original study.

scholarly journals Face-to-Face vs. E-Learning Models in the COVID-19 Era: Survey Research in a Spanish University

2021 ◽  
Vol 11 (6) ◽  
pp. 293
Author(s):  
María Teresa Costado Dios ◽  
José Carlos Piñero Charlo
Keyword(s):  
Learning Process ◽  
Online Teaching ◽  
Learning Model ◽  
Educational Models ◽  
Face To Face ◽  
Flexible Schedule ◽  
The Face ◽  
E Learning ◽  
Education Degree ◽  
Face To Face Learning

This study shows the results of an autobiographical questionnaire of Spanish university students regarding two different educational models caused by the COVID-19 pandemic: face-to-face and e-learning. The aim is to discover their perceptions and opinions about their experiences during the learning process and what they have experienced during this global emergency and period of home confinement. The sample is made up of 100 students from the Primary Education Degree programme and the research was carried out through a qualitative study of the questionnaire. The results, divided into categories of each educational model, show the interpretation that the students make of the current reality and their own learning process. The most important aspect of the face-to-face learning model, according to 75% of the students, is direct communication with the teacher, and for 88% of them this model was effective. For the e-learning model, the flexible schedule, the economic savings and explanatory videos are the relevant ideas that the students express, with 68% stating that it was an effective model. The main conclusion is that the students prefer to continue with the face-to-face learning process (49%) rather than online teaching (7%) or, failing that, mixed or blended learning (44%), where the theoretical classes could be online and the practical classes could be face-to-face.

scholarly journals Use of smartphones in family relationships of university students of the Nacional del Altiplano University of Puno

2019 ◽  
Vol 10 (2) ◽  
pp. 151-159 ◽  
Author(s):  
Yolanda Pari Ccama
Keyword(s):  
Young People ◽  
University Students ◽  
Family Relationships ◽  
Communication Styles ◽  
Face To Face ◽  
Parents And Children ◽  
Deductive Method ◽  
The Face ◽  
Probabilistic Sample ◽  
Relationship Of

The excessive use of Smartphone in young people has caused deterioration in family relationships. The objective of the research was to determine the relationship of the use of the Smartphone with family relationships in university students. The hypothetical deductive method was applied, the research is of a correlational descriptive type, a non-probabilistic sample was used for the convenience of 96 students, the survey technique was applied and as a Likert type questionnaire with 36 items raised by variables, dimensions. and indicators. The results showed that there is a relationship between the use of the Smartphone with family relationships, evidencing the deterioration of the face-to-face interaction between parents and children, poor compliance with family functions of socialization, recreation and affection that young people lack and the communication styles they practice at home are mostly passive. We conclude that the use of Smartphone has a significant positive average relationship with family relationships in university students. The educational institutions and the family must regulate the proper use of the Smartphone in family spaces, avoiding the deterioration of family relationships.

The Application of Flipped Classroom in Teaching University Students

2019 ◽  
pp. 1473-1485
Author(s):  
Tran Van Hung ◽  
Mohan Yellishetty ◽  
Ngo Tu Thanh ◽  
Arun Patil ◽  
Le Thanh Huy
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Learning Systems ◽  
Online Activity ◽  
Face To Face ◽  
Learning Capacity ◽  
Before And After ◽  
The Face ◽  
Flipped Classrooms ◽  
Face To Face Learning

Flipped classrooms have been extensively used by many educators all over the world and are being seen as an alternative to the traditional classroom-based teaching-learning practices. As for traditional classrooms, face-to-face learning has not brought the personalization of learning capacity, time, attitude, behavior and interests to learners and has not exposed them to experimental activities. The flipped classrooms, on the other hand, enable students to be flexible in their learning and offer more time to go through videos, lectures posted on the Internet, which helps students to acquire the lessons through online learning systems. Flipped classrooms help create environment for more interaction between learners and instructors/facilitators, especially by creating the face-to-face conversations more interactive. However, teaching using flipped classrooms requires adequate additional resources such as; the effective online learning systems, databases, appropriate learning contents and methods, plan, presentations (in various forms like PowerPoint, word, scrom, video, audio) and most importantly minimum technical knowledge for both learners and instructors to use varieties of tools. This paper presents the construction of an environment supporting students to take part in an online activity before and after face-to-face interaction and organization of experimental teaching with the process of learning in groups based on the model of flipped classrooms to facilitate active learning. The quantitative results at the end of the course showed that the flipped learning is highly preferred and useful pedagogical approach when compared to those traditional methods that fostered better learning attitude and behaviors.

scholarly journals Characterization of the Digital Identity of Chilean University Students Considering Their Personal Learning Environments

2021 ◽  
Vol 13 (3) ◽  
pp. 74
Author(s):  
Marisol Hernández-Orellana ◽  
Adolfina Pérez-Garcias ◽  
Ángel Roco-Videla
Keyword(s):  
University Students ◽  
Educational Process ◽  
Digital Identity ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Online Activity ◽  
Face To Face ◽  
Technological Tools ◽  
The Web

At present, our online activity is almost constant, either producing information or consuming it, both for the social and academic fields. The spaces in which people move and travel every day, innocently divided between the face-to-face and the virtual, affect the way we communicate and perceive ourselves. In this document, a characterization of the academic digital identity of Chilean university students is proposed and an invitation to teachers to redefine learning spaces is made, allowing integrating all those technological tools that the student actually uses. This study was developed within the logic of pragmatism based on mixed methodology, non-experimental design, and a descriptive–quantitative cross-sectional approach. A non-probabilistic sample was made up of 509 students, who participated voluntarily with an online questionnaire. The Stata Version-14 program was used, applying the Mann–Whitney–Wilcoxon and Kruskal–Wallis U tests. To develop characterizations, a conglomerate analysis was performed with a hierarchical dissociative method. In general, Chilean university students are highly truthful on the Internet without making significant differences between face-to-face and digital interactions, with low awareness of their ID, being easily recognizable on the Web. Regarding their educational process, they manage it with analogical/face-to-face mixing formal and informal technological tools to optimize their learning process. These students manifest a hybrid academic digital identity, without gender difference in the deployment of their PLEs, but maintaining stereotypical gender behaviors in the construction of their digital identity on the Web, which shows a human-technological development similar to that of young Asians and Europeans.

scholarly journals Disaster mitigation and resiliency learning strategies of teachers during Covid-19 pandemic from several provinces in Indonesia

2021 ◽  
Vol 884 (1) ◽  
pp. 012057
Author(s):  
S Rini Riris ◽  
P N Alifi Nur ◽  
S P Satrio
Keyword(s):  
Learning Strategies ◽  
Descriptive Analysis ◽  
Learning Activities ◽  
Disaster Mitigation ◽  
Average Score ◽  
Learning Space ◽  
Face To Face ◽  
Teacher Competency ◽  
The Face ◽  
Face To Face Learning

Abstract The Covid-19 disaster changed as well as limited students’ learning space in carrying out learning activities at school. The face-to-face learning process was suspended and transformed into an online system. This education emergency demands rapid changes that must be made by all components of education, especially teachers. The enactment of the regulation on limiting the students’ learning activities required teachers as educational facilitators to be ready and alert in changing the educational pattern. This study described the readiness of teachers and the resilience of teacher strategies in carrying out learning during the pandemic in accordance with teacher competency standards in Law Number 14 of 2005. The research data was collected through observation, questionnaires and interviews. Data analysis was performed using descriptive analysis and questionnaire data scoring. The results showed that according to the four teacher competencies, i.e. pedagogic, personality, social, and professional competences, only personality competency was in the good category range, while the other three components according to the average score are in the moderate category range. Therefore, some improvements on the the mitigation and resilience of teachers' strategies when facing emergency disaster are needed.

scholarly journals La familia y el juego como estrategia de aprendizaje a distancia durante la pandemia del Covid-19 en México: Una propuesta desde la enseñanza universitaria en ciencias de la salud

2021 ◽  
Vol 21 (65) ◽  
Author(s):  
Giovanna Georgina Ramirez Cerón
Keyword(s):  
Distance Education ◽  
Learning Strategies ◽  
Sudden Change ◽  
Health Science ◽  
Negative Effects ◽  
Face To Face ◽  
Self Evaluation ◽  
Virtual Self ◽  
Educación A Distancia ◽  
The Face

La pandemia por Covid-19 ha impactado las formas de aprender, por lo que el cambio repentino de la modalidad presencial a la educación a distancia como medida para prevenir contagios, es un fenómeno que debe ser investigado para brindar alternativas que apoyen el proceso de aprendizaje desde casa. La presente investigación tiene por objetivo diseñar, aplicar, evaluar y proponer estrategias de aprendizaje para que los estudiantes alcancen su máximo potencial por medio de la educación a distancia durante la pandemia. Para ello se llevó a cabo una investigación-acción educativa con ciento veinte estudiantes de ciencias de salud (enfermería y terapia física), de la Universidad de Guadalajara, durante los meses de marzo a octubre de 2020. Las estrategias de aprendizaje se aplicaron en la modalidad a distancia debido a la suspensión de clases presenciales por el Covid-19 y se basaron en la participación de la familia y la introducción del juego en las actividades de aprendizaje del curso de etimologías médicas. La evaluación de las estrategias se llevó a cabo mediante la recogida de las evidencias de los aprendizajes y un cuestionario virtual de autoevaluación de las mismas. Se encontró que incluir a la familia y el juego en la educación a distancia ayudó a mitigar los efectos negativos del confinamiento por la pandemia, lo cual, además ha fortalecido la resiliencia de los estudiantes. The pandemic by Covid-19 has impacted the ways of learning, so that the sudden change from the face to face modality to distance education as a measure to precent contagion, it is a phenomenon that must be investigated to provide alternatives that support the learning process from home. The aims this present study are design, apply, evaluate and propose learnig strategies for students to reach their máximum potential through distance education during the pandemic. For it an educational action research was carried out with one hundred and twenty health science students (nursing and physioterapy) from the Universidad de Guadalajara, during March to October 2020. Distance learning strategies were carried because out to the suspension of face to face clases due to Covid-19, wich they were based on family participation and the insertion on the play in the learning activities of the medical etymologies course. The evaluation of the strategies was carried out by collecting the evidence of learning and a virtual self-evaluation questionnaire. It was found that including family and play in distance education helped mitigate the negative effects of confinement from the pandemic, wich has also strengthened the resilience of students.

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