scholarly journals Tecnología móvil en el ambiente académico y su uso en videojuegos

Author(s):  
Ana María Soto Hernández ◽  
Laura Silvia Vargas Pérez ◽  
Jorge Peralta Escobar ◽  
Sergio Saldaña García

The use of mobile devices among the young population has become widespread, to read newspapers, books or magazines, find information for school assignments, and communicate with their peers for student activities, which can be used to motivate better academic performance. New applications and platforms for learning management, related to new technologies, increasingly accessible such as mobile, with smartphones or tablets in the classroom, forces teachers to use these advantages in their teaching and learning strategies. This paper presents a study, at the National Technological Institute of Mexico, on how the use of this mobile technology is correlated with better results in academic performance for engineering students in mathematics and written language, not so for physics. So also, how the widespread use of social networks and applications for leisure, such as video games, can become a strategic motivational element for learning. The study also shows the need to strengthen the commitment of teachers to link these technologies effectively in the classroom, and not leave it in an intentionality.

Author(s):  
Asma Khatun ◽  
Kawther A. Al-Dhlan

The aim of this article is to propose a method which is to use the WhatsApp social media tool, as one of the teaching and learning strategies for the purpose of active, engaging and interaction among students and teachers in a course in the Hail University (UoH), Kingdom of Saudi Arabia (KSA). The scope of this article is not only limited to enhance interaction with students in a classroom, but also to discover the effectiveness of this new technique outside the classroom as an additional guide. This article also finds that the method has two types of direct impacts both in classroom engagement and utilization outside the classroom, among students and instructor. The proposed method is initially implemented with 13 closed end survey questionnaires among 75 Computer Science & Engineering students based on the view of students use and availability of social media usage. T-test sample-based methods are used to measure the performance of the proposed hypothesis and the result indicates that WhatsApp is one the best possible effective tools for enhancing interaction among students and teachers.


Author(s):  
Glenda Hawley ◽  
Anthony Tuckett

Purpose: This study aims to offer guidance to lecturers and undergraduate midwifery students in using reflective practice and to offer a roadmap for academic staff accompanying undergraduate midwifery students on international clinical placements. Design: Drawing on reflection within the Constructivist Theory, the Gibbs Reflective Cycle (GRC) provides opportunities to review experiences and share new knowledge by working through five stages—feelings, evaluation, analysis, conclusion and action plan. Findings:  The reflections of the midwifery students in this study provide insight into expectations prior to leaving for international placement, practical aspects of what local knowledge is beneficial, necessary teaching and learning strategies and the students’ cultural awareness growth. Implications: The analysis and a reflective approach have wider implications for universities seeking to improve preparations when embarking on an international clinical placement. It can also inform practices that utilise reflection as an impetus to shape midwifery students to be more receptive to global health care issues. 


2021 ◽  
Vol 11 (5) ◽  
pp. 238
Author(s):  
Silvia Alcaraz-Dominguez ◽  
Mario Barajas

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.


1974 ◽  
Vol 18 (2) ◽  
pp. 113-123 ◽  
Author(s):  
W. J. Campbell

A total of 484 tenth-grade students, evenly divided between schools with Commonwealth libraries and those without, were assessed for motivational dispositions (need for achievement, test anxiety, and sense of responsibility for successes and failures), academic values, and displayed motivation (as revealed in choice of tasks). The two groups of students did not differ with respect to dispositions and values, but those from schools with Commonwealth libraries showed greater motivation. This finding is interpreted as evidence that the effects of improved library facilities have now seeped through teaching and learning strategies to an important outcome in students.


1998 ◽  
Vol 8 (3) ◽  
pp. 280-302 ◽  
Author(s):  
Paula A. Cordeiro

This paper presents a model for learning in an educational leadership preparation program. The model depicts various types of teaching and learning strategies that should be included in preparation programs in order for students to learn declarative, procedural, and contextual knowledge. Specifically, the paper describes four types of problem-based learning (PBL). Grounded in research on group problem solving, reflective thinking, problem complexity, and feedback and assessment, PBL has considerable potential to increase the transfer of learning. The paper maintains that real and simulated PBL afford students opportunities to learn all three types of knowledge. Two examples capturing the process of how PBL can be used are offered.


Author(s):  
Tom H Brown

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>


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