Collaborative Work Training in Higher Education

2011 ◽  
pp. 261-268 ◽  
Author(s):  
María Dolores Olvera-Lobo ◽  
Rosa María Castro-Prieto ◽  
Enrique Quero-Gervilla ◽  
Ricardo Muñoz-Martín ◽  
Eva Muñoz-Raya ◽  
...  
Keyword(s):  
New Technology ◽  
Collaborative Work ◽  
University Teaching ◽  
Market Place ◽  
Computer Tools ◽  
Work Training ◽  
Wide Range ◽  
Information And Communication ◽  
The Subject ◽  
The University

In recent years, the influence of information and communication technology (ICT) has transformed the professional practice of translation and, consequently, led to the introduction of new techniques, methods, and media in the university teaching environment. The new technology has made professional translators’ work easier but, in order to ensure translation studies graduates meet employers’ needs, ICT must occupy its rightful place in their training. The ever-demanding market expects would-be professionals to be able to access the subject matter of any text, use a wide range of computer tools proficiently, and be versatile enough to master all aspects of the translation process. Today, the market place for translation can justly be described as global, decentralized, specialized, dynamic, virtual, and demanding (Aulaint, 2005).

scholarly journals Analysis of Stress Factors for Female Professors at Online Universities

2020 ◽  
Vol 17 (8) ◽  
pp. 2958 ◽  
Author(s):  
Marialuz Arántzazu García-González ◽  
Fermín Torrano ◽  
Guillermo García-González
Keyword(s):  
Risk Factors ◽  
Time Pressure ◽  
Health And Safety ◽  
Stress Factors ◽  
University Teaching ◽  
Psychosocial Risks ◽  
Primary Stress ◽  
Information And Communication ◽  
The University ◽  
Mental Overload

The aim of this paper is to analyze the primary stress factors female professors at online universities are exposed to. The technique used for the prospective and exploratory analysis was the Delphi method. Two rounds of consultations were done with fourteen judges with broad experience in health and safety at work and university teaching who reached a consensus of opinion regarding a list of nine psychosocial risk factors. Among the most important risk factors, mental overload, time pressure, the lack of a schedule, and emotional exhaustion were highlighted. These risk factors are related to the usage and expansion of information and communication technology (ICT) and to the university system itself, which requires initiating more research in the future in order to develop the intervention programs needed to fortify the health of the affected teachers and protect them from stress and other psychosocial risks.

scholarly journals Valoración del uso de la plataforma virtual Moodle como recurso pedagógico en la enseñanza universitaria de la informática

2017 ◽  
Vol 2 (1) ◽  
pp. 51 ◽  
Author(s):  
Juan Manuel Claro-Vásquez
Keyword(s):  
Teaching And Learning ◽  
Collaborative Work ◽  
Structured Interview ◽  
University Teaching ◽  
Subjective Experiences ◽  
Learning Spaces ◽  
Virtual Platform ◽  
The University ◽  
Trabajo Colaborativo ◽  
Estudiantes Universitarios

ResumenEl presente artículo describio las valoraciones que hacen los docentes sobre los usos de la plataforma virtual como un recurso de enseñanza y aprendizaje en los cursos de informática de la Universidad de Santander, sede Cúcuta.  Para la recolección de la información necesaria para la investigación se empleó una encuesta aplicada a ocho profesores pertenecientes al Departamento de Sistemas de la Universidad. Esta encuesta se complementó con una entrevista semiestructurada centrada en las experiencias subjetivas de tres docentes. Entre los resultados más relevantes aparece que los profesores que participaron en el estudio utilizan frecuentemente la plataforma virtual como complemento para el desarrollo de sus cursos. El manejo apropiado de la plataforma se lleva a cabo como un proceso dinámico e interactivo de tal manera que el profesor constituye la base fundamental de la construcción de ideas en su entorno y muestra que el uso de la plataforma virtual en la formación de los estudiantes universitarios ha logrado que se reflexione sobre las técnicas elementales de la educación y puedan ser aplicadas en los procesos de enseñanza basados en la formación virtual.Palabras clave: recursos pedagógicos, espacios virtuales de aprendizaje, plataforma virtual Moodle, trabajo colaborativo Assessment of the use of the Moodle virtual platform as a pedagogical resource in the university teaching of computer scienceAbstractThis article describes teachers’ assessments regarding the uses of the virtual platform as a teaching and learning resource in informatics courses of the University of Santander, Cúcuta. As a means of collecting the information necessary for the investigation, a survey of eight professors belonging to the Systems Department of the university was carried out. This survey was complemented by a semi-structured interview centered on the subjective experiences of three teachers. Among the most relevant results, it appears that the professors who participated in the study frequently use the virtual platform as a complement for the development of their courses. The appropriate management of the platform is executed as a dynamic and interactive process, in such a way that the teacher functions as the fundamental basis for the construction of ideas in its environment. Furthermore, it demonstrates that the use of the virtual platform in the training of university students has managed to reflect on the elementary techniques of education and can be applied in teaching processes based on virtual training.Keywords: pedagogical resources, virtual learning spaces, Moodle virtual platform, collaborative work, Valoração do uso da plataforma virtual Moodle como recurso pedagógico no ensino universitário da informática.Avaliação do uso da plataforma virtual Moodle como recurso pedagógico no ensino Universitário de informáticaResumoResumo: Este artigo descreve as avaliações feitas pelos professores sobre os usos da plataforma virtual como recurso de ensino e aprendizagem nos cursos de informática da Universidade de Santander, Cúcuta. Para a recolha das informações necessárias para a investigação, foi utilizada uma pesquisa aplicada a oito professores pertencentes ao Departamento de Sistemas da Universidade. Esta pesquisa foi complementada por uma entrevista semi-estruturada centrada nas experiências subjetivasde três professores. Entre os resultados mais relevantes, parece que os professores que participaram no estudo freqüentemente usam a plataforma virtual como complemento para o desenvolvimento de seuscursos. O gerenciamento apropriado da plataforma é realizado como um processo dinâmico e interativo, de tal forma que o professor é a base fundamental da construção de idéias em seu ambiente e mostra que o uso da plataforma virtual na formação de estudantes universitários conseguiu refletir sobre as técnicas elementares de educação e pode ser aplicado em processos de ensino baseados em treinamento virtual.Palavras-chave: recursos pedagógicos, espaços virtuais de aprendizagem, plataforma virtual Moodle, trabalho colaborativo 

scholarly journals It is not enough to flip your classroom. A case study in the course of Pavements in Civil Engineering

2019 ◽  
Vol 39 (3) ◽  
pp. 62-69
Author(s):  
Yasmany García-Ramírez
Keyword(s):  
Flipped Classroom ◽  
Civil Engineering ◽  
Learning Experience ◽  
University Teaching ◽  
Traditional Model ◽  
Group A ◽  
The Subject ◽  
Group B ◽  
The University

The flipped classroom, as an active learning model, has given remarkable results in several areas in the university teaching; however, its execution is still able to improve. This research shows the implementation and improvement of the flipped classroom model in the course of Pavements. It evaluates their influence on the students’ final grades and their learning experience. Three groups of students participated in this study, who enrolled in the course of Pavements in the Civil Engineering. Group A took the course with the traditional model, while Group B took it with a flipped classroom, and Group C experienced it with a reinforced flipped model. Groups did the course the subject in 2017, 2018 and 2019, respectively. Results show that even though with the flipped classroom models, the finals grades did not increase compared to the scores of the traditional model; however, it improved their learning experience. The students were more satisfied with the method; they even asked for fewer modifications than they did in the traditional model. This research shows that adding little academic things to the course, it would greatly influence their students' opinion.

Project-based learning and information and communication technology’s integration: Impacts on motivation

2018 ◽  
Vol 55 (4) ◽  
pp. 293-312 ◽  
Author(s):  
Mammar Belagra ◽  
Belkacem Draoui
Keyword(s):  
Power Electronics ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Project Based Learning ◽  
Information And Communication ◽  
Technological Tool ◽  
The Subject ◽  
Research Plan ◽  
The University ◽  
The Impact

The purpose of this research was to study the impact of project-based learning and information and communication technologies on students’ motivation. Two second-year classes in electrical engineering at the University Tahri Mohamed in Béchar, Algeria, were involved in the study. The experiment compared the level to which one class of students mastered goals without the use of information and communication technologies, to the mastery achieved by a second class which participated in a tutorial that has a technological tool built into the project-based approach. The subject of power electronics was chosen for this study because of its different knowledge, which is strongly represented in difficult learning contents for students. A questionnaire about motivation was used to collect data within an experimental research plan. After three months of conducting the study, the results demonstrated that the integration of the tutorial with the project-based approach is likely to increase students’ motivation to learn and to master the subject of power electronics.

scholarly journals Estratégias pedagógicas na educação médica ante os desafios da Covid-19: uma revisão de escopo

2021 ◽  
Vol 45 (1) ◽  
Author(s):  
Rodrigo Otávio Moretti-Pires ◽  
Dalvan Antônio de Campos ◽  
Zeno Carlos Tesser Junior ◽  
João Batista de Oliveira Junior ◽  
Bárbara de Oliveira Turatti ◽  
...  
Keyword(s):  
Medical Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
University Teaching ◽  
The Face ◽  
Information And Communication ◽  
Medical Learning ◽  
Key Topics ◽  
Teaching Learning ◽  
The University

Abstract: Introduction: The challenges brought by the continuity of the university teaching-learning process in the face of the measures to combat the pandemic of COVID-19 made the debate on the use of information and communication technologies (ICT) in medical education more important. Several strategies were used by teachers worldwide to continue their teaching activities. Objective: to investigate the strategies and uses of ICT in medical education in the face of the COVID-19 pandemic. Method: Five databases were systematically assessed, using the terms “COVID-19”, “medical education”, “higher education” and “students”, in Portuguese, English and Spanish, resulting in 321 initial citations, with 18 final references after applying the inclusion and exclusion criteria. Result: Four key topics were identified in the literature: (1) Challenges for Medical Education prior to COVID-19; (2) Challenges in migrating to remote education; (3) Strategies to overcome challenges related to the learning environment; and (4) Strategies to overcome challenges related to assessments and exams. Conclusion: The use of ICT in medical education in the context of the COVID-19 pandemic showed to be especially important, with considerations regarding the improvement in areas that were already used, the migration of some more articulated areas and experiences in clinical and procedural disciplines. There was also concern about the impacts of using ICT to replace the in-person presence of students in medical learning environments.

scholarly journals Opinions of Future Teachers on Training in Social Sciences Didactics

2021 ◽  
Vol 6 ◽  
Author(s):  
María del Mar Felices-De la Fuente ◽  
Álvaro Chaparro-Sainz
Keyword(s):  
Social Sciences ◽  
Teaching Practices ◽  
Collaborative Work ◽  
University Teaching ◽  
Controversial Issues ◽  
Future Teachers ◽  
Specific Content ◽  
Spanish Universities ◽  
The University

At present, an understanding of the teaching practices at university and the opinion of students about these practices is limited, at least in certain knowledge areas. Given this diagnosis and in the context of Social Sciences Didactics, we consider it important to analyze teaching practices and how they impact future teachers. Consequently, concerned about the quality of training offered to students, this study aims to know their opinion about which teaching practices they consider most appropriate to train in Social Sciences Didactics, once they finish the subjects related to this area. To this end, a non-experimental quantitative design has been used, involving collecting information through a questionnaire completed by 875 students from seven Spanish universities studying for the Degree in Primary Education. The data was analyzed from a triple perspective, an analysis of the descriptive statistics of the items contemplated in this research, the existing correlations between them, and a statistical analysis based on the gender variable. The results show that the treatment of controversial issues and the didactic outings outside the university classroom are the strategies most valued by the students in teaching specific content of the subject Social Sciences Didactics. The results also show significant differences in the responses to each item depending on the gender variable. We conclude that students widely value university teaching practices related to implementing active methodologies, analyzing current social and environmental issues, and collaborative work dynamics. Likewise, it is observed that women have, on the whole, a better opinion than men regarding these types of methodologies and strategies.

scholarly journals Socioeconomic Aspects of Farmer Bargaining

1972 ◽  
Vol 1 (01) ◽  
pp. 244-253
Author(s):  
Fred C. Webster ◽  
David J. Dickinson
Keyword(s):  
Resource Economics ◽  
Terms Of Trade ◽  
Market Place ◽  
Socioeconomic Aspects ◽  
Aspiration Levels ◽  
Scant Attention ◽  
The Subject ◽  
The University ◽  
University Of Vermont

The subject of “farmer bargaining” is studied by econmists from the viewpoint of economics. Scant attention is given to the sociological aspects of bargaining even though bargaining is usually defined as “negotiation over the terms of trade on a contract.” With this in mind, the Departments of Resource Economics and Sociology at the University of Vermont initiated a study to determine both the economic and social objectives of farmer bargaining in the market place. Special attention was given to aspiration levels and attitudes toward bargaining structures and institutions of Vermont farmers.

scholarly journals Students with Learning Disabilities at University

2019 ◽  
Author(s):  
Sandra Zecchi
Keyword(s):  
Learning Disabilities ◽  
Learning Disorders ◽  
University Teaching ◽  
Students With Learning Disabilities ◽  
University Courses ◽  
The Subject ◽  
Educational Paths ◽  
Practical Experiences ◽  
The University ◽  
The Impact

Specific Learning Disorders involve a plurality of functions that impact the decoding of the alphabetic code. They have an evolutionary character, that is, vary according to the age of the subject. The present work, connected to positive practical experiences, investigates the characteristics of DSAs in adulthood and the impact with university teaching. It presents the outcomes in progress of an interdisciplinary project (including pedagogical, medical and engineering area). Learning Disabilities (LD) disorder are relatively new for the education at the university level, and have therefore pushed teachers and researcher to define research projects, both scientific and pedagogic, aimed to suit the needs of LD students. In such perspective, due to the high variability of LD manifestations and degrees and also to the peculiar students’ features, a multidisciplinary approach and strategies are required to identify personalized educational paths for LD students while respecting, the specificity and the objectives of the different university courses. 

scholarly journals Geolocalización y realidad aumentada para un aprendizaje ubicuo en la formación inicial del profesorado

2018 ◽  
pp. 40
Author(s):  
Lourdes Villalustre Martínez ◽  
Esther Del Moral Pérez
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Ubiquitous Learning ◽  
Childhood Education ◽  
Information And Communication ◽  
The Subject ◽  
High Level ◽  
The University

In the subject of Information and Communication Technologies of the Master's Degree in Early Childhood Education at the University of Oviedo (Spain), the 121 future teachers who studied it designed training itineraries augmented by geolocation, aimed at children in early childhood education, to favor the development of basic skills. Thus, after its realization an evaluation was carried out by means of 12 indicators grouped in three analysis dimensions: enhanced ubiquitous learning, expanded reality designed and level of innovation. The results obtained reveal that the dimension related to the expanded reality designed was developed to a greater extent, while the students had greater difficulties to promote innovation in their proposals. However, the university students has shown to have acquired a medium-high level both in the skill and handling of the technological resources of the augmented reality, and in the didactic potential of the interactive itineraries.

scholarly journals What Skills are Involved in Open Virtual Mobility? A Students’ Perspective from Italy and Spain

2021 ◽  
pp. 449-458
Author(s):  
Gemma Tur ◽  
Antonella Poce ◽  
Maria Rosaria ◽  
Sofia Villatoro
Keyword(s):  
Information And Communication Technologies ◽  
Learning Experience ◽  
Collaborative Work ◽  
Communication Technologies ◽  
Balearic Islands ◽  
Teacher Education Programs ◽  
Self Assessment ◽  
Virtual Mobility ◽  
Information And Communication ◽  
The University

Virtual Mobility can enhance curriculum development in Higher Education by promoting international co-design and collaborative work among students and lecturers through the use of Information and Communication Technologies (ICT). During the spread of COVID-19 pandemic, virtual forms of students’ mobility increased considerably, allowing learners to continue or start VM experience even if boarders and campuses around the world were closed. The recent outbreak in interest and activity related to VM requires educational researchers to study this learning practice in depth in order to provide data and effective indications in terms of skills promotion. During the academic year 2020-2021, a team of lecturers of Teacher Education programs from the Roma Tre University (Rome, Italy) and the University of the Balearic Islands (Balearic Islands, Spain) agreed to work in open digital environment, organising specific VM activities for 38 university students. Specifically, students were asked to meet online, design and collaboratively create, in groups from the two countries, Open Digital Resources (OERs) to be used in international online contexts with their future pupils. This paper presents the design of the learning experience together with self-assessment results of the professional and transverse competences promoted. Conclusions also reflect on the new improvements to be done for new editions of the activity.

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