scholarly journals Los retos de la Universidad Peruana en el contexto de la Globalización

2021 ◽  
Vol 2 (5) ◽  
pp. 6724-6738
Author(s):  
Bazán Linares Magda Verónica ◽  
Gaona Portal Milagros del Pilar ◽  
Luis Grados Carlos Alberto ◽  
Luna Acuña Maleyne Lisseth ◽  
Peralta Roncal Liliana Ethel ◽  
...  
Keyword(s):  
Field Education ◽  
Virtual Education ◽  
University Education ◽  
Teachers And Students ◽  
On Line ◽  
Pedagogical Models ◽  
Teaching Learning ◽  
Globalized World ◽  
Educational Field ◽  
Competencias Digitales

La globalización es el fenómeno económico que impacta en diversas esferas de una sociedad, en las cuales genera numerosos cambios, siendo una de ellas el campo educativo. La educación, especialmente la universitaria ha tenido que adaptarse a estos cambios con el propósito de continuar brindando un servicio de acorde a las necesidades del mundo globalizado manteniendo su visión humanista, científica y tecnológica. Las universidades peruanas sumándose a estos cambios asumieron el reto de la virtualización de sus sistemas de enseñanza aprendizaje, adaptando modelos pedagógicos, estrategias metodológicas y uso de recursos tecnológicos a las nuevas necesidades de una educación no presencial, en donde los docentes y estudiantes fortalecieron sus competencias digitales haciendo uso de diversos recursos tecnológicos disponibles en la web. La UNAS al igual que las diferentes universidades nacionales e internacionales asumió el reto de una educación no presencial durante la emergencia sanitaria, este paso significó un cambio de su modelo pedagógico, adaptando la currícula académica al desarrollo de competencias digitales, al uso de estrategias, recursos y herramientas disponibles on line; todo ello a partir del análisis de sus procesos institucionales, administrativos, académicos y de investigación. Convirtiéndose así en ese ente dinamizador y de cambio que exige la globalización.   Globalization is economic phenomenon that impacts diversity spheres of a society, in which it generates numerous changes, one of them being educational field. Education, especially university education, has been adapted to these changes in order to continue providing a service in accordance with needs globalized world, maintaining humanistic, scientific and technological vision. Peruvian universities, joining these changes, took on the challenge of virtualizing their teaching learning systems, adapting pedagogical models, methodological strategies and use of technological resources to new needs of virtual education, where teachers and students strengthened their skills making use various technological resources available on web. UNAS like different national and international universities, has assumed the challenge of virtual education during health emergency, this step has been meant a change in its pedagogical model, adapting academic curriculum to development of digital skills, the use of strategies, resources and tools available online; all this from the analysis of its institutional, administrative, academic and research processes. Thus, becoming that dynamic and changing entity that globalization requires.

scholarly journals Ser docente, ser estudiante en tiempos de contingencia sanitaria

2021 ◽  
Vol 4 (11) ◽  
pp. 6-13
Author(s):  
Magaly Hernández-Aragón
Keyword(s):  
Learning Process ◽  
Educational Policies ◽  
Strong Impact ◽  
Learning And Teaching ◽  
The People ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Educational Field

We live today in uncertain times, experiencing changes and uncertainties, adaptations and modifications that meet resistance. For instance, one field of reference where the Covid-19 contingency undoubtedly has had a strong impact is the educational field. To this respect, one ought to observe the subjects, the people who breathe life into the learning process, whatever the infrastructure or the implemented educational policies may be. In this context, what happens to teachers and students? How are they facing these unsettling times during their learning and teaching processes? How do they feel? What are they getting from this “new” way of teaching, learning, and “being” at school?

Is Distance Teaching-Learning-Evaluation Triad a Form of Digital Art?

2020 ◽  
Vol 1 (2) ◽  
pp. 3-19
Author(s):  
Tatiana Antipova ◽  
Ioana Riurean ◽  
Simona Riurean
Keyword(s):  
Point Of View ◽  
Educational Activity ◽  
Distance Teaching ◽  
Software Support ◽  
Alternative Teaching ◽  
Evaluation Procedures ◽  
Learning Evaluation ◽  
Teachers And Students ◽  
Computer Knowledge ◽  
Teaching Learning

The pandemic situation at the beginning of March 2020 forced teachers to develop alternative teaching methods, and most important to find the best ways to keep teaching for every student no matter the situation, as for example, the lack of computer knowledge or hardware/software support. Teachers worldwide struggled to support, encourage, find the best ways not only to help students to keep learning but support them emotionally. At the end of the academic year, teachers made efforts to develop fair, appropriate evaluation procedures adapted to distance education. This paper summarizes the Distance Teaching-Learning-Evaluation (DTLE) evolution in Russia and Romania and some methods developed from March to December 2020 to support the educational activity. Some benefits, challenges and difficulties are identified during the same period of time in different DTLE scenarios, from the point of view of teachers and students, as well. Examples of new adapted methods, dedicated to the DTLE scenarios are al-so addressed in this work.

A study of Importance of English Language Proficiency in Hospitality Industry and the Role of Hospitality Educators in Enhancing the Same Amongst The Students

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Arati Prabhu ◽  
Prachi Wani
Keyword(s):  
Language Proficiency ◽  
Hospitality Industry ◽  
English Language ◽  
English Language Proficiency ◽  
Primary Data ◽  
Hotel Management ◽  
Innovative Teaching ◽  
Teachers And Students ◽  
Teaching Learning

The study is undertaken to understand the importance of English language skills in the Indian hospitality industry, and the gaps therein. It studies the challenge as it exists in Pune city, and how AISSMS College of Hotel Management & Catering Technology has attempted to address the issue(s). The study aims at gathering primary information by means of questionnaires. It sheds light on the gap between existing and desired standards of English proficiency. It also highlights the attempts by the three important stakeholders in order to address the issue. Though, attempts are made from the industry, teachers and students, it is recognized that joint efforts need to be made to tackle the problem collectively and from all sides. It is an urgent calling for innovative teaching learning practices and encouraging sound develop initiatives and commitment. The primary data is across the cross section of Pune hoteliers, teachers and students of the college. The findings reflect the importance of English as the universal medium of communication, and its importance in rendering quality service and importantly.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

scholarly journals Fundamental Pedagogical Aspects for the Implementation of Models-Based Practice in Physical Education

2021 ◽  
Vol 18 (13) ◽  
pp. 7152
Author(s):  
Alejandra Hernando-Garijo ◽  
David Hortigüela-Alcalá ◽  
Pedro Antonio Sánchez-Miguel ◽  
Sixto González-Víllora
Keyword(s):  
Physical Education ◽  
Scientific Evidence ◽  
Effective Implementation ◽  
The Subject ◽  
Pedagogical Models ◽  
Improved Learning ◽  
Key Aspects ◽  
Traditional Approaches ◽  
Educational Field ◽  
Common Action

The implementation of pedagogical models (PMs) in the subject of Physical Education (PE) is presented as a pedagogical approach that is based on the educational context as a means to overcome the serious limitations that arise from traditional approaches. The effective implementation of this approach has demonstrated benefits in terms of student motivation, student involvement and improved learning. Thus, its application and international relevance, the variability of content covered, the possibility of replicability in a variety of contexts and the fact that it favors a reflective framework and common action by teachers are some of the reasons that justify its use. In this sense, the need for teacher training, as well as the intention to generate more scientific evidence based on its application in the classroom, are some of the key aspects to be taken into account for its implementation and consequent consolidation in the educational field.

scholarly journals Perceptions of Students and Teachers towards the Semester System of Tribhuvan University

2019 ◽  
Vol 4 (1) ◽  
pp. 19-34
Author(s):  
Abatar Subedi
Keyword(s):  
Learning Environment ◽  
Positive Direction ◽  
University Teachers ◽  
Perceptions Of Students ◽  
Extra Curricular Activities ◽  
Teachers And Students ◽  
Ict Tools ◽  
Master Level ◽  
Teaching Learning ◽  
Academic Resources

This paper intends to analyze perceptions of students and teachers towards the semester system of Tribhuvan University (TU). The result of the study is based on the data collected through survey questionnaire from 40 university teachers and 194 master level students. The perception is discussed in terms of learning environment, resources, use of ICT tools, contents and activities. The findings show that the perception of teachers and students towards curriculum, teaching/learning environment, and regularity of classes and viability of semester system are in positive direction. However, the availability of learning resources and use of ICT tools in day to day teaching/learning are not in satisfactory way in the perception of the participants. Their perceptions also reveal that facilities of extra-curricular activities, play grounds and canteen are inadequate. Similarly, the teachers and students perceive that availability of both human and academic resources is inadequate. The students experience show that there is teacher domination in selection of teaching methods; less use of ICT materials to promote learning; difficulty in completing courses in the stipulated time and not timely declaring exam result. However, this system has encouraged and empowered creativity among students for learning.

Digital Competence, New Perspectives for Teaching in Contexts of Social Isolation [Competencia digital, nuevas perspectivas para la docencia en contextos de aislamiento social]

2020 ◽  
Vol 7 (2) ◽  
pp. 119-126
Author(s):  
María Amelia Cruz Cobeñas ◽  
Wilfredo Carcausto-Calla
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Virtual Education ◽  
Digital Competence ◽  
Digital Communities ◽  
Information And Communication ◽  
Educación Virtual ◽  
Sustainable Health ◽  
Competencias Digitales ◽  
Competencia Digital

The article reviews the problem of digital competences from the digital constructivist learning approach for digital empowerment from formative education of the dimensions: (a) personal, (b) ethical, (c) professional, as opposed to the structuralist definition or functionalist of the connectivist approach, which prioritizes the professional and functional dimension of the competences in the use of information and communication technologies. Digital competences are established as the skills to achieve integration, accessibility, employability and equity of digital communities, valued in the context of the current pandemic and in virtual education, doors of a future of sustainable health and citizenship. [El artículo revisa la problemática de las competencias digitales desde el enfoque de aprendizaje constructivista digital para el empoderamiento digital desde la educación formativa de las dimensiones: (a) personal, (b) ética, (c) profesional, en contraposición a la definición estructuralista o funcionalista del enfoque conectivista, la cual prioriza la dimensión profesional y funcional de las competencias en el uso de las tecnologías de la información y la comunicación. Se establece a las competencias digitales como las destrezas para lograr la integración, accesibilidad, empleabilidad y equidad de las comunidades digitales, valorados en el contexto de la pandemia actual y en la educación virtual  puertas de un futuro de salud y ciudadanía sostenibles].

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

scholarly journals The Experience of Lithuanian University of Educational Sciences Students on Pedagogical Practices: Pupil Behaviour Observation

Pedagogika ◽  
2015 ◽  
Vol 118 (2) ◽  
pp. 44-57
Author(s):  
Kęstutis Trakšelys
Keyword(s):  
Inclusive Education ◽  
Social Groups ◽  
Pedagogical Practices ◽  
Abnormal Behavior ◽  
Emotional Security ◽  
Teachers And Students ◽  
Positive Learning Environment ◽  
Psychological Knowledge ◽  
Teaching Learning ◽  
Observation Results

Behaviour is usually named as a main and the essential educational stimulus in the lesson. Due to the pupils’ inappropriate behaviour is common to blame their unwillingness to learn, laziness or period of adolescence. Teachers are usually looking for various types of abnormal behavior and other disorders in their pupils. Students who had teacher‘s assistant practice at schools were observing pupils and their teachers interaction in lessons. The observed lessons’ data show that lots of impact for pupil’s behaviour has teacher’s personality, the ability to communicate, respect and interact with them. The appropriate teaching organization, the competence to explain the aims and goals of the task, ability to select suitable teaching / learning methods, didactic attitude, the ability to control emotional intelligence and ect. According to reports of students, who had pedagogical teacher’s assistant practice at these schools, teachers not always give well suited teaching material. It doesn’t correspond to the pupils in his / her needs, interests, and expectations. Thy don‘t want and can‘t concentrate attention for 45 minutes. Sometimes happen when the teacher has wrong planned lessons, then pupils waste their time because simply they don‘t have what to do. The results show that very low percent of pupils work effectively, have high quality knowledge and learning results. In many cases teachers do not create positive learning environment, fail to ensure emotional security by threatening to write negative marks, to send away from classroom or end the lesson. Teachers usually don’t pay enough attention for their pupils for many reasons. They prefer treating these who are more motivated to study or are going to take the exam of the curriculum. Behaving in this way teachers make all conditions for unwillingness to study and provoke inappropriate activity of their students during lessons. In such conditions the educators don’t involve pupils of all social groups. It means that integration doesn’t work for children with the special needs. Also doesn’t work so called the inclusive education. Thy do not ensure pleasant microclimate in the classroom and suitable educational environment. The observation results state that some educators of these schools acted inadequate by writing negative marks for the students who tried to show inappropriate behaviour. Also we should emphasize that some teachers and students, who had teacher’s assistant practice, lack abilities to adapt their pedagogical and psychological knowledge in their work with pupils. They lack of abilities to control the audience, to interact with the pupils. Also they lack skills of working in a stratified society.

scholarly journals E-Learning in Dental Schools in the Times of COVID-19: A Review and Analysis of an Educational Resource in Times of the COVID-19 Pandemic

2020 ◽  
pp. 207-224
Author(s):  
Daniel Chavarría-Bolaños ◽  
Adrián Gómez-Fernández ◽  
Carmen Dittel-Jiménez ◽  
Mauricio Montero-Aguilar
Keyword(s):  
Learning Strategies ◽  
Learning Experience ◽  
Negative Consequences ◽  
Teachers And Students ◽  
Academic Courses ◽  
E Learning ◽  
The Times ◽  
Teaching Learning ◽  
Dental Schools ◽  
The Impact

While countries are facing different stages in their COVID-19 infection rates, worldwide there are millions of students affected by universities’ facilities closures due to the pandemic. Some institutions have enforced strategies to transfer some courses to a virtual modality, but many Dental Schools have been challenged to deal with a situation which requires emergency measures to continue the academic course in the middle of lock-downs and social distancing measures. Despite the fact that the number of online academic programs available, especially graduate programs, has increased in diverse modalities, this pandemic forced e-learning processes to develop abruptly. The likelihood of using e-learning strategies in dentistry was substantiated in the scientific literature and an overview of these opportunities is presented. Additionally, the experience of the University of Costa Rica Faculty of Dentistry is presented, as it was evident that some of the key elements in a e-learning environment needed a quick enhancement and initiation of some processes was required. First, it was necessary to categorize the academic courses depending on their virtualization's possibility (curricula analysis and classification), to better understand the extent of the impact and the work needed to contain, as far as the possibilities allowed, negative consequences on students learning process. Second, teachers needed further training in the application of virtual strategies which they hadn’t used before. do Third, an evaluation of the students’ conditions and needs was conducted in a form of a survey. Finally, teachers and students activated the available virtual platforms. For many Dental Schools, this virtualization process is an ongoing progress although it was abruptly imposed, but this moment indeed represents an enormous opportunity to move forward and get immerse in the virtualization environment as a teaching/learning experience.

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