scholarly journals El papel de internet y redes sociales sobre la preparación académica y profesional, y el compromiso social de los estudiantes de agronegocios del Cucienega – Universidad de Guadalajara

2019 ◽  
Vol 1 (2) ◽  
pp. 44-50
Author(s):  
José Manuel Núñez Olivera
Keyword(s):  
Positive Impact ◽  
Professional Preparation ◽  
Academic Preparation ◽  
The Internet ◽  
Redes Sociales ◽  
Palabras Clave ◽  
The University ◽  
Use Of Internet ◽  
The Impact ◽  
Estudiantes Universitarios

Resumen Con el propósito de determinar el impacto que sobre la preparación académica y profesional de los estudiantes universitarios tiene el uso de internet y las diversas redes sociales (IRS) disponibles se realizó este estudio. Para esto se seleccionaron a 20 estudiantes del último semestre de los ciclos 2017A y 2017B, de la Licenciatura en Agronegocios, a los que se les aplicó una encuesta acerca del uso de IRS, y su relación con el compromiso y/o responsabilidad social. Los datos fueron analizados mediante una prueba “T” de Student al 95% de confianza. Los resultados indican que: sólo 7 de los 20 estudiantes manifestaron reconocer un impacto positivo del IRS en su preparación académica, aunque no en el compromiso hacia su comunidad. El 40% de los estudiantes emplea Facebook, 90% whatsapp y videojuegos y el 30% Twitter, con sólo el 4% recurriendo a internet para accesar y leer revistas científicas (journals) y/o periódicos. El 90% de los estudiantes expresó no tener ningún interés en utilizar el internet para leer revistas, libros o periódicos. Se concluye que los estudiantes no ven al IRS como una herramienta para mejorar su preparación académica y no la ven como una influencia para incrementar su sentido de compromiso y responsabilidad. De esta forma, es necesario implementar mecanismos efectivos de vinculación que relacionen de manera real a la universidad con el desarrollo y seguimiento profesional del estudiante y sus logros hacia su comunidad Palabras clave Preparación Académica, Internet y Redes Sociales, Compromiso Social. Abstract In order to determine the impact on the academic and professional preparation of university students has the use of Internet and the various social networks (IRS) Available This study was conducted. To this end, 20 students were selected from the last semester of the 2017 and 2017B cycles, from the Bachelor's in agribusiness, to which they were given a survey about the use of the IRS, and their relationship with the commitment and/or social responsibility. The data were analyzed by a Student T-Test at 95% of confidence. The results indicate that: only 7 of the 20 students said they recognized a positive impact of the IRS on their academic preparation, but not on the commitment to their community. 40% of students use Facebook, 90% WhatsApp and video games and 30% Twitter, with only 4% using the Internet to access and read journals and/or newspapers. 90% of students expressed no interest in using the Internet to read magazines, books or newspapers. It is concluded that students do not see the IRS as a tool to improve their academic readiness and do not see it as an influence to increase their sense of commitment and responsibility. In this way, it is necessary to implement effective mechanisms of linkage that relate in a real way to the university with the development and professional monitoring of the student and his achievements towards his community Keywords Academic preparation, Internet and social netwo rks, socialcommitment.

scholarly journals papel de internet y redes sociales sobre la preparación académica y profesional, y el compromiso social de los estudiantes de agronegocios del Cucienega – Universidad de Guadalajara

2019 ◽  
Vol 1 (2) ◽  
pp. 44-51
Author(s):  
José Manuel Nuñez Olvera ◽  
Rodolfo Cabral Parra ◽  
Miguel Ángel Noriega García ◽  
Sonia Navarro Pérez
Keyword(s):  
Positive Impact ◽  
Professional Preparation ◽  
Academic Preparation ◽  
Academic Readiness ◽  
The Internet ◽  
Redes Sociales ◽  
The University ◽  
Use Of Internet ◽  
The Impact ◽  
Estudiantes Universitarios

Con el propósito de determinar el impacto que sobre la preparación académica y profesional de los estudiantes universitarios tiene el uso de internet y las diversas redes sociales (IRS) disponibles se realizó este estudio. Para esto se seleccionaron a 20 estudiantes del último semestre de los ciclos 2017A y 2017B, de la Licenciatura en Agronegocios, a los que se les aplicó una encuesta acerca del uso de IRS, y su relación con el compromiso y/o responsabilidad social. Los datos fueron analizados mediante una prueba “T” de Student al 95% de confianza. Los resultados indican que: sólo 7 de los 20 estudiantes manifestaron reconocer un impactopositivo del IRS en su preparación académica, aunque no en el compromiso hacia su comunidad. El 40% de los estudiantes emplea Facebook, 90% whatsapp y videojuegos y el 30% Twitter, con sólo el 4% recurriendo a internet para accesar y leer revistas científicas (journals) y/o periódicos. El 90% de los estudiantes expresó no tener ningún interés en utilizar el internet para leer revistas, libros o periódicos. Se concluye que los estudiantes no ven al IRS como una herramienta para mejorar su preparación académica y no la ven como una influencia para El papel de internet y redes sociales sobre la preparación académica y profesional, y el compromiso social de los estudiantes de agronegocios del Cucienega – Universidad de Guadalajara incrementar su sentido de compromiso y responsabilidad. De esta forma, es necesario implementar mecanismos efectivos de vinculación que relacionen de manera real a la universidad con el desarrollo y seguimiento profesional del estudiante y sus logros hacia su comunidad Abstract In order to determine the impact on the academic and professional preparation of university students has the use of Internet and the various social networks (IRS) Available This study was conducted. To this end, 20 students were selected from the last semester of the 2017 and 2017B cycles, from the Bachelor's in agribusiness, to which they were given a survey about the use of the IRS, and their relationship with the commitment and/or social responsibility. The data were analyzed by a Student T-Test at 95% of confidence. The results indicate that: only 7 of the 20 students said they recognized a positive impact of the IRS on their academic preparation, but not on the commitment to their community. 40% of students use Facebook, 90% WhatsApp and video games and 30% Twitter, with only 4% using the Internet to access and read journals and/or newspapers. 90% of students expressed no interest in using the Internet to read magazines, books or newspapers. It is concluded that students do not see the IRS as a tool to improve their academic readiness and do not see it as an influence to increase their sense of commitment and responsibility. In this way, it is necessary to implement effective mechanisms of linkage that relate in a real way to the university with the development and professional monitoring of the student and his achievements towards his community

scholarly journals The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities

2018 ◽  
Vol 8 (3) ◽  
pp. 102 ◽  
Author(s):  
Matt Elphick
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Student Body ◽  
Learning And Teaching ◽  
Digital World ◽  
Key Skills ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills.

scholarly journals Analysis and Assessment of New Permanent Teacher Training Activities under the Erasmus+ Program from the Perspective of the Participants of Spain in Times of COVID-19

2021 ◽  
Vol 13 (20) ◽  
pp. 11222
Author(s):  
Daniel Salcedo-López ◽  
Mercedes Cuevas-López
Keyword(s):  
Teacher Training ◽  
Negative Impact ◽  
Positive Impact ◽  
Student Mobility ◽  
The European Union ◽  
International Mobility ◽  
Global Pandemic ◽  
Training Activities ◽  
The University ◽  
The Impact

The Erasmus+ program (2014–2020) is one of the main initiatives developed by the European Commission in the field of education and is the final joint evolution of other minor and prior actions that provide schools and teachers with funding to carry out international mobility projects with a variety of formative activities. The benefits of carrying out international mobility activities to strengthen student learning and teacher training are well known and have been researched or reported even from the early stages of a program that was born back in the 1980s but has always been focused on the university level. When considering teachers at early levels (schools and high schools), the 2014–2020 Erasmus+ program was the main source of funding to grant Spanish teachers permanent training activities abroad with a direct positive impact on their careers. The year 2020 is the last year of the first evolution of the Erasmus+ program, which has been renewed, extended, and strengthened for a new six-year term (2021–2027). However, 2020 has also been a significant year. The COVID-19 global pandemic continues to affect the mobility of citizens within the different territories of the union and, thus, have a direct negative impact on international teacher and student mobility. Being 2020 the end of a cycle and a critical moment, it is the perfect time to conduct an analysis of the data associated with the participation of teachers and schools in Spain, their perceptions of the program, the different activities carried out, and the impact of the pandemic. This research study is based on an analysis of an opinion survey through a nationwide sample of teachers participating in KA101 Erasmus+ projects. This paper gathers and presents data and conclusions using information previously not available that most of the time is published in official reports globally without considering the particularities of the different states of the European Union.

scholarly journals Factors Influencing Online Education during COVID-19 Pandemic: Sri Lankan Students’ Perspective

2021 ◽  
Vol 11 (4) ◽  
Author(s):  
M. A. K. Sriyalatha ◽  
P. J. Kumarasinghe
Keyword(s):  
Online Education ◽  
Positive Impact ◽  
Structural Equations ◽  
Primary Data ◽  
Sri Lankan ◽  
University Administrators ◽  
Factors Influencing ◽  
Management Students ◽  
The University ◽  
The Impact

This study examines the factors influencing online education for selected Sri Lankan universities during the COVID-19 pandemic. It also analyses the moderate effect of gender and type of the university on online education. Primary data were collected using a questionnaire via google form from Management students in Sri Lankan selected universities. Data analysis was done through structural equations using analysis of moment structures (AMOS) version 22.0. Attitude, internet and related facilities, curriculum, and self-motivation were found to have a significant positive impact on online education, while workload & time have no significant effect on online education. Among four factors, the strongest influence was derived from self-motivation followed by the curriculum. We have not found significant differences among male and female students’ views on online education, while the impact from the type of university is different among the two categories. This study effectively guides policy makers and university administrators across the educational institutes to decide on continuing online education. It reveals some insights to the teachers, students, and parents to understand the significance of the modern online learning environment and its positive impact on the new learning mode. There is no study related to the factors associated with the impact of online education during the Covid-19 pandemic in the Sri Lankan context.

scholarly journals To Trust Or Not To Trust: The Impact Of WebTrust On The Perceived Trustworthiness Of A Web Site

2001 ◽  
Vol 5 (3) ◽  
pp. 35-50 ◽  
Author(s):  
Kris Portz ◽  
Joel M. Strong ◽  
Larry Sundby
Keyword(s):  
Electronic Commerce ◽  
Web Sites ◽  
Private Information ◽  
Web Site ◽  
Positive Impact ◽  
Computer Experiment ◽  
The Internet ◽  
Certified Public Accountants ◽  
Assurance Services ◽  
The Impact

Despite the explosive growth of electronic commerce, many individuals are still reluc-tant to conduct business transactions on the Internet. Individuals may mistrust sending private information over the Internet or they may have concerns about the existence, performance, standing, and integrity of online businesses. In direct response to these concerns, the American Institute of Certified Public Accountants (AICPA) has developed an electronic commerce assurance service called WebTrust which is intended to improve the consumer's confidence in the process and the quality of information disclosed on vendor web sites. The purpose of this study is to shed light on the effectiveness of WebTrust by examining the influence of WebTrust on consumers' perceptions of a web site's trustworthiness. The question is investigated through a computer experiment. The results of this study are very encouraging for electronic commerce assurance services in general, and the WebTrust service in particular. Evidence is found that the presence of WebTrust on a web site has a positive impact on the perceived trustworthiness of the website. The results also show that knowledge of WebTrust plays a significant moderating role in the relationship between perceived trustworthiness and the presence of WebTrust. When subjects have prior knowledge of WebTrust they perceive a web site with WebTrust to be more trustworthy than a web site without whereas, the presence of WebTrust has no impact when subjects are uneducated about the WebTrust assurances. Also, when WebTrust is present, subjects with knowledge of WebTrust are more confident in the web site than those without knowledge of WebTrust. When WebTrust is not present, knowledge subjects are more unsure of a web site without WebTrust than those without knowledge.

scholarly journals Riesgos en Internet: el mal uso de las Tecnologías de la Información y la Comunicación / Internet Risks: Misuse of Information and Communication Technologies

2018 ◽  
Vol 5 (1) ◽  
pp. 43-50
Author(s):  
Encarnación Soriano-Ayala ◽  
Adán Hermosilla-Rivera ◽  
Verónica C. Cala ◽  
Rachida Dalouh
Keyword(s):  
Social Networks ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
The Internet ◽  
Redes Sociales ◽  
Information And Communication ◽  
Use Of Internet

ABSTRACT This work addresses the risk that adolescents face when they misuse the Internet. The results of an investigation carried out with 206 adolescents about the use of Internet, cyberbullying and sexting are presented. The results showed that parents of adolescents are unaware of their children's use of social networks, girls practice sexting more than boys, and there are more boys who practice cyberbullying in the role of executioner, while girls star in it as the victim.RESUMENEste trabajo aborda el riesgo que corren los adolescentes cuando hacen un mal uso de Internet. Se exponen los resultados de una investigación llevada a cabo con 206 adolescentes en los que se analiza el uso de Internet, el ciber acoso (ciberbullying) y el sexting. En los resultados señalamos que los padres de los chicos y las chicas adolescentes desconocen el uso que hacen sus hijos de las redes sociales, las chicas practican más el sexting que los chicos en la adolescencia, siendo el sexting una nueva forma de sexismo impulsado por las tecnologías, y son más los chicos que practican el ciberbullying en el rol de verdugo, mientras que las chicas lo protagonizan desde el papel de víctima.

Science Students' Use of the Internet for Learning in Higher Institutions in Osun State, Nigeria

2015 ◽  
Vol 11 (4) ◽  
pp. 67-82
Author(s):  
Oloyede Solomon Oyelekan ◽  
Gabriel Akinyemi Akinpelu ◽  
Florence Olutunu Daramola
Keyword(s):  
College Of Education ◽  
Study Data ◽  
The Internet ◽  
Significant Difference ◽  
Higher Institution ◽  
Private And Public ◽  
Use Of The Internet ◽  
The University ◽  
Higher Institutions ◽  
Use Of Internet

The Internet is one technology that has impacted tremendously on the sociological fabric of man. In the field of education, it serves as a library of knowledge from where virtually all information could be obtained. Knowledge of how well higher institution students use the Internet for learning may enable their lecturers take appropriate decisions on their instructional practices. In this study, data was obtained from four 435 purposively selected students in the Faculties of Science of six higher institutions in Osun State, Nigeria using a researcher-designed questionnaire. The results show that 63.8% of the students indicated they used the Internet for learning. It was found out that there was no significant difference between male and female students' use of the Internet for learning and there was no significant difference in the students' use of Internet for learning in the private and public higher institutions in the State. However, there was significant difference among the students in their use of the Internet for learning with the University students showing the highest degree of positive response of use followed by the students of the College of Education and then the students of the Polytechnics. It is recommended among others that stakeholders in higher education in Osun State should endeavour to provide modern ICT/Internet facilities in all the higher institutions in Osun State so as to enable students have unlimited Internet access.

scholarly journals Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

2019 ◽  
Vol 9 (4) ◽  
pp. 299 ◽  
Author(s):  
Cosme-Jesús Gómez-Carrasco ◽  
José Monteagudo-Fernández ◽  
Juan-Ramón Moreno-Vera ◽  
Marta Sainz-Gómez
Keyword(s):  
Training Program ◽  
Primary Education ◽  
Flipped Classroom ◽  
Positive Impact ◽  
Descriptive Statistics ◽  
And Gender ◽  
The University ◽  
Motivation And Learning ◽  
The Impact ◽  
Pearson Correlations

We present the results of a training program with future Primary Education teachers on the impact on motivation and perception of learning achieved through strategies and techniques associated with gamma and flipped-classroom. The program was run in four classroom groups (n = 210) at the University of Murcia (Spain) and the aim was to analyze the effect that the gamification-based and flipped-classroom program has on motivation and learning. Information was collected through a perceptions questionnaire. Descriptive statistics are shown; mean tests (t of Student and ANOVA of a factor) and Pearson correlations between subscales. The data show a very positive impact on motivation, the learning achieved, and the strategies applied in the program. Some differences between group-class and gender are discussed, and some future improvements of the program are put forward.

scholarly journals Informatics Training for Pathology Practice and Research in the Digital Era

2020 ◽  
Vol 7 ◽  
pp. 237428952091117 ◽  
Author(s):  
Heather T. D. Maness ◽  
Linda S. Behar-Horenstein ◽  
Michael Clare-Salzler ◽  
Srikar Chamala
Keyword(s):  
Flipped Classroom ◽  
Positive Impact ◽  
Program Completion ◽  
Digital Era ◽  
Pathology Informatics ◽  
Efficiency And Effectiveness ◽  
Major Factors ◽  
Task Efficiency ◽  
The University ◽  
The Impact

Pathology informatics is a relatively new field with limited structured training programs for pathologists, especially for computer programming. Here, we describe our efforts to develop and implement a training program in the department of pathology at the University of Florida to meet these additional needs of current students as well as faculty and staff. Three one-credit courses were created using a flipped classroom design. Each course was assessed with a novel survey instrument, and the impact of the program was further measured 6 months after program completion with interviews of 6 participants and thematic analysis. Course objectives were met but with room for improvement. Major factors that had a positive impact included collaborative learning and real-world practice problems. Also, it improved communication with informatics colleagues as well as job task efficiency and effectiveness. Overall, the program raised awareness of informatics professional development and career path opportunities within pathology.

scholarly journals Didattica delle lingue a distanza durante l’emergenza Covid-19: il quadro generale

2021 ◽  
Vol 8 (2) ◽  
pp. 9-52 ◽  
Author(s):  
Sergio Conti
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Institutions ◽  
Digital Format ◽  
Palabras Clave ◽  
High Level ◽  
The University ◽  
The Impact

IT In seguito allo spostamento delle attività didattiche online al fine di contenere la diffusione della malattia da nuovo Coronavirus, il Gruppo di Ricerca e azione sull’Apprendimento delle Lingue ha diffuso un questionario volto a valutare l’impatto della didattica a distanza sull’insegnamento delle lingue straniere durante. All’indagine hanno partecipato 136 docenti e 241 studenti, sia universitari che di scuola secondaria. Scopo del presente contributo è quello di descrivere la composizione del questionario e del campione dei rispondenti, e di riportare i principali risultati. In particolare, dall’indagine sono emersi: (i) una mancanza di chiare direttive da parte delle istituzioni scolastiche, sintomo del carattere emergenziale delle misure intraprese; (ii) una generale resistenza a sperimentare formati didattici inediti e più adeguati al mezzo digitale; (iii) il maggiore svantaggio nello sviluppo delle abilità interazionali e di produzione orale; (iv) un alto grado di criticità nel garantire l’affidabilità e l’integrità delle prove di valutazione. Parole chiave: DIDATTICA A DISTANZA; COVID-19; DIDATTICA DELLE LINGUE STRANIERE EN The shift to online teaching aimed at containing the spread of Coronavirus has led the group of Research and Action on Foreign Language Teaching to release a survey with the purpose of assessing the impact of remote instruction on foreign language teaching. 136 teachers and 241 students at both the university and secondary level have participated in this survey. The aim of this article is to describe the content of the survey and the make-up of the participants and to present the main findings. Of particular note from this survey is (i) the lack of clear directives from their educational institutions, which is a symptom of the immediate nature of the measures put into place; (ii) a generalized resistance to experiment with new pedagogical resources that are better suited for the digital format; (iii) the greatest challenge in developing the ability to interact and to communicate orally; (iv) a high level of difficulty in guaranteeing the trustworthiness and the integrity of the assessments. Key words: REMOTE TEACHING; COVID-19; FOREIGN LANGUAGE TEACHING ES El cambio a la enseñanza en línea que se ha producido para contener la propagación del Coronavirus ha llevado al Grupo de Investigación y Acción sobre la Enseñanza de Lenguas Extranjeras a publicar una encuesta con el objetivo de evaluar el impacto de la instrucción a distancia en la enseñanza de lenguas extranjeras. En dicha encuesta participaron 136 profesores y 241 estudiantes de nivel universitario y secundario. El objetivo de este artículo es describir el contenido de la encuesta y la composición de la muestra, así como presentar los principales hallazgos. De esta encuesta cabe destacar (i) la falta de directrices claras por parte de las instituciones educativas, lo que es un síntoma del carácter contingente de las medidas implementadas; (ii) una resistencia generalizada a experimentar con nuevos recursos pedagógicos mejor adaptados al formato digital; (iii) una gran desventaja en el desarrollo de la capacidad de interacción y comunicación orales; (iv) un alto nivel de dificultad para garantizar la fiabilidad y la integridad de las evaluaciones. Palabras clave: ENSEÑANZA A DISTANCIA; COVID-19; ENSEÑANZA DE LENGUAS EXTRANJERAS

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