scholarly journals The gamification of philosophy for meaningful learning in higher education

2021 ◽  
Vol 10 (3) ◽  
pp. 162-171
Author(s):  
Juan Carlos Zepeda ◽  
Melvin Alexander Cantarero
Keyword(s):  
Higher Education ◽  
Meaningful Learning ◽  
Class Discussion ◽  
Development Environment ◽  
Student Centered ◽  
Leading Role ◽  
The Face ◽  
Teaching Learning ◽  
High Level ◽  
The Impact

Introduction. With the impact of the COVID-19 pandemic, higher education institutions had to become more dynamic, to transform the face-to-face course in its traditional model towards an online course or distance mode, without changing the student-centered pedagogical model. This article documents the gamification of the philosophy course to get meaningful learning proposed by David Ausubel. Presentation of experience. It is implemented from a game program where the user interacts and plays while learning about the concepts found in each of the levels of the game. The software was developed using the Programming language (high level) C ++ version C ++ 17, using Visual Studio 2019 as an integrated development environment “IDE” in the epistemological unit of the philosophy class. Discussion. To implement the gamification of philosophy, collaboration between the engineering faculty with the Programming Lab III class and the administrative and social sciences faculty with the General Philosophy class is required. Conclusion. The gamification of a course implemented in tele-teaching contributes to meaningful student learning. Collaboration between faculties favors the interdisciplinarity of the teaching-learning process. A student-centered type of teaching arouses greater assimilation and interest, as the student transitions from a passive role to a leading role. The students show greater interest and importance of the pedagogical space, such as the development of competences, among others, the capacity for analysis and critical thinking.

scholarly journals La clase encuentro en la educación superior: algunas consideraciones teóricas -metodólogicas

2018 ◽  
Vol 3 (3) ◽  
pp. 88
Author(s):  
Leonardo Ramón Marín Llaver ◽  
José | Manuel Suárez Meana ◽  
Yaikel López González ◽  
Analien Pelegrín Naranjo
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Personal Growth ◽  
Educación Superior ◽  
Educacion Superior ◽  
Self Evaluation ◽  
Leading Role ◽  
The Face ◽  
Teaching Learning ◽  
Self Learning

  El proceso de enseñanza – aprendizaje de la educación superior reclama de nuevas formas de organización del proceso pedagógico; por lo tanto se hace necesario el cambio en el rol protagónico del que enseña y del que aprende, lo cual trae consigo que la concepción de aprendizaje desarrollador y didáctica desarrolladora se efectué a través de diferentes formas organizativas y una de ellas es la clase encuentro. Es objetivo de este ensayo reflexionar sobre algunas cuestiones teóricas – metodológicas en torno a la clase encuentro como herramienta para lograr una mayor efectividad y eficacia en el aprendizaje de los estudiantes universitarios. En su elaboración, se emplearon métodos de investigación del nivel teórico que permitieron el procesamiento de la información, la caracterización del objeto de investigación, determinar sus fundamentos teóricos y metodológicos. Como conclusión se destaca la gran importancia que reviste la clase encuentro en la modalidad presencial y semipresencial en la educación superior, pues contribuye como ninguna otra a favorecer el autoaprendizaje, la autoevaluación, la independencia cognoscitiva  y el crecimiento personal en los estudiantes en la medida que se apropien de procedimientos y habilidades que le permitan acceder a los nuevos conocimientos.   Palabras clave: Proceso de enseñanza – aprendizaje; educación superior; clase encuentro; autoaprendizaje; independencia cognoscitiva   Abstract The teaching - learning process of higher education demands new forms of organization of the pedagogical process; Therefore, it is necessary to change the leading role of the teacher and the learner, which means that the developer and didactic developer learning concept was carried out through different organizational forms and one of them is the encounter class. The purpose of this essay is to reflect on some theoretical - methodological issues around the encounter class as a tool to achieve greater effectiveness and efficiency in the learning of university students. In its elaboration, methods of investigation of the theoretical level were used that allowed the processing of the information, the characterization of the object of investigation, to determine its theoretical and methodological foundations. In conclusion, the great importance of the encounter class in the face-to-face and blended modality in higher education is highlighted, as it contributes like no other to favor self-learning, self-evaluation, cognitive independence and personal growth in students to the extent that Appropriate procedures and skills that allow access to new knowledge.   Keywords: Teaching - learning process; higher education; class encounter; self-learning cognitive independence

ПРАГМАТИЧНИЙ ПОТЕНЦІАЛ НАТИВНОЇ РЕКЛАМИ: ФОРМИ, ТРЕНДИ (НА ПРИКЛАДІ НАТИВНОГО КОНТЕНТУ В СОЦІАЛЬНІЙ МЕРЕЖІ FACEBOOK ЩОДО БРЕНДА ФАКУЛЬТЕТУ ЖУРНАЛІСТИКИ ЗНУ)

2020 ◽  
pp. 113
Author(s):  
V. Kovpak ◽  
N. Trotsenko
Keyword(s):  
Social Network ◽  
Professional Training ◽  
Educational Process ◽  
Communication Strategy ◽  
Student Centered ◽  
Teacher Student ◽  
The Social ◽  
National University ◽  
High Level ◽  
The Impact

<div><p><em>The article analyzes the peculiarities of the format of native advertising in the media space, its pragmatic potential (in particular, on the example of native content in the social network Facebook by the brand of the journalism department of ZNU), highlights the types and trends of native advertising. The following research methods were used to achieve the purpose of intelligence: descriptive (content content, including various examples), comparative (content presentation options) and typological (types, trends of native advertising, in particular, cross-media as an opportunity to submit content in different formats (video, audio, photos, text, infographics, etc.)), content analysis method using Internet services (using Popsters service). And the native code for analytics was the page of the journalism department of Zaporizhzhya National University on the social network Facebook. After all, the brand of the journalism department of Zaporozhye National University in 2019 celebrates its 15th anniversary. The brand vector is its value component and professional training with balanced distribution of theoretical and practical blocks (seven practices), student-centered (democratic interaction and high-level teacher-student dialogue) and integration into Ukrainian and world educational process (participation in grant programs).</em></p></div><p><em>And advertising on social networks is also a kind of native content, which does not appear in special blocks, and is organically inscribed on one page or another and unobtrusively offers, just remembering the product as if «to the word». Popsters service functionality, which evaluates an account (or linked accounts of one person) for 35 parameters, but the main three areas: reach or influence, or how many users evaluate, comment on the recording; true reach – the number of people affected; network score – an assessment of the audience’s response to the impact, or how far the network information diverges (how many share information on this page).</em></p><p><strong><em>Key words:</em></strong><em> nativeness, native advertising, branded content, special project, communication strategy.</em></p>

scholarly journals Sustainable Innovation in Higher Education: The Impact of Gender on Innovation Competences

2021 ◽  
Vol 13 (9) ◽  
pp. 5004
Author(s):  
Raquel Ferreras-Garcia ◽  
Jordi Sales-Zaguirre ◽  
Enric Serradell-López
Keyword(s):  
Higher Education ◽  
Business Students ◽  
Bachelor's Degree ◽  
Sustainable Innovation ◽  
Educational Implications ◽  
Development Goals ◽  
High Level ◽  
The Impact ◽  
Innovation In Higher Education

There is currently an increasing interest for sustainable innovation in our society. The European agendas highlight the role of higher education institutions in the formation and development of innovation competences among students. Our study aimed to contribute to the analysis of the level of achievement of students’ innovation competences by considering two sustainable development goals (SDG) of the 2030 United Nations’ Agenda: Gender Equality (SDG 5) and Quality Education (SDG 4). This article tries to answer how business students perceive their own innovation competences and which innovative competences are best achieved by students, as well as if there are differences in the achievement of these competences depending on the students’ gender. Our results, from a sample of 360 students in the Business Administration and Management Bachelor’s Degree at the Universitat Oberta de Catalunya, confirm the extensive development of innovation competences. Moreover, female students present a high level of preparation for innovation-oriented action. These findings have educational implications for potentiating the innovation competences and environments where females can attain innovation skills.

Workforce Development and Higher Education Partnerships

2019 ◽  
pp. 369-382 ◽  
Author(s):  
Sheena Copus Stewart ◽  
James E. Witte ◽  
Maria Martinez Witte
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Workforce Development ◽  
Future Trends ◽  
Collaborative Relationships ◽  
Higher Education Partnerships ◽  
Teaching Learning ◽  
The Impact ◽  
Collaborative Efforts

Workforce development and higher education can benefit from collaborative efforts that incorporate and apply teaching, learning, and research from a variety of environments. This chapter introduces the context of workforce development innovation and the impact on employees. Partnerships, in general, are defined and workforce development and higher education partnerships are examined that have influenced building collaborative relationships. Also included is a review of best practices and future trends related to workforce development and higher education partnerships.

Constructivist Internet-Blended Learning and Resiliency in Higher Education

2018 ◽  
pp. 1087-1101
Author(s):  
Jennifer L. Penland
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Graduate Students ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Meaningful Learning ◽  
Flexible Schedules ◽  
The Impact ◽  
Education Courses

This chapter focuses on the changes that have occurred recently in the distance education arena and the impact on higher education institutions focusing on undergraduate and graduate students taking these courses. Data were gathered from 164 individual participants enrolled in education courses at Shepherd University during the spring 2013, fall 2013 and spring 2014 semesters from end of course surveys with ten questions focusing on the following areas: when students learn, why students learn and how students learn. Findings suggested; (1) increased enrollment in distance education courses, (2) courses allow for flexible schedules (3) better communication with instructor and (4) more meaningful learning overall for students.

scholarly journals The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

2020 ◽  
Vol 15 (17) ◽  
pp. 127
Author(s):  
Mohamed Yassine Zarouk ◽  
Eugénio Olivera ◽  
Paula Peres ◽  
Mohamed Khaldi
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Self Regulation ◽  
Project Based Learning ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels. Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

scholarly journals Methods of Teaching Centered on Learning and Formative Assessment in Higher Education

2016 ◽  
Author(s):  
Susana Vaz Oliveira ◽  
Maria Alves ◽  
António Costa
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Formative Assessment ◽  
Learning Process ◽  
Meaningful Learning ◽  
Education Institution ◽  
Formative Assessments ◽  
Effective Feedback ◽  
Assessment Strategy ◽  
Teaching Learning

We analyse the importance of meaningful learning and the use of a formative assessment strategy, promoted by peer learning methods centred on the students, in a curricular unit (CU) pertaining to a degree in Exact Sciences, in a Higher Education Institution. Five students from the CU were questioned, through a focus group; the teacher was interviewed. Data of 12 hours of lessons was analysed and categorised using webQDA. We conclude that emphasising the students’ engagement in teaching, learning, and evaluation, has the power to drive the methodological teaching options to incline towards active methods that involve students in activities that foster meaningful learning. And the use of systematic formative assessments, integrated in the teaching-learning process, by using effective feedback, is most likely to make students and teachers responsible for an overall improvement in learning.

scholarly journals Developing reflection on competence-based learning: the Russian experience with the Tuning approach

2014 ◽  
Vol 1 (2) ◽  
pp. 463
Author(s):  
Anna Serbati ◽  
Alessio Surian
Keyword(s):  
Higher Education ◽  
Formative Evaluation ◽  
Subject Area ◽  
University Teaching ◽  
Higher Education Curriculum ◽  
Open Questions ◽  
Academic Teachers ◽  
Teaching Learning ◽  
The Impact ◽  
Russian Universities

The paper focuses on the Tuning Russia project. It aims at providing an overview of the impact of the Tuning methodology and outcomes concerning University teaching, learning, and assessment activities. It identifies: the most relevant results and “lesson learnt” during the project; tools/concepts/experiences that involved teachers found most interesting; strengths and weaknesses; the usefulness of working with colleagues from different Russian universities; and the level of sharing of the Tuning methodology with other colleagues within participating Universities. The empirical data for the study were drawn from a qualitative questionnaire with open questions filled-in by the members of the subject area group “Social Work” involved in the Tuning Russia project. The respondents were six academic teachers from different Russian universities and two European Tuning experts. This reflection by academic teachers upon the initial implementation of the Tuning approach in Russia highlights the opportunities to explore methods of establishing and improving communities of practice in the field of competence-based higher education curriculum development. Results highlight the need to develop further work concerning both summative and formative evaluation in relation to competence-based curricula review in higher education

scholarly journals The transformative impact of the COVID-19 pandemic on global higher education systems

2021 ◽  
Vol 1 (2) ◽  
pp. 28-43
Author(s):  
V. Yu. Ledeneva
Keyword(s):  
Higher Education ◽  
Research Collaboration ◽  
Management Plan ◽  
Educational Institutions ◽  
Education Systems ◽  
Institutional Governance ◽  
Lack Of Information ◽  
Teaching Learning ◽  
Transformative Impact ◽  
The Impact

The article deals with the long-term implications of the COVID-19 pandemic for higher educational institutions in different countries. The lack of information and verified data relative to the impact of the pandemic on changes in the education systems in different countries, the topic is still poorly learned, and therefore, it is difficult to predict what transformation processes will occur in the near future. The COVID-19 pandemic has posed many challenges for higher education in terms of teaching, learning, research collaboration and institutional governance. At the same time, the pandemic has provided an excellent opportunity for various stakeholders to rethink and even reschedule higher education process with an effective risk management plan for future resilience. The crisis made it possible to reconsider the role of informational and communicational technologies (ICT) and analyze the effectiveness of online learning in higher education. The article attempts to systematize the information available in open sources and assess the impact of the pandemic on such aspects of higher education as problems connected with technical facilities provision, accessibility for different social groups, digitalization and international academic mobility. Methods of systemic and comparative analysis based on international research and online surveys were used. Recommendations are proposed for studying the impact of global politics and geopolitical factors on the future of international higher education.

scholarly journals empleo de videotutoriales en la era post COVID19: valoración e influencia en la identidad docente del futuro profesional

2021 ◽  
Vol 21 (65) ◽  
Author(s):  
Juan Pablo Hernández-Ramos ◽  
Fernando Martínez-Abad ◽  
José Carlos Sánchez-Prieto
Keyword(s):  
Higher Education ◽  
School Year ◽  
Enseñanza Superior ◽  
Aprendizaje Virtual ◽  
Video Tutorials ◽  
The One ◽  
Teaching Learning ◽  
High Level ◽  
Educational Potential ◽  
The Relationship

Debido a la pandemia del COVID19, en el curso 2019-2020 en infinidad de países, se tuvo que suspender la actividad educativa presencial en cualquiera de sus manifestaciones, teniendo los docentes que planificar y desarrollar un nuevo proceso de enseñanza-aprendizaje virtual. Ante esta circunstancia y a tenor de la incertidumbre actual, los recursos tecnológicos se convierten en un aliado para el profesorado, siendo necesaria la difusión de experiencias como la recogida en este estudio: el empleo de videotutoriales en la enseñanza superior.  A partir de un diseño de investigación pre-experimental, tras aplicar un cuestionario electrónico a 240 estudiantes, se analiza la planificación e implementación de videotutoriales para la transmisión de los contenidos teóricos y prácticos en asignaturas de Metodología de Investigación. Las valoraciones realizadas muestran un nivel alto de aceptación del recurso, especialmente para: analizar y reflexionar sobre los contenidos; resolver problemas prácticos y organizar el estudio. Así mismo, queda reflejada la relación entre la percepción de utilidad del videotutorial y la intención de uso futuro. Se concluye el estudio destacando las potencialidades educativas del empleo de videotutoriales en la enseñanza superior a distancia. Due to the COVID19 pandemic, in the 2019-2020 school year in many countries, the classroom activity had to be suspended in any of its manifestations, having the teachers to plan and develop a new process of virtual teaching-learning. In view of this circumstance and in light of the current uncertainty, technological resources become an ally for teachers, making it necessary to disseminate experiences such as the one collected in this study: the use of video tutorials in higher education.  From a pre-experimental research design, after applying an electronic questionnaire to 240 students, the planning and implementation of video tutorials for the transmission of theoretical and practical contents in Research Methodology subjects is analyzed. The assessments made show a high level of acceptance of the resource, especially for: analyzing and reflecting on the contents; solving practical problems and organizing the study. Likewise, the relationship between the perception of the usefulness of the video tutorial and the intention of future use is reflected. The study is concluded by highlighting the educational potential of the use of video tutorials in distance higher education

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