scholarly journals Rol de la familia en la educación virtual del nivel inicial

2021 ◽  
Vol 5 (e) ◽  
pp. 23-41
Author(s):  
Verónica Giovanna Mayorga Núñez ◽  
Keyword(s):  
Virtual Education ◽  
Educational Institutions ◽  
Face To Face ◽  
The Face ◽  
Educación Virtual ◽  
Integration Strategies ◽  
Education Gap ◽  
And Control ◽  
Descriptive Level

The pandemic severely widened the education gap worldwide and particularly in Ecuador. As is known, the educational institutions of the different levels were affected, they suspended the face-to-face modality and implemented virtuality. This situation led the families to assume the role of support and control to the students in a direct way. Hence, this work analyzes the integration strategies used institutionally to promote the participation of families in virtual education at the initial level. The information was collected through a broad theoretical study, considering that it is a qualitative research of descriptive level and; It was analyzed using the Atlas ti 9.0 software. The data reveal that parents have difficulties to adequately support the education of their children or represented. It is also found that a high number of schoolchildren remain alone in their homes during the day or accompanied by older adults and even siblings, due to the fact that adults are involved in work activities. What has been described, leads to conclude that the deficient support of parents to schoolchildren in virtual education processes significantly affects their learning and consequently their comprehensive training.

scholarly journals La educación virtual en tiempos de pandemia

2020 ◽  
Vol 5 (3) ◽  
pp. 57
Author(s):  
Jaime Alberto Tapia Salinas ◽  
Jhorddy Alexander Faican Yacuma ◽  
Dennis Natalia Checa de la Cruz ◽  
Fernando Ramiro Quinche Martínez ◽  
Tania Rocío Chicaiza Ñaunay
Keyword(s):  
Virtual Education ◽  
Educational Systems ◽  
Face To Face ◽  
Palabras Clave ◽  
The Face ◽  
Nuevas Tecnologías ◽  
Alternative Means ◽  
Educación Virtual ◽  
Reliable Solution ◽  
Keywords Education

EDUCACIÓN VIRTUAL EN TIEMPOS DE PANDEMIA AUTORES: Jaime Alberto Tapia Salinas[1] Jhorddy Alexander Faican Yacuma[2]                 Dennis Natalia Checa de la Cruz[3]                     Fernando Ramiro Quinche Martínez[4] Tania Rocío Chicaiza Ñaunay[5] DIRECCIÓN PARA CORRESPONDENCIA: [email protected] Fecha de recepción: 15 - 06 - 2020                 Fecha de aceptación: 11 - 08 - 2020 RESUMEN La educación es clave para el desarrollo de una sociedad, ante tal realidad es un proceso que no se puede detener. Este artículo analiza el proceso de educación virtual en tiempos de pandemia, recopila información acerca del uso de las nuevas tecnologías Tics con el propósito de fomentar el proceso de educación-aprendizaje como un medio alterno a la educación presencial, el cual ha sido tradicional en nuestros sistemas educativos. La educación virtual constituye actualmente el medio por el que la educación se está desarrollando frente a una situación que aún no existe una solución fiable, y que ha obligado a qué tanto estudiantes como maestros accedan a otros medios y mecanismos para poder educarse. Esta investigación también hace énfasis en el rol que deben cumplir los maestros como guías en el proceso de enseñanza y el rol que deben cumplir los estudiantes de cualquier nivel donde su compromiso y autoeducación tiene que ser importante. De la crisis que el mundo está pasando se perderán procesos tradicionales es decir lo que siempre hacíamos, pero también aparecerán nuevas oportunidades que permitan el desarrollo de una sociedad más preparada ante cualquier eventualidad. PALABRAS CLAVE: Educación; Pandemia; Virtual; Estudiantes; Maestros. VIRTUAL EDUCATION IN TIMES OF PANDEMIC ABSTRACT Education is key to the development of a society, given such reality it is a process that cannot be stopped. This article analyzes the process of virtual education intimes of pandemic, collects information about the use of new ICT technologies in order to promote the education-learning process as an alternative means to face-to-face education, which has been traditional in our Educational systems. Virtual education is currently the means by which education is developing in the face of a situation that does not yet have a reliable solution, and which has forced both students and teachers to access other means and mechanisms to be able to educate themselves. This research also emphasizes the role that teachers must play as guides in the teaching process and the role that students at any level should play where their commitment and self-education must be important. Traditional processes, that is to say what we always did, will be lost from the crisis that the world is going through, but new opportunities will also appear that allow the development of a society more prepared for any eventuality. KEYWORDS: Education; Pandemic; Virtual; Students; Teachers.

Human Computer Interaction and the Best Mix of Face-to- Face and E-Interactions in Educational Settings

2009 ◽  
pp. 1423-1435
Author(s):  
Bolanle A. Olaniran
Keyword(s):  
Human Computer Interaction ◽  
Computer Mediated Communication ◽  
Educational Institutions ◽  
Mediated Communication ◽  
Rapid Improvement ◽  
Face To Face ◽  
Computer Mediated ◽  
Recent Trends ◽  
And Control ◽  
Computer Interaction

Recent trends and rapid improvement in technology such as computer-mediated communication (CMC) and increasing bandwidth in the Internet are facilitating increased electronic interactions (i.e., e-interactions otherwise known as or commonly referred to as the human computer interaction (HCI)). CMC technology systems are a common occurrence in educational institutions as administrators attempt to encourage technology usage and instructors race to learn and implement CMC use in their classrooms and students demand greater flexibility and control in how they learn. Notwithstanding is the need to decide which forms of HCI technology to use, how to use them, and what benefits can accrue from such usage. The discussion here explores each of these issues, but more specifically will focus on addressing the case for blending e-interactions with the traditional face-to-face (FTF) communication medium while addressing the appropriateness of such combination.

The Application of Web and Educational Technologies in Supporting Web-Enabled Self-Regulated Learning in Different Computing Course Orientations

2011 ◽  
Vol 7 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen
Keyword(s):  
Online Courses ◽  
Database Management System ◽  
Educational Institutions ◽  
Web Based ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Packaged Software ◽  
Regulated Learning ◽  
Computing Skills ◽  
The Face

Many educational institutions provide online courses; however, the question whether they can be as effective as those offered in the face-to-face classroom format still exists. In addition, it also remains unclear whether every subject is appropriate to be delivered in web-based learning environments. Thus, the authors redesigned two courses with different orientations and conducted a quasi-experiment to examine the effects of web-enabled self-regulated learning (SRL) in different course orientations on students’ computing skills. Four classes with 173 students from the courses ‘Database Management System’ and ‘Packaged Software and Application’ were divided into 2 (Design-oriented vs. Procedural-oriented) × 2 (SRL vs. non-SRL) experimental groups. The results showed that students who received the intervention of web-enabled SRL had significantly higher grades on the examination for certificates than those that did not receive this intervention, whether in design-oriented or procedural-oriented computing courses. Moreover, students in the two different courses had very similar scores, which resulted in non-significant differences in their end-of-term computing skills.

scholarly journals Structure of the MICU1–MICU2 heterodimer provides insights into the gatekeeping threshold shift

IUCrJ ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. 355-365 ◽  
Author(s):  
Jongseo Park ◽  
Youngjin Lee ◽  
Taein Park ◽  
Jung Youn Kang ◽  
Sang A Mun ◽  
...  
Keyword(s):  
Calcium Uptake ◽  
Mitochondrial Calcium ◽  
Salt Bridges ◽  
Face To Face ◽  
Calcium Uniporter ◽  
Molecular Action ◽  
The Face ◽  
Mitochondrial Calcium Uptake ◽  
Apo State

Mitochondrial calcium uptake proteins 1 and 2 (MICU1 and MICU2) mediate mitochondrial Ca2+ influx via the mitochondrial calcium uniporter (MCU). Its molecular action for Ca2+ uptake is tightly controlled by the MICU1–MICU2 heterodimer, which comprises Ca2+ sensing proteins which act as gatekeepers at low [Ca2+] or facilitators at high [Ca2+]. However, the mechanism underlying the regulation of the Ca2+ gatekeeping threshold for mitochondrial Ca2+ uptake through the MCU by the MICU1–MICU2 heterodimer remains unclear. In this study, we determined the crystal structure of the apo form of the human MICU1–MICU2 heterodimer that functions as the MCU gatekeeper. MICU1 and MICU2 assemble in the face-to-face heterodimer with salt bridges and methionine knobs stabilizing the heterodimer in an apo state. Structural analysis suggests how the heterodimer sets a higher Ca2+ threshold than the MICU1 homodimer. The structure of the heterodimer in the apo state provides a framework for understanding the gatekeeping role of the MICU1–MICU2 heterodimer.

scholarly journals FACE-TO-FACE VERSUS THREADED DISCUSSIONS: THE ROLE OF TIME AND HIGHER-ORDER THINKING

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Cognitive Processing ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Online Discussions ◽  
Course Evaluations ◽  
Threaded Discussions ◽  
Face To Face ◽  
Experience Of Time ◽  
The Face

This study compares the experiences of students in face-to-face (in class) discussions with threaded discussions and also evaluates the threaded discussions for evidence of higher-order thinking. Students were enrolled in graduate-level classes that used both modes (face-to-face and online) for course-related discussions; their end-of-course evaluations of both experiences were grouped for analysis and themes constructed based on their comments. Themes included the “expansion of time,” “experience of time,” “quality of the discussion,” “needs of the student,” and “faculty expertise.” While there are advantages to holding discussions in either setting, students most frequently noted that using threaded discussions increased the amount of time they spent on class objectives and that they appreciated the extra time for reflection on course issues. The face-to-face format also had value as a result of its immediacy and energy, and some students found one mode a better “fit” with their preferred learning mode. The analysisof higher-order thinking was based on a content analysis of the threaded discussions only. Each posting was coded as one of the four cognitive-processing categories described by Garrison and colleagues: 18% were triggering questions, 51% were exploration, 22% were integration, and 7% resolution. A fifth category – social – was appropriate for 3% of the responses and only 12% of the postings included a writing error. This framework provides some support for the assertion that higher-order thinking can and does occur in online discussions; strategies for increasing the number of responses in the integration and resolution categories are discussed.

scholarly journals Leaving peace for war: An exploratory study of Swiss men’s trajectories toward engagement in Arab conflicts

2019 ◽  
Vol 2019 (2) ◽  
Author(s):  
Ahmed Ajil
Keyword(s):  
Political Violence ◽  
Public Discourse ◽  
Arab World ◽  
Conflict Zones ◽  
Face To Face ◽  
The Face ◽  
Violent Action ◽  
Methodological Considerations ◽  
Depth Interviews

While the issue of foreign fighting has been very present in Swiss public discourse in recent years, little is known about the actual trajectories of young men who engage in this particular form of political violence. Based primarily on face-to-face in-depth interviews with four Swiss male nationals who travelled to conflict zones in the Arab World, the present analysis offers insights into the first phases of violent engagement, by investigating elements related to grievance formation such as collective memory and moral shocks, and elements facilitating violent action, such as legal cynicism. Further, the role of combat masculinity, a set of values providing guidance on behaviours and attitudes to be adopted in the face of injustice, is explored. Methodological considerations and some implications for policymaking are discussed.

scholarly journals Transición a entornos de educación virtual en un contexto de emergencia sanitaria

2021 ◽  
Vol 21 (65) ◽  
Author(s):  
Sergio García-de-Paz ◽  
Pablo Joel Santana Bonilla
Keyword(s):  
Virtual Education ◽  
Vocational Education And Training ◽  
State Of Emergency ◽  
Health Crisis ◽  
Face To Face ◽  
The Family ◽  
Educación Virtual ◽  
Teaching Team ◽  
And Training

La declaración del estado de alarma en marzo de 2020, ocasionada por la crisis sanitaria de la COVID-19, provocó en España el cierre de todos los centros educativos. Este artículo pretende explorar el proceso de transición de la docencia presencial a lo que se ha denominado docencia remota de emergencia, y sus implicaciones para las propuestas educativas futuras. Nuestros objetivos son: explorar qué condiciones de partida han influido en el proceso de transición a la docencia remota de emergencia (DRE), qué implicaciones pedagógicas y organizativas ha supuesto la DRE y hacia qué modelo de docencia debería transitarse en el contexto actual de emergencia sanitaria. Para ello hemos realizado un estudio de caso de un equipo docente de Formación Profesional Básica de un centro. Las conclusiones principales sugieren que hay tres elementos que han facilitado el tránsito a una docencia remota de emergencia pero que también podrían contribuir a construcción de entornos de educación virtual: la existencia de una infraestructura digital en el centro para la docencia y la comunicación; un modelo de organización escolar basado en el liderazgo compartido y la autonomía de los equipos docentes; y la visión del profesorado acerca de la familia como agente educativo esencial. The declaration of a state of emergency in March 2020, due to the COVID-19 health crisis, caused the closure of all schools in Spain. This article aims to explore the transition from face-to-face teaching to what has been called emergency remote teaching, as well as its implications for future educational proposals. Our objectives are: to explore what conditions have influenced the process of transition toward emergency remote teaching (ERT), the pedagogical and organisational implications of EST and which teaching model should be transitioned to in the current heath emergency context. In order to achieve them we have conducted a case study of a teaching team in Initial Vocational Education and Training of a school. The main conclusions suggest that there are three elements that have facilitated the transit to a remote emergency teaching which could also contribute to the building of virtual education environments: the presence of a digital infrastructure at the school for teaching and communication; an educational organisation model based on leadership and autonomy of teaching teams; and the teachers' vision of the family as an essential educational agent.

scholarly journals 1691 Survey of Patient Attitudes Towards Face-To-Face and Telemedicine Teaching in the COVID-19 Era

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
L Coady ◽  
A Charturvedi ◽  
N Fearon ◽  
H Heneghan ◽  
E Carrington
Keyword(s):  
University Hospital ◽  
Free Text ◽  
Privacy Concerns ◽  
Face To Face ◽  
Education Environment ◽  
The Face ◽  
Face To Face Learning ◽  
Teaching Attitudes ◽  
Areas Of Interest

Abstract Background COVID-19 has profoundly impacted the healthcare education environment and telemedicine has been used to augment face-to-face learning and support social-distancing. There is little evidence which examines how patients feel about participating in teaching with this technology. Method A prospective survey of 229 surgical inpatients/outpatients was conducted at a university hospital between August–September 2020. The survey consisted of 31 questions (7-point Likert scales, quantitative items, and free-text answers) to explore: general attitudes towards teaching, attitudes towards COVID-19, perceptions of face-to-face teaching and perceptions of telemedicine teaching. Relationships between demographics and areas of interest were analysed qualitatively and quantitatively. Results Patients reported a positive attitude towards both face-to-face (mean 5.5 [1.1SD]) and telemedicine teaching (5.4 [1.2]) however there was a preference for the face-to-face approach (mean difference [MD]=.16, p = 0.14). Face-to-face teaching was found to be less bothersome (MD=.32, p=.002) and more rewarding (MD.33, p<.001). Older patients were more likely to report both teaching techniques as embarrassing (face-to-face r=.16, p=.048; telemedicine r=.15, p=.036) or as an infringement on their privacy (face-to-face r=.13, p=.048; telemedicine r=.17, p=.017). Qualitative analyses revealed four themes of the patient experience: apprentice role of students, communication skills, transient need for telemedicine during COVID-19 and privacy concerns. Conclusions Despite reporting a favourable impression of telemedicine teaching, patients prefer traditional face-to-face styles as they find telemedicine more bothersome and less rewarding. Educators should take this into consideration during planning of teaching during the pandemic.

scholarly journals The Role of Responsive Leadership in Meeting Customers' Needs during Crises

2022 ◽  
Vol 13 (1) ◽  
pp. 0-0
Keyword(s):  
Large Scale ◽  
Education Institution ◽  
Face To Face ◽  
Leadership Attributes ◽  
Leadership Support ◽  
The Face ◽  
Quantitative Results ◽  
The Impact

This case study conducted to investigate the impact of a responsive leadership approach in meeting customers' needs in a higher education institution in the UAE during the COVID-19 pandemic. For this purpose, a mixed-method model has been used. The data has been collected from a convenient sample working and studying at Al Qasimia University Language Center, in fall 2020. This result indicates that the provided responsive leadership support during COVID-19 was effective and helped in motivating learners and customers to keep learning and making progress greater than what was shown before COVID-19, during the face-to-face teaching and physical assessment. Although the qualitative and quantitative results in this case study revealed a significant impact of responsive leadership approach on customers’ progress, there is still a need to conduct other researches to develop and validate a responsive leadership inventory to facilitate measuring of responsive leadership attributes in a large scale sample and/or population.

scholarly journals The Role of Perceptual Simulation in L2 Vocabulary Acquisition

2020 ◽  
Vol 10 (2) ◽  
pp. 18
Author(s):  
Min Zhu ◽  
L. David Ritchie
Keyword(s):  
Language Learners ◽  
English Language ◽  
Pedagogical Strategies ◽  
Perceptual Simulation ◽  
Face To Face ◽  
Research Findings ◽  
L2 Vocabulary ◽  
And Control ◽  
Simulation Exercises

Research in embodied cognition suggests that perceptual simulation may play a role in language comprehension. In this study we use a combination of experimental and qualitative research to explore the potential of simulation exercises to improve acquisition of esoteric literary English vocabulary by English majors at a Chinese University. Through quantitative analysis of the data from one pre-test and two post-tests of the experimental and control groups, and qualitative examination of the student feedback collected from an open-ended survey and face-to-face interviews, we find that most of the students in both conditions have simulations of the learned words whether based on self-determined Chinese trigger words or given English language prompts to them, and skilled language learners intuitively adopt perceptual simulations. The research findings give teachers some enlightenment on the pedagogical strategies that might encourage less proficient learners to incorporate perceptual simulations in their study habits.

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