scholarly journals Educación online durante la COVID-19: problemáticas afrontadas por los docentes

2021 ◽  
pp. 12-24
Author(s):  
Elena Vela Leiva
Keyword(s):  
Family Involvement ◽  
Learning Process ◽  
Research Work ◽  
Health Crisis ◽  
Research Instrument ◽  
Daily Monitoring ◽  
Technological Advances ◽  
Digital Environments ◽  
The Face ◽  
Teaching Learning

El presente artículo se plantea analizar cuáles son las problemáticas afrontadas por los docentes a la hora de comunicarse con las familias y discentes durante el confinamiento en contextos educativos especialmente vulnerables. Para ello, realizaremos un repaso de la teoría, la cual nos permitirá formular las preguntas y objetivos y así, orientar la investigación.Por lo tanto, conoceremos las consecuencias que las TIC han provocado en nuestra sociedad y, centrándonos en el ámbito educativo, podemos observar cómo la brecha educativa y la brecha digital se han agudizado. Por ello, las problemáticas serán presentadas en el contexto de la crisis sanitaria de la COVID-19, con el fin de poder comprender cómo el proceso de enseñanza aprendizaje fue desarrollado de manera online.Para ello, se ha desarrollado un instrumento de investigación con el objetivo de tratar las problemáticas afrontadas y, además tratar las acciones que estos docentes llevaron a cabo. Estos aspectos serán tratados en un contexto vulnerable, ya que el instrumento de investigación será cumplimentado por docentes que ejercían el curso pasado en centros educativos que pertenecían al Plan de Compensación Educativa, con el fin de poder analizar esta situación en los contextos más vulnerables.Por último, en relación a los resultados obtenidos, podemos observar cómo las problemáticas que los docentes han tenido que afrontar, cómo pueden ser la falta de recursos tecnológicos o la escasa implicación familiar, han dificultado gravemente el proceso de enseñanza aprendizaje del alumnado, provocando sentimientos de frustración entre el equipo docente y las familias. Por ello, ante esta situación los docentes han realizado un seguimiento diario del alumnado a través de videoconferencias y han mantenido una comunicación fluida con las familias a través de llamadas telefónicas, debido al escaso uso que las familias y alumnado realizaban de los entornos digitales proporcionados por el centro.   In the present research work a review of the theory is carried out, thanks to which we will know how the current society has changed due to technological advances, thus influencing the current society, which we can affirm that it is an Information Society made up of digital citizens.Therefore, we will know the consequences that ICTs have caused in our society and, focusing on the educational field, we can observe how the educational gap and the digital divide have become more acute. Therefore, the problems will be presented in the context of the health crisis of COVID-19, in order to understand how the teaching-learning process was developed online.For this, a research instrument has been developed in order to address the problems faced and also measure the strategies that these teachers developed. These aspects will be treated in a vulnerable context, since the research instrument will be completed by teachers who exercised last year in educational centres that belonged to the Educational Compensation Plan, in order to be able to analyse this situation in the most vulnerable contexts.Finally, in relation to the results obtained, we can observe how the problems that the teachers have had to face, such as the lack of technological resources or the scarce family involvement, have seriously hampered the teaching-learning process of the students, provoking feelings of frustration between the teaching team and the families. Therefore, in the face of this situation, teachers have carried out daily monitoring of students through videoconferences and have maintained fluid communication with families through telephone calls, due to the scant use that families and students made of the digital environments provided by the centre.

THE PROCESSES AND STRATEGIES FOR DEVELOPING INNOVATIONS IN SCHOOLS

2016 ◽  
pp. 95-106
Author(s):  
B.L Raina
Keyword(s):  
Learning Process ◽  
Teacher Educators ◽  
Research Work ◽  
Educational Innovation ◽  
School Education ◽  
Educational Institutions ◽  
Individual Institution ◽  
Education In India ◽  
Teaching Learning

The paper attempts to discuss processes and strategies for innovations in schools. Committed and thoughtful teacher educators, translate their knowledge, expertise, skills and research work for bringing innovations in the teaching learning process in order to keep the system most engaged and updated. The notion of shared explicit philosophy of teaching learning is central, to innovations in the schools. There are mainly four responsible factors perceived in implementation of innovation in any organisation more so, in educational institutions, namely systems support, encouragement to creativity, autonomy and conformity. Fundamentals of innovations provide some insight in to the scope of educational innovation in school education in India. These are mostly based on unique personalised experiences of the learners and the learners retain centrality of focus. Rewards and recognition are the motivating force for fresh innovative ideas and practices. Individual, Institution and Implementation were three vital points for Innovation.

scholarly journals Improving the Students’ Motivation in Learning English through Google Meet during the Online Learning

2021 ◽  
Vol 2 (1) ◽  
pp. 35-42
Author(s):  
Rizal Wahid Permana Putra
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Learning Experience ◽  
Technical Problems ◽  
Face To Face ◽  
Effective Learning ◽  
The Face ◽  
Face To Face Learning ◽  
Teaching Learning ◽  
Learning English

The increase number of Covid-19 outbreak has profoundly changed our education system. This condition has led the teachers to alter the face-to-face learning into online learning. Online learning emphasizes on the internet-based courses synchronously and asynchronously. Besides its technical problems, conducting online learning was said to be monotonous since the teachers preferred doing online tasking to providing effective learning experience. Further, this condition led to low students’ motivation in learning English. In other words, the students might be in boredom to participate and engage in the teaching- learning process owing to the monotonous learning. Most students were said to be late or even reluctant to complete the assignments. Therefore, the researcher conducted the Classroom Action Research dealing with the use of Google meet to improve the students’ motivation in learning English during the online learning. The research subject was the 7th grade students of SMP Negeri Satu Atap Jarit. The research was conducted in two cycles. In cycle I, it showed that there was an increase of students’ motivation in learning English. The increase of students’ motivation was 61, 8%. Meanwhile, in cycle II, the researcher found that the Google meet significantly improved the students’ motivation in learning English. The increase of students’ motivation was 79, 4%. The result showed that the students actively participate and engage in the teaching-learning process. The students were very enthusiastic to respond and answer the some questions, and share their ideas related to the topic of the meeting. In addition, the increase of students’ motivation influence the students to compose sentences correctly related to the given assignments. Based on the result of data analysis, the researcher drew a conclusion that the use of Google meet significantly improved the students’ motivation in learning English during the online learning.Keywords: Google meet, Learning English, Students’ Motivation

scholarly journals A Review on Prediction of Academic Performance of Students at-Risk Using Data Mining Techniques

2017 ◽  
Vol 5 (1) ◽  
pp. 30-39 ◽  
Author(s):  
Preet Kamal ◽  
Sachin Ahuja
Keyword(s):  
Data Mining ◽  
Learning Process ◽  
High Probability ◽  
Research Work ◽  
Educational Data Mining ◽  
Dropout Rate ◽  
Educational Background ◽  
Drop Out ◽  
Teaching Learning ◽  
The Right

Educational data mining is the procedure of converting raw data collected from educational databases into some useful information. It can be helpful in designing and answering research questions like performance prediction of students in academics, factors that affect the students’ performance, help the teachers in understanding the problems faced by the students to understand the course content and complexity of the subject taken so that the teachers can take timely action to control the dropout rate. This also includes improving the teaching learning process so that the interventions can be taken at the right time to improve the performance of the student. This paper is the review of the research work done in the field of educational data mining for the prediction of students’ performance. The factors that influence the performance of the students i.e. the type of classrooms they attend such as traditional or on-line, socio-economic, educational background of the family, attitude toward studies and challenges faced by the students during course progress. These factors leads to the categorization of the students into three groups “Low-Risk”: who have High probability of succeeding, “Medium-Risk”: who may succeed in their examination, “High-Risk”: who have High probability of failing or drop-out. It elaborates the different ways to improve the teaching learning process by providing the students personal assistance, notes, class-assignments and special class tests. The most efficient techniques that are used in educational data mining are also reviewed such as; classification, regression, clustering and and prediction.

scholarly journals Teaching-Learning Anglophone Cultures at the University of Pedagogical Sciences of Holguín and at the ELC of Shantou University: A Comparative Study

2015 ◽  
Vol 3 (4) ◽  
pp. 487
Author(s):  
Yunier Pérez Sarduy ◽  
John Harper ◽  
Manuel de Jesús Velázquez León
Keyword(s):  
Comparative Study ◽  
Learning Process ◽  
Research Work ◽  
Teaching Resources ◽  
Language Programs ◽  
Cultural Elements ◽  
Culture Teaching ◽  
Foreign Language Programs ◽  
Teaching Learning ◽  
The University

<p><em>This paper presents a comparative study of the teaching-learning process of Anglophone cultures through the English as a foreign language programs of Shantou University, Guangdong, China, and Universidad de Ciencias Pedagógicas “José de la Luz y Caballero”, Holguín, Cuba. As criteria for the comparison, the authors have selected the objectives, teaching methods, and resources of the two institutions. The comparative analysis allowed for the determination of the main trends common to both universities: the teaching of language as a means to an end, the active participation of faculties in the elaboration of teaching materials and textbooks for the specific courses they teach, the validity of research work aimed at improving the teaching resources for the EFL courses offered at both universities, the use of the communicative approach as a general method for the teaching-learning process, and the development of co-curricular activities to enhance the teaching-learning of cultural elements. The analysis also allowed for a reflection on how the distinct departmental/institutional structures of the two schools may lead to some significant differences in terms of educational focus. Finally, the analysis provoked questions concerning the balance between culture teaching-learning and intercultural communication training.</em><em></em></p>

scholarly journals Analysis of the Perception of Interns, Residents, and Preceptors through the Mini-CEX Evaluation Method (Mini-Clinical Evaluation Exercise)

2020 ◽  
Vol 44 (3) ◽  
Author(s):  
Mayra Costa Baltazar Marinho ◽  
Euton Freitas de Castro Júnior ◽  
Gerhard da Paz Lauterbach ◽  
Maria do Patrocínio Tenório Nunes ◽  
Kristopherson Lustosa Augusto
Keyword(s):  
Focus Group ◽  
Undergraduate Students ◽  
Clinical Reasoning ◽  
Learning Process ◽  
Clinical Judgment ◽  
Teaching And Learning ◽  
Evaluation Method ◽  
Knowledge Retention ◽  
The Face ◽  
Teaching Learning

Abstract: Introduction: Mini-CEX is an evaluation method that covers the domains: anamnesis, physical examination, counseling, clinical judgment, organization, and professionalism. It has been tested and validated for use in any practice scenario. With its characteristic of providing feedback after a clinical assessment, the Mini-CEX can also be used as a training method to guide the professional development of students and teachers, promoting greater knowledge retention in undergraduate students and continuously providing information for students to realize how far they are from the desired objectives. The aim of this study was to assess the perception of interns, residents, and preceptors of Internal Medicine (IM) regarding the Mini-CEX instrument. Methods: Qualitative study, using the focus group technique, carried out from February to July 2017. Twenty interns, thirteen residents, and five IM preceptors participated. It consisted of six focus groups, two with interns, two with residents, and two with preceptors, using semi-structured questions that identified perceptions, through the methodology used, on the quality of the evaluation and possible repercussions for the teaching-learning process. Results: In the focus group of interns, the feedback moment of the assessment was considered essential for the learning process, although the bedside assessment was tense due to the preceptor’s presence. The residents reported that the evaluation was a valid one, as it led them to review some points in the medical literature, in addition to stimulating clinical reasoning in the face of a real situation. The preceptors validated the importance of the feedback for those who were evaluated and identified the bedside assessment as a moment for the best analysis of the individualities. Conclusion: Through the perceptions of the groups in focus, the mini-CEX was identified as a fundamental instrument for the teaching and learning process of all those involved and the need to structure the moment of feedback aiming to attain a more effective result. During the bedside assessment, the stimulus to clinical reasoning was identified as a positive point and the strangeness, anxiety, and tension as negative points.

scholarly journals Shift in the Education System Stimulated by COVID-19

2020 ◽  
pp. 156-160
Keyword(s):  
Learning Process ◽  
Education System ◽  
Knowledge Space ◽  
Health Crisis ◽  
Knowledge Based ◽  
Online Mode ◽  
Knowledge Based Economy ◽  
Brick And Mortar ◽  
Teaching Learning

A knowledge based economy is equipped with the weapon of a solution to all its problems even in the time of distress. Hence, with the augmentation of the economies there are announcements of progressive issues which in turn demand for a further augmentation in the sphere of education. India has witnessed a perpetual development in the realm of education, starting from the Vedic era of Gurukul system to the chalk and talk mode of the brick and mortar setup to the ICT enabled digitalized mechanism. The recent pandemic, namely, COVID-19 has unlocked anew demand for a digitally supplemented knowledge space. The contemporary trend tends to replace text books by e-books and resource repositories and the hefty assignments dislodged by the e-assignments which seem to be profoundly advocated by the student fraternity. Invigorated by the online mode of teaching the students band seem to favour this mechanism. The navigation through this digitalized mode of learning necessitates the need for the physical intervention of technologically sound teachers. In this framework the paper envisages to examine the factors which affect the shift from offline to online mode, coupled with analyzing the student body’s reactions while accommodating the teaching learning process during this health crisis.

scholarly journals Los recursos didácticos y el aprendizaje significativo en los estudiantes de bachillerato

2017 ◽  
Vol 2 (9) ◽  
Author(s):  
Elvira Geoconda Villacreses Veliz ◽  
Adela Del Jesús Lucio Pillasagua ◽  
Carlos Hernán Romero Yela
Keyword(s):  
Learning Process ◽  
Research Work ◽  
Meaningful Learning ◽  
Field Research ◽  
Educational Process ◽  
Easy Access ◽  
Student Interest ◽  
Educational Work ◽  
Teaching Resources ◽  
Teaching Learning

La presente investigación denominada “Los recursos didácticos y el aprendizaje significativo en el Colegio  Nacional Alejo Lascano, de la ciudad de Jipijapa, provincia de Manabí”, tuvo como finalidad contribuir al fortalecimiento del sistema educativo. Con la presente investigación, se ha detectado que gran parte de los docentes, no han aplicado recursos didácticos y metodologías eficientes, no utilizan materiales didácticos creativos ni metodologías innovadoras y esto se refleja en el proceso enseñanza aprendizaje. Los recursos didácticos son los productos diseñados para ayudar en los procesos de enseñanza, como medios de expresión; y el aprendizaje significativo estimula la función de los sentidos para acceder de manera fácil  la adquisición de conceptos, habilidades y destrezas. Para recopilar la información de  la  presente  investigación, se  hizo  uso  del  método bibliográfico-documental, para optimizar y desarrollar el trabajo investigativo, se utilizó la investigación de campo; las técnicas utilizadas fueron la encuesta y la entrevista. Definido el nivel de calidad de la educación y con la recopilación de los resultados se elaboró la propuesta para potenciar el interés estudiantil y mejorar el rendimiento escolar a través de la aplicación de los recursos didácticos y metodologías activas que conlleven al aprendizaje significativo y mejorar el proceso educativo.  Palabras clave: Fortalecer, potenciar, enseñanza, métodos, técnicas    The Didactic Resources and Significant Learning in the students of bachelor  Abstract  This research called "The teaching and meaningful learning resources at the National College Alejo Lascano, City Jipijapa, Manabí province", aimed to help strengthen the educational system. With this research, we have found that most teachers have not applied teaching resources and efficient methodologies, which develops educational work with new active and participatory techniques according to the structure of each subject, it is not being used or developing creative teaching materials and innovative methodologies and this is reflected in the teaching-learning process. Teaching resources are products designed to aid in the learning process as an instrument or means of expression and / or communication and meaningful learning stimulates the senses function for easy access to the acquisition of concepts how, skills, attitudes or skills. To gather information from this investigation, use was made of bibliographic documentary method to optimize and develop the research work, field research was used; the techniques used were the survey and interview. Defined the quality of education in all its aspects and with the compilation of the results the proposal was developed to boost student interest and improve school performance through the application of teaching resources and active methodologies that lead to meaningful learning and improve the educational process at the National College Alejo Lascano. Keywords: Strengthening, empowering, teaching methods, techniques

scholarly journals Facebook as a learning platform in Algeria during the COVID-19 pandemic

2021 ◽  
Vol 11 (2) ◽  
pp. 80-93
Author(s):  
Nadia Ghounane
Keyword(s):  
Social Media ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Research Work ◽  
High Tech ◽  
Master's Students ◽  
Learning Platform ◽  
Post Test ◽  
Teaching Learning

With the dawn of high-tech phone applications and the constant spread of internet uses, social media networking sites have become a refuge for billions of users. Facebook is the leading social media tool and this research work aims to project light into the teaching/learning situation in the Algerian context, mainly the teaching of the English Language. A total of 80 Master’s students and 10 teachers from the Department of English Language and Literature at Saida were used as a case study. This is to provide an inkling on the most employed social platform in the teaching and learning process during the absence of face-to-face interaction. The research tools were mainly a questionnaire, an interview and a post-test assessment. From our results, Facebook was the second leading e-learning tool after Moodle platform during the pandemic. The paper recommends some strategies on how Facebook can be employed effectively in the teaching and learning process after the pandemic.   Keywords: COVID-19 pandemic, educational platforms, EFL learners, Facebook, higher education.

scholarly journals REFLEXÃO ACERCA DA CONTRIBUIÇÃO DO PSICÓLOGO ESCOLAR E O CURRÍCULO

2017 ◽  
Vol 3 (10) ◽  
pp. 343
Author(s):  
Marcos Lucena da Fonseca
Keyword(s):  
Learning Process ◽  
School Psychologist ◽  
Well Being ◽  
Structured Interview ◽  
Qualitative Approach ◽  
Preventive Action ◽  
The Face ◽  
Teaching Learning ◽  
Agent Of Change

REFLECTION ON THE CONTRIBUTION OF THE SCHOOL PSYCHOLOGIST AND THE CURRICULUMREFLEXIÓN ACERCA DE LA CONTRIBUCIÓN DEL PSICÓLOGO ESCOLAR Y EL CURRÍCULOEste artigo tem como escopo refletir e problematizar acerca da contribuição do psicólogo escolar para o currículo, e vice-versa, analisando a importância da interação entre eles e compreendendo os contextos que compõem o ciclo contínuo e não verticalizado da produção do currículo. Reflete-se se o psicólogo escolar deve ser um agente de mudança no processo de ensino-aprendizagem estando atento às questões dos currículos. De abordagem qualitativa, trata-se de um estudo de caso, com aplicação de entrevista semiestruturada, em que ficou evidenciado que o psicólogo escolar, em seu papel, deve colaborar para que educadores entendam que formam subjetividades de educandos. Por isso, não deve buscar alternativa, mas alternativas, ancorado numa ação interventiva-preventiva, diante de problemas relacionados a aspectos que tangem à Psicologia e ao Currículo, dentro da escola, buscando tanto promover saúde e bem-estar pessoal e social como uma Educação integradora a partir de uma visão de homem enquanto unidade indivisível.Palavras-chave: Psicólogo; Currículo; Interdisciplinaridade.ABSTRACTThis article aims to reflect and problematize the contribution of the school psychologist to the curriculum, and vice versa, analyzing the importance of the interaction between them and understanding the contexts that make up the continuous and non-vertical cycle of curriculum production. It is a question of whether the school psychologist should be an agent of change in the teaching-learning process by being attentive to curriculum issues. From a qualitative approach, it is a case study, with semi-structured interview application, in which it was evidenced that the school psychologist, in his role, should collaborate so that educators understand that they form subjectivities of learners. Therefore, it should not seek alternatives, but alternatives, anchored in an intervention-preventive action, in the face of problems related to Psychology and Curriculum, within the school, seeking both to promote health and personal and social well-being as an Education integrative from a view of man as an indivisible unit.Keywords: Psychologist; Curriculum; Interdisciplinarity.RESUMENEste artículo tiene como objetivo reflexionar y problematizar acerca de la contribución del psicólogo escolar al currículo, y viceversa, analizando la importancia de la interacción entre ellos y comprendiendo los contextos que componen el ciclo continuo y no verticalizado de la producción del currículo. Se refleja si el psicólogo escolar debe ser un agente de cambio en el proceso de enseñanza-aprendizaje estando atento a las cuestiones de los currículos. De abordaje cualitativo, se trata de un estudio de caso, con aplicación de entrevista semiestructurada, en que quedó evidenciado que el psicólogo escolar, en su papel, debe colaborar para que educadores entiendan que forman subjetividades de educandos. Por eso, no debe buscar alternativa, sino alternativas, anclado en una acción interventiva-preventiva, frente a problemas relacionados a aspectos que tangen a la Psicología y al Currículo, dentro de la escuela, buscando tanto promover salud y bienestar personal y social como una Educación integradora a partir de una visión de hombre como unidad indivisible.Palabras clave: Psicólogo; Plan de Estudios; Interdisciplinariedad.

Paradoxes of Disconnected Connection

Disentangling ◽  
2021 ◽  
pp. 295-324
Author(s):  
Paul C. Adams ◽  
Vivie Behrens ◽  
Steven Hoelscher ◽  
Olga Lavrenova ◽  
Heath Robinson ◽  
...  
Keyword(s):  
Learning Process ◽  
Academic Community ◽  
Academic Life ◽  
Social Situations ◽  
Health Crisis ◽  
Social Distancing ◽  
Social Actors ◽  
Auto Ethnography ◽  
Vantage Points ◽  
Teaching Learning

Normal academic life is a series of gatherings. The COVID-19 outbreak in spring of 2020 disrupted these gatherings and constituted not just a health crisis but also a profound alteration of academic life. Social distancing and quarantine accelerated historic processes of distanciation, as an increasing number of social situations were lifted out of the places in which they would have occurred. Teaching, learning, mentoring, and collaborating continued to “take place” but these newly mediated connections included experiences of disconnection. Auto-ethnography conducted by six academics at various levels during the COVID pandemic explores questions of space, place, pedagogy, and scholarship, comparing and contrasting our varied vantage points on transformations of spatial routines, the learning process, the academic community, and our lives. We show how disconnected connection was experienced differently, by differently-situated social actors, each of whom appropriated certain media according to his or her wants and needs.

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