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2022 ◽  
Vol 11 (1) ◽  
pp. 68
Author(s):  
Folake Modupe Adelabu ◽  
Jogymol Alex

This article describes a part of an online and technological intervention at a rural South African Higher Education Institution focused at improving the mathematical knowledge of first-year Senior Phase and Further Education Training (SP& FET) Bachelor of Education student teachers. As part of the interventions in an ICT integrated Mathematics Education and Research Centre, the student teachers were subjected to write an online baseline assessment on the content knowledge in Grade 7 mathematics, which is the first year in Senior Phase in South African Schools. A total of 193 student teachers wrote the online baseline test with 20 items in an invigilated computer laboratory environment. The test items were from the online Computer Aided Mathematics Instruction (CAMI) program which is aligned to the Grade 7 CAPS curriculum of South Africa. The data were analysed by the CAMI system and were further analysed using Microsoft Excel 2016. The result of the test showed an average performance of 38,67% (Variance: 0,66% and SD: 0,81%). This sheds light into the disturbingly limited mathematics subject content knowledge the student teachers enter the HEI with. The programme structure of the Senior Phase mathematics content module of the HEI was also analysed. The authors of this paper recommend that student teachers need to be thoroughly engaged in learning the content during their training as future mathematics teachers. This paper contributes to the ongoing research on ITE programmes at HEIs that prepare teachers for their mathematics teaching role in the senior Phase classrooms.   Received: 21 September 2021 / Accepted: 11 December 2021 / Published: 3 January 2022


2022 ◽  
pp. 164-179
Author(s):  
Emily Guetzoian

This chapter discusses gamification strategies in the context of higher education student worker training. Specifically, it builds on the concepts of gamification in corporate training contexts and gamification in the academic classroom environment. It also considers various options to support gamified training content and methods to support student worker engagement and knowledge retention. It explains how these strategies relate to the concept of information literacy for an adult, higher education population. This chapter is ideal for higher education staff, faculty, or administrators who design training curricula for student workers.


2022 ◽  
pp. 341-362
Author(s):  
Murat Çoban

This chapter determines the social presence perceptions and motivation levels of higher education students participating in the online learning environment and reveals the possible causes that affect these variables. According to the findings obtained from the study in which the explanatory design was used among the mixed research methods, it was concluded that the social presence perceptions of the participants were lower compared to their motivation. Besides, it was found out that there is a positive relationship between social presence and motivation variables. According to the qualitative findings, the majority of the participants stated that they were not satisfied with distance education, encountered technical and hardware problems, and the online learning environment was not effective enough in the context of communication and interaction. The research results contribute to the literature in terms of the effectiveness of online learning environments.


This article presents the perception of 611 students from public universities in Mexico about online classes in pandemic times. Exploratory factor analysis was conducted. Vygotsky's contributions are taken, especially those related to emotional manifestations. It is concluded that the most important factor in this change is the emotions that are identified as an impulse to act during online classes, given the didactic and pedagogical components, resources, and supports for students that promote learning. This proposes a framework for considering the emotional aspects of positive engagement in students learning online. There is evidence of some balance between the advantages and disadvantages of online education. It also suggests that women perceive more negative emotions such as disappointment and frustration in the online education experience. The teacher, being a vicarious learning model, can innovate in education by promoting peripheral participation with other playful activities that involve abstract, applied, and situated learning.


2021 ◽  
Vol 15 (58) ◽  
pp. 626-634
Author(s):  
Francisca Damiana Ramos de Vasconcelos ◽  
Pedro Fernando Dos Santos

Resumo: O presente artigo foi desenvolvido na Escola Municipal Professora Cleuzemi Pereira do Nascimento Silva, que se localiza na cidade de Salgueiro – PE onde atende do 1º ao 5º ano do Ensino Fundamental Anos Iniciais onde teve por finalidade analisar as questões pertinentes à relação que deve ser estabelecida entre família e escola a fim de propiciar ao aluno o desenvolvimento adequado de suas potencialidades físicas, afetivas e cognitivas por meio da aprendizagem dos conteúdos aplicados. O trabalho desenvolvido direcionou-se pela preocupação na melhora da relação escola e família, haja vista a interligação entre a educação familiar e educação escolar que não deve ser desconsiderada no processo de ensino e aprendizagem, com a intenção de analisar como se tem dado o processo de participação dos pais e/ou responsáveis, considerando a importância da aproximação da família e da escola. Sendo assim, poderão contribuir efetivamente na formação de cidadãos capazes de acompanhar as transformações sociais dentro do contexto das relações interpessoais e humanas. A pesquisa busca responder de que forma a relação entre a família e a escola irá contribuir no processo de aprendizagem dos estudantes? O artigo teve como principal objetivo minimizar os problemas disciplinares e pedagógicos que a escola possa vir a enfrentar, com o propósito também de minimizar a distância e fortalecer as relações. Buscamos durante os encontros com os pais/responsáveis ressaltar e valorizar a importância da participação da família no contexto escolar, promover a integração entre família e escola e proporcionar aos pais momentos de reflexão acerca de temas relacionados à educação e a formação humana, com vídeos reflexivos e slides, orientando-se pelos princípios pedagógicos regidos pelo respeito aos valores estéticos, políticos, éticos e morais, pois os pais com a parceria da escola devem fazer parte de qualquer trabalho educativo tendo como foco a formação de um cidadão crítico e pensante. A metodologia utilizada foi uma pesquisa de campo na Escola Municipal Professora Cleuzemi Pereira do Nascimento Silva, tendo como coleta de dados bibliográficos autores como PIAGET (2007) e LUCK (2010) dente outros, para compor o aporte teórico. Os resultados alcançados contribuíram para compreender a relevância da presença da família na escola, e da importância do vínculo entre pais e/ou responsáveis e instituição escolar, sendo um dos fatores positivos para o desenvolvimento da aprendizagem do aluno.Palavras-Chave: Genealogia; Educação; Discente; Família; Escola.---Abstract: This article was developed at the Municipal School Teacher Cleuzemi Pereira do Nascimento Silva, which is located in the city of Salgueiro - PE where it serves from the 1st to the 5th year of Elementary School Early Years where it aimed to analyze the issues relevant to the relationship that should be established between family and school in order to provide the student with the adequate development of their physical, affective and cognitive potential through learning the applied content. The work developed was guided by the concern to improve the relationship between school and family, given the interconnection between family education and school education, which should not be disregarded in the teaching and learning process, with the intention of analyzing how the process has been taking place. participation of parents and/or guardians, considering the importance of bringing family and school closer together. Thus, they will be able to effectively contribute to the formation of citizens capable of following social transformations within the context of interpersonal and human relationships. The research seeks to answer how the relationship between family and school will contribute to the students' learning process? The main objective of the article was to minimize the disciplinary and pedagogical problems that the school might face, with the purpose also to minimize the distance and strengthen the relationships. During meetings with parents/guardians, we sought to emphasize and value the importance of family participation in the school context, promote integration between family and school and provide parents with moments of reflection on issues related to education and human training, with reflective videos and slides, guided by pedagogical principles governed by respect for aesthetic, political, ethical and moral values, as parents, in partnership with the school, must be part of any educational work focused on the formation of critical and thinking citizens. The methodology used was a field research at the Municipal School Professora Cleuzemi Pereira do Nascimento Silva, having as collection of bibliographic data authors such as PIAGET (2007) and LUCK (2010) among others, to compose the theoretical contribution. The results achieved contributed to understand the relevance of the presence of the family at school, and the importance of the bond between parents and/or guardians and the school institution, being one of the positive factors for the development of student learning.Keywords: Genealogy, Education, Student, Family; School. 


2021 ◽  
Author(s):  
Priadi Surya

The first part of this study consisted of a qualitative literature review to determine which variables other than strategic enrolment management might affect the competence of B.Ed. graduates. It was found that other factors might include teacher archetype, motivation to become a teacher, career planning and professional identity. This study presented the constructed operational definitions of each of the variables and the proposed structural relationships between them. In the second part, a quantitative approach was used and data were collected through a questionnaire. It is recommended that additional qualitative research is conducted to complement the findings of this study. Keywords: strategic enrolment management, teacher education, student teacher, teacher archetype, teacher competence


2021 ◽  
Vol 14 (3) ◽  
pp. 331
Author(s):  
Suzane Bezerra de França ◽  
Daniela Pedrosa de Souza

A evasão escolar constitui um dos maiores problemas para as redes de ensino, em diferentes níveis e modalidades. O tratamento da problemática da evasão, no contexto da Educação de Jovens e Adultos, exige uma abordagem particularizada, tendo em vista que a própria modalidade existe como resultado desse fenômeno. Neste sentido, buscamos neste trabalho investigar os aspectos que influenciam a ocorrência da evasão escolar na EJA, no âmbito da Rede Estadual de Ensino de Pernambuco. O enfoque do estudo esteve voltado para compreender a questão a partir dos olhares de estudantes, professores e gestores escolares. Os participantes do estudo indicaram que a evasão escolar dos estudantes da EJA ocorre, principalmente, em decorrência de aspectos externos às escolas. Os dados também apontaram que a permanência pode ser impactada por ações didáticas, que promovam o fortalecimento e a visibilidade da EJA na comunidade escolar.Palavras-chave: Educação de Jovens e Adultos; Evasão escolar; Direito à educação; Permanência na escola.Student dropout in the Youth and Adult Education: a study in the public school system of PernambucoABSTRACTStudent dropout is one of the biggest problems for teaching networks at different levels and modalities. The treatment of the problem of student dropout in the context of Youth and Adult Education (YAE) requires a particularized approach because the modality itself exists as a result of this phenomenon. In this sense, we seek to investigate the aspects that influence the occurrence of student dropout in the YAE within the public school system of the state of Pernambuco. The focus of the study was to understand the issue from the perspectives of students, teachers and school managers. The study participants indicated that student dropout of YAE students occurs due to external aspects of schools. The data indicated that permanence can be impacted by didactic actions that promote the strengthening and visibility of YAE in school community.Keywords: Youth and Adult Education; Student dropout; Right to education; Stay in School.Deserción escolar en la Educación de Jóvenes y Adultos: un estudio en la red pública de enseñanza de PernambucoRESUMENLa deserción escolar es uno de los mayores problemas en las redes de enseñanza en diferentes niveles y modalidades. El tratamiento del problema de la deserción escolar en el contexto de la Educación de Jóvenes yAdultos (EJA) requiere un enfoque particularizado porque la modalidad en sí existe como resultado de este fenómeno. En este sentido, buscamos investigar los aspectos que influyen en la ocurrencia de la deserción escolar en la EJA en la red pública de enseñanza en el estado de Pernambuco. El enfoque del estudio fue comprender el tema desde las perspectivas de los estudiantes, profesores y gestores escolares. Los participantes del estudio indicaron que la deserción escolar de los estudiantes de la EJA se produce debido a aspectos externos de las escuelas. Los datos indicaron que la permanencia puede ser afectado por acciones didácticas que promuevan el fortalecimiento y la visibilidad de la EJA en la comunidad escolar.  Palabras clave: Educación de Jóvenes y Adultos; Deserción escolar; Derecho a la educación; Permanencia en la escuela.


2021 ◽  
Vol 20 (2) ◽  
pp. 12
Author(s):  
FRANCISCA M. UBILLA ◽  
CLAUDIA VÁSQUEZ ◽  
FRANCISCO FRANCISCO ROJAS ◽  
NÚRIA GORGORIÓ

We consider the ability to complete an investigative cycle as an indicator of the robustness of students’ statistical knowledge. From this standpoint, we analyzed the written reports of primary education student teachers when they developed an investigative cycle in a Chilean and a Spanish university. In their development of the stages of the cycle we observed characteristics common to the centers (for example, summary research questions and conclusions that are a simple concatenation of results), and differential features (the data collection tools and techniques, among others). Armed with a knowledge of how future teachers approach and understand an investigative cycle we are able to contribute ideas that influence their training, building bridges between what they learn and what they should teach. Abstract: Spanish Consideramos la capacidad para completar un ciclo de investigación estadística como indicador de la robustez del conocimiento estadístico del estudiante. Desde este posicionamiento, analizamos las producciones escritas de profesores de enseñanza básica en formación cuando desarrollan un ciclo de investigación en una universidad Chilena y una Española. En las concreciones de las fases del ciclo observamos características comunes entre los centros (por ejemplo, preguntas de investigación tipo resumen y conclusiones como simple concatenación de resultados), y elementos diferenciales (instrumentos y técnicas de recogida de datos, entre otros). Conocer cómo abordan y comprenden el ciclo de investigación los futuros profesores nos permite aportar ideas para incidir en su formación, tendiendo puentes entre lo que aprenden y lo que deberán enseñar.  


Author(s):  
Sawsen Lakhal ◽  
Géraldine Heilporn ◽  
Hager Khechine

The aim of this study was to verify if external factors influence persistence in online courses in higher education. These external factors, borrowed from Kember’s (1995) model, included some students’ characteristics; cost benefits; social integration of adult students (enrolment encouragement, study encouragement, and family support); and external attribution (insufficient time, events hindering study, and distractions). Data were collected among a sample of 835 students from two Canadian French-Speaking Universities (n1 = 468 from University One and n2 = 367 from University Two) using an online questionnaire. The questionnaire included items borrowed from The Distance Education Student Progress (DESP) inventory (Kember et al., 1992). The multiple linear hierarchical regression analysis revealed that students’ characteristics and some of the external factors had an effect on students’ persistence in online courses and that the most important factor in predicting students’ persistence is cost benefits. These analyses were also conducted by university, gender, and age groups. Except for cost benefits, the results indicated different patterns of strength and significant relationships between groups.


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