educational processes
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2022 ◽  
Vol 8 (1) ◽  
pp. 24-28
Krisztina Sebestyén

As researchers, we know that we cannot examine a phenomenon or a process alone, we should study the environment or other phenomena, which are connected to the topic of research. This is true of educational processes too and this is the reason why education is examined e. g. from economic, social, or territorial views. Roland Hegedűs's book on the topic of the performance of disadvantaged and non-disadvantaged students and the territorial perspective of their studies in secondary education and in higher education can be found in this research field.

2022 ◽  
pp. 366-401
Phayom Sookaneknum Olson ◽  
Areerut Leelathanalerk ◽  
Nguyen Van Hung ◽  
Bee Kim Tan ◽  
Shiela May Jayme Nacabu-an ◽  

The rapidly emerging COVID-19 pandemic resulted in the need for rapid and extensive changes in the education programs of universities. This chapter reviews the changes in teaching and learning made by pharmaceutical faculties in six universities located in the Association of Southeast Asian Nations (ASEAN): Mahasarakham University (Thailand), Taylor's University (Malaysia), University of the Philippines-Manilla (Philippines), Hai Phong University of Medicine and Pharmacy (Vietnam), University of Health Sciences (Lao PDR), and Sanata Dharma University (Indonesia). The authors discuss adjustments that were made based on educational contexts, planning and infrastructure, educational processes, and products and outcomes. Each university provides a specific story concerning lessons learned in responding to the pandemic. The chapter concludes with changes that will be employed in future emergency situations, as well as those that will continue to be incorporated with the resumption of normal operations.

2022 ◽  
pp. 352-379
Ahmet Dogukan Sariyalcinkaya ◽  
Emrah Altun ◽  
Ali Kürşat Erümit

The distance education structure is preferred by many learners in the world. With the COVID-19 pandemic, distance education has become an even more important trend all over the world and in Turkey. With the spread of e-learning and distance education applications, educational content and management of applications in electronic environment has become increasingly important. There are many different applications where activities can be managed together or separately in educational processes. In this study, the concepts of content management system (CMS), learning management system (LMS), and learning content management system (LCMS) are examined, and different aspects of each term are explained. It will contribute to the national literature. This chapter will examine the latest approaches in the use of learning management systems and virtual classroom software before pandemic, during pandemic, and after the pandemic.

2021 ◽  
Vol 12 (2) ◽  
pp. 33-37
Cesare Fregola

This article describes a research study involving 132 students on a Primary Education Sciences degree course at Roma Tre University. A complexity paradigm was employed for the research, which used group activities to design a questionnaire that was subsequently analysed to provide 8 different perspectives. The underlying theoretical perspective involved investigation of the applicability of the transactional analysis concept of Cultural Parent (and the associated concepts of Frame of Reference, Script and Ego States) as a way of understanding how changes are needed in educational processes to reflect how family, school and societal cultures have changed, with particular reference to Generation App and the increasing impact of technology on virtual spaces, and the need to reflect cultural diversity.

2021 ◽  
Cirit Mateus De Oro ◽  
Daladier Jabba Molinares ◽  
Ana María Erazo Coronado ◽  
Rodrigo M. Campis Carrillo

Virtual games represent one of the most important contemporary possibilities to enhance learning processes in educational environments. There is ample evidence of their applications in teaching cultural aspects, citizenship, science, and the development of critical thinking, among many others. However, despite the scientific support, many questions arise about the effectiveness of gamification in education. Most studies and reviews of empirical studies on gamification indicate that they generally have a positive effect on motivation, concentration, and other cognitive aspects, as well as on interaction and prosocial behavior. However, there are gaps in terms of purposes and outcomes between gamification and the application of serious games. This is a review aimed at elucidating these differences, to argue for the reinvention of educational processes.

2021 ◽  
Vol 14 (3) ◽  
pp. 523
Samuel Pires Melo ◽  
Ruth Sousa Batista ◽  
Millena Araújo de Souza

A educação do/no campo tem se diferenciado da educação rural em seus processos socioeducativos. Os movimentos sociais têm reivindicado a educação preocupada com o desenvolvimento de seus territórios rurais, e não para o interesse estrito do Capital. Entende-se, assim, que as práticas pedagógicas dos professores se distinguem diante de seus espaços de atuação, como tem sido na Educação de Pessoas Jovens e Adultas (EPJA) em territórios rurais com turmas multisseriadas. Observam-se diferentes demandas ao educador, além da compreensão de que a escola, no seu papel de formação de sujeitos socioculturais, deve estar firmada no objetivo de desenvolver práticas pedagógicas que contribuam para o desenvolvimento de educandos autônomos. Diante disso, busca-se analisar as práticas pedagógicas dos educadores que atuam na educação de pessoas jovens e adultas no campo, por meio das teses e dissertações dos programas de pós-graduação do Brasil. Optou-se por uma pesquisa qualitativa do tipo Estado da Arte, e pela técnica de Análise Conteúdo, de Bardin (2004). Por meio dos filtros de seleção (descritores e recorte temporal), foram encontrados seis trabalhos na Biblioteca Digital Brasileira de Teses e Dissertações, nos quais se observou que as práticas pedagógicas dos docentes da EPJA territórios rurais são marcadas por influências econômicas, culturais, políticas e sociais, que necessitam de apoio na Formação Continuada e de recursos para atuação do educador na Educação do/no campo, portanto, a partir de práticas críticas, reflexivas e integrantes das realidades que ensejam transformadoras nas salas da Educação de Pessoas Jovens e Adultas do Campo.Palavras-chave: Educação do campo; Educação de pessoas jovens e adultas; Práticas pedagógicas.Pedagogical practices of youth and adult education teachers in the field: what do theses and dissertations say in Brazil (2010-2019)ABSTRACTAbstract: The education of/in the countryside has been different from rural education in its socio-educational processes. Social movements have demanded education concerned with the development of their rural territories, and not for the strict interest of Capital. It is understood, therefore, that the pedagogical practices of teachers are distinguished in relation to their spaces of action, as it has been in the Education of Young and Adult People (EPJA) in rural territories with multigrade classes. There are different demands on the educator, in addition to the understanding that the school, in its role of training sociocultural subjects, must be based on the objective of developing pedagogical practices that contribute to the development of autonomous students. Therefore, we seek to analyze the pedagogical practices of educators who work in the education of young and adult people in the countryside, through thesis and dissertations of postgraduate programs in Brazil. We opted for qualitative research of the State-of-the-Art type, and for the Content Analysis technique, by Bardin (2004). Through selection filters (descriptors and time frame), six works were found in the Brazilian Digital Library of Theses and Dissertations, in which it was observed that the pedagogical practices of EPJA teachers in rural territories are marked by economic, cultural, political and social, which need support in Continuing Education and resources for the educator's performance in Education of/in the countryside, therefore, from critical, reflective practices that are part of the transformative realities in the Education of Young and Adult People in the countryside.Keywords: Rural education; Youth and adult education; Pedagogical practices.Prácticas pedagógicas de profesores de educación de jóvenes y adultos en el ámbito: qué dicen las tesis y disertaciones en Brasil (2010-2019)RESUMENLa educación del / en el campo ha sido diferente a la educación rural en sus procesos socioeducativos. Los movimientos sociales han reclamado una educación preocupada por el desarrollo de sus territorios rurales, y no por el estricto interés del Capital. Se entiende, por tanto, que las prácticas pedagógicas de los docentes se distinguen en relación a sus espacios de acción, como ha sido en la Educación de Jóvenes y Adultos (EPJA) en territorios rurales con clases multigrado. Existen diferentes demandas al educador, además de entender que la escuela, en su rol de formación de sujetos socioculturales, debe basarse en el objetivo de desarrollar prácticas pedagógicas que contribuyan al desarrollo de estudiantes autónomos. Por lo tanto, buscamos analizar las prácticas pedagógicas de los educadores que trabajan en la educación de jóvenes y adultos en el campo, a través de tesis y disertaciones de programas de posgrado en Brasil. Se optó por una investigación cualitativa del tipo State of the Art, y por la técnica de Análisis de Contenidos, de Bardin (2004). A través de filtros de selección (descriptores y marco temporal), se encontraron seis trabajos en la Biblioteca Digital Brasileña de Tesis y Disertaciones, en los cuales se observó que las prácticas pedagógicas de los docentes de EPJA en territorios rurales están marcadas por factores económicos, culturales, políticos y sociales, que necesitan apoyo en Educación Continuada y recursos para el desempeño del educador en Educación del / en el campo, por tanto, a partir de prácticas críticas y reflexivas que son parte de las realidades transformadoras en la Educación de Jóvenes y Adultos en el campo.  Palabras clave: Educación rural; Educación de jóvenes y adultos; Prácticas pedagógicas.

2021 ◽  
Vol 32 (00) ◽  
pp. e021012
Dmitry Vladimirovich Rakhinsky ◽  
Tatyana Aleksandrovna Tsytskun ◽  
Maxim Anatolyevich Boyarsky ◽  
Oleg Ernstovich Puchkov ◽  
Denis Sergeevich Chernyi

O artigo examina vários fatores que levam à transformação das instituições sociais tradicionais. Tal situação é em grande parte determinada pelas novas tecnologias da informação. Os autores provam que isto se deve em grande parte à rapidez na obtenção de informações e à possibilidade de encaminhar os fluxos de informação na direção necessária para determinados assuntos. Os autores não se concentram apenas nos efeitos positivos obtidos com o uso das tecnologias da informação na esfera social. Eles também prestam atenção especial à influência ambígua dos gadgets no sistema existente de gestão da sociedade. Foram analisados os fatores que desempenham um papel fundamental na formação de um mecanismo mais eficaz para a gestão de uma sociedade, onde cada membro da mesma possui recursos significativos de informação. As tecnologias da informação afetam fundamentalmente a formação de novas relações dentro da sociedade, que se baseia em tradições históricas e valores espirituais e morais.

Liubomyr Dudarchuk

The article analyzes the course of educational processes in Khmelnytskyi region during the Nazi occupation. The main source for the preparation of the investigation was the materials of the newspaper "Ukrainian Voice", published in Proskuriv from 1941 to 1943. The content of the publications, contained in this magazine, is characterized, the attention is paid to the personalities involved in its publication. It is shown that many of the posts had a pronounced propaganda orientation. The education system in the region is characterized. Statistics on the number of schools in the Khmelnytskyi region, as well as student performance indicators are presented. It was found that in the field of schooling in the specified period there were a lot of problems: unsatisfactory condition of school premises, low attendance of students and lack of textbooks. It is proved that the authorities made significant efforts for the proper organization of the educational process - carried out repairs, imposed fines on parents who did not allow children to attend classes. Changes in school curricula after the establishment of the occupation administration in the region were observed. Emphasis is placed on the activities of the Medzhibizh Library. It is established that the school education system was used for the purpose of ideological influence on the local population. The activity of vocational education institutions in Khmelnytskyi region is analyzed. Features of their functioning are described. It is proved that the vast majority of them were represented by short-term courses and vocational schools. Based on newspaper materials, the features of the entrance campaigns in this period are analyzed. The level of material and technical support of educational institutions is characterized. Attention is paid to the activities of the Ukrainian Industrial Society in the field of education. The Kamianets-Podilskyi Teachers’ Institute was an important center for training teachers for schools in the Khmelnytskyi region during that period. Its role as an educational center in the region is highlighted. The number of students of this institution has been established. It is found out that obtaining a professional qualification at that time was usually paid. It is proved that in vocational education institutions specialists were trained in those sectors of the economy whose human resources were the most valuable in terms of their further exploitation in favor of the Third Reich.

2021 ◽  
Vol 8 (2) ◽  
pp. 185-198
Sabrina Müller ◽  
Patrick Todjeras

Abstract The present research project addresses the question of how the theological literacy and agency of volunteer church leaders can be fostered so that cooperative church leadership can be achieved. The Protestant Churches of the Canton of St. Gallen (Switzerland) and Austria, together with the Centre for Church Development of the University of Zurich, designed a participatory research process. The aim was to increase the communicative and participative competence of volunteers. Together, through a creative and discursive process, the foundations, educational processes and tools necessary for theological empowerment were developed with the volunteer church leaders. The cooperative project combines research and practice in the sense that practitioners were actively involved in generating, evaluating and discussing the data. In addition, in this project we found ways to continue participatory research – for example through online discourse formats – and thus not lose the essence of such research in times of covid-19.

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