Students perceptions about the use of Studium as a tool for implementing Blended Learning

Advances in the Knowledge Society and the evolution of Information and Communication Technologies (ICTs) have led to great advances in different spheres of action. Regarding the academic, ICTs have enabled important transformations in teaching and learning processes. In the academic year 2021-22, two years after of the beginning of the COVID pandemic, the Spanish Ministry of Universities, and the Crue Spanish Universities, agree to carry out the safe face-to-face format that implies the implementation of blended learning or b-learning or hybrid learning. This article describes the perceptions about the use of Studium as a blended learning tool that 143 Spanish University students. An adapted version of the last section of the Innovative Methodology Assessment instrument by García et al. (2008) is used, which is designed through Google Forms. The results show that the students consider that the use of Studium in the subject has facilitated the acquisition of new knowledge, while it has allowed them to be more autonomous and responsible for their learning and work in an appropriate way. In addition, they state that they feel comfortable with such use. And they also state that it is very likely that, in other countries, they are using said web tool. Despite all the above, they also affirm that the use of this tool in the teaching and learning processes requires a lot of time, and that, in a certain way, it makes it difficult to acquire teamwork skills. Considering these results, the academic implications of using the institutional Moodle, Studium, in the teaching and learning processes of Higher Education to implement the new approach, blended learning, considering gender and the degree. © 2022 IEEE.

THE BOOK OF FLAVONOIDS

In this book, two of the primary sources of flavonoids, i.e. plants and fruits (oranges to be specific) are comprehensively reviewed, along with their flavonoid content and antioxidant activity (including action against COVID-19) and toxicity. Besides, a general overview of the analytical techniques for flavonoids determination in their natural sources is provided. Finally, a detailed description of flow techniques and their evolution, together with their role in the automation of the sample pretreatment and its combination with separation techniques, is also included. © 2021 by Nova Science Publishers, Inc.

FLAVONOIDS AS A STARTING POINT FOR THERAPEUTICS AGAINST COVID-19: CURRENT STATE-OF-THE ART RESEARCH ADVANCES

A large amount of biologically active compounds, including phenolic acids and flavonoids, are present in the citrus fruits’ peel. If these compounds can be fully extracted from waste citrus peels and utilized, this could not only transform them into value-added byproducts and cut the economic costs, but also reduce the environmental problem of their disposal. Flavonoids, which possess anti-cancer, antimicrobial, antioxidant, and anti-allergic properties, have been extensively applied in the pharmaceutical industry and skincare products. They have also been reported to potentially inhibit coronavirus. In this chapter, the properties of flavonoids will be first discussed. The bioavailability of flavonoids will also be covered. Following this, their potential capacity to inhibit COVID-19 will be illustrated. This chapter offers detailed information from recent studies focused on flavonoids and their extraction and widespread application in the food and pharmaceutical fields. As a starting point for therapeutics against COVID-19, the intake of certain amount of citrus fruits or their extracts could contribute to the prevention of COVID-19. © 2021 by Nova Science Publishers, Inc.

Spanish Primary School Teacher's digital competence in the midst of the COVID-19 pandemic

As a consequence of the COVID-19 pandemic, the digital competence of teachers has become the backbone of education. Despite this, the studies carried out on it in Primary Education Teachers are still a minority. In order to fill the observed gap, this research examines the perceptions, beliefs and uses of 281 Primary Education Teachers aged between 21 and 51 years of age, from public, private and subsidized schools in the national territory, about the use of ICT, participating through the completion of an ad hoc online questionnaire, the CDMEP. The results show that digital competence is inversely correlated with age, as well as its development being conditioned by years of professional experience, at the same time that statistically significant differences are evidenced based on gender. In the light of these findings, the limitations are discussed, and new lines of future research are proposed. © 2022 Grupo de Investigacion FORCE. All rights reserved.

Spanish Primary School Teacher's digital competence in the midst of the COVID-19 pandemic

As a consequence of the COVID-19 pandemic, the digital competence of teachers has become the backbone of education. Despite this, the studies carried out on it in Primary Education Teachers are still a minority. In order to fill the observed gap, this research examines the perceptions, beliefs and uses of 281 Primary Education Teachers aged between 21 and 51 years of age, from public, private and subsidized schools in the national territory, about the use of ICT, participating through the completion of an ad hoc online questionnaire, the CDMEP. The results show that digital competence is inversely correlated with age, as well as its development being conditioned by years of professional experience, at the same time that statistically significant differences are evidenced based on gender. In the light of these findings, the limitations are discussed, and new lines of future research are proposed.

Will the “normality” times come back? L2 learning motivation between immigrants and refugees before Covid-19

In these turbulent times of changes and transformations where educational processes are being virtualized due to the pandemic, we must not forget the difficulties that this implies for certain vulnerable learners and some learning contexts. That is the case of the L2 learning by immigrants and refugees. Such learners already have a starting difficulty, both for not mastering the language of learning and for the digital divide, which is increased by the migration variable. This work analyses, within a context of “normality”, the motivation of immigrants and refugees, in the light of their links and expectations. The differences in the relation with the Italian language are shown. The results show that the dependency on the host society, the uncertainty of the future and the absence of family ties are influential factors for refugees learning motivation. On the contrary, immigrants are not subjected to these factors, and therefore their Italian L2 learning motivations are different. By this research we conclude that adult refugees and immigrant students have different attitudes through the residency country language learning. © 2021, Slovenska Vzdelavacia Obstaravacia. All rights reserved.