Building learning through graphic organizers in higher education

In recent years, technology applied to education has advanced by leaps and bounds;Pressured by the Covid-19 pandemic, it has been necessary to move from face-to-face to virtual, which has required teachers to show the full potential of digital tools, such as visual organizers. The objective of the research was the interpretation of the utility of graphic organizers (GO) for the acquisition of learning in higher education students. The methodology used was qualitative, a type of basic research of hermeneutic design;Through interviews with teachers with expertise in GO, interviews were conducted with teachers with extensive experience in the use of GO, processing the information with AtlasTi. As a result, the relevance of using the GO in higher education teaching was obtained, while emerging categories were obtained that will allow the best interpretation of the study variable. It is concluded that the use of GO has a positive significance in the assimilation of new knowledge to achieve significant learning. © 2022, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.

Concept maps in Science Teaching: stagnant or growth?

The historical origins of concept maps are in Science Education. In 1972, Joseph Novak created this knowledge representation technique to identify conceptual changes in topics in Biology. After 50 years, concept maps are approaching maturity at a time of enormous social transformations caused by the Covid-19 pandemic that impact Education. The authors take advantage of the celebration of the 50th anniversary of concept maps to reflect on the stagnation or growth of research on concept maps, considering the specific production in Science Education. This paper aims to reflect on the current moment of research on concept maps from the analysis of academic literature and a historical perspective of the development and application of concept maps. The perspectives on the horizon suggest that growth is more likely than stagnation if two conditions are fulfilled by researchers and professors: (1) the expansion of theoretical perspectives that inform the use of concept maps and (2) the adoption of a new set of values that emphasize educational praxis as a process, avoiding the focus on the product that characterizes a final point in the learning process. © 2022 Universidade Federal do Rio Grande do Sul, Instituto de Fisica. All rights reserved.

Evaluation-Self-regulated Learning in Higher Education in a Digital Environment Under Vulnerable Conditions and Confinement Due to Covid-19

Education is one of the areas in which the trend toward using digital tools in educational processes and methodologies is increasingly unavoidable. In Mexico, the first internet connection occurred just over three decades ago. Since then, internet access has enabled the gradual advancement of education into the digital age. The Covid-19 pandemic has forcibly and massively challenged us to digitalize educational work. The present research is an experimental study of self-regulated learning in a higher-education digital environment with a group of first-year university students attending a private institution in northern Mexico. A study recommendation is that before implementing any strategy to develop self-regulated learning using digital tools and virtual environments, all significant contextual aspects that could affect the effectiveness of the intervention strategy must be considered. © 2022 Copyright held by the owner/author(s).

Silence over the wire: student verbal participation and the virtual classroom in the digital era

This paper addresses the pervasive absence of verbal student participation in the online class, a phenomenon observed by many lecturers and instructors expressing the frustrating and uncomfortable experiences of encountering silence from their students, particularly when it came to responding to their questions. Added to the frustration is the observed preference of students to not turn on their videos. Whilst studies on student silence in classroom discourse have been well documented in the research literature, this phenomenon has taken on new significance in the virtual classroom, the new norm in the learning context during, and most likely after, the COVID-19 situation. This study attempts to capture the perceptions of the students themselves on student silence in terms of frequency, reasons and its impact on classroom communication and meaningful learning. A questionnaire was distributed to students at a local university, followed by student focus group interviews. Data collected were then subjected to a combination of quantitative and qualitative methods of analysis. The results show that student silence is a common feature in the online classroom and that students do perceive their silence to negatively affect the flow of communication both between themselves and with their lecturers. However, the question of whether meaningful learning still occurs despite the silence is more complex and less clear, raising questions not only about what is meant by meaningful learning but also the claim by classroom discourse studies and writings that student verbal participation is key to successful learning. © 2023, Education Research Institute, Seoul National University.

Use of Interactive Multimedia to Support Meaningful Learning for Vocational High School Students in the Pandemic Era

The covid-19 pandemic has changed the entire life order of government and society. Including also having an impact on vocational high schools, learning that was originally carried out in schools now has to take place with distance learning. This study examines the effect of interactive multimedia to enhance meaningful learning in the context of technical and vocational education and training schools. This research method uses a literature review, namely by finding sources that are relevant to the object of research. Even though learning is currently being carried out using distance learning, of course, teachers are still required to provide quality learning to achieve meaningful learning. The limitations of distance learning are a challenge for vocational high schools because the implementation of learning in vocational high schools is mostly carried out by work practices both in schools, places of business, and industry. Thus, the development and use of educational technology become important. One of the existing technologies is interactive multimedia. Interactive multimedia is a learning media that combines text, animated video, images, sound, and evaluation in learning media. © 2021 ACM.

Gamification in the teaching of prevention measures for Covid-19

This research work focuses on the study, use and importance of interactive education 3.0 resources in teaching prevention measures for COVID-19, for children in early childhood education. In the methodology used, the field procedure was complex due to the circumstances, for this reason, relationships with reality were established through a systematic analysis to explain causes and effects. The ADDIE method was used, which consists of providing learning experiences with the design of digital teaching. The research is qualitative, highlighting the interviews with the instrument: a script of open questions applied to teachers of initial level II 4 and 5-year-old children. This instrument led to the development of a document that relates the study variables. The level of research was managed as explanatory, which was adapted to the focus of the research phenomenon. The exploratory approach allowed the investigation of information to fully understand the research topic and the obtaining of systematic data for the study variables. As a result, when carrying out the analysis of the categories, it can be mentioned that the use of interactive education 3.0 resources stimulates learning through auditory and visual experiences when teaching prevention measures for COVID-19. Finally, it can be concluded that the tools that are used to create interactive education 3.0 resources in teaching prevention measures for COVID-19 are easily accessible for teachers. With these tools, children from 4-5 years of age can observe each of the visual, auditory, and tactile elements created by the teachers. Educaplay, Prezzi, Power Point, Canva and Geneally are resources that facilitate communication and participation in the virtual classroom thanks to tools such as Zoom, Teams and social networks, which in turn provide greater interaction. © 2022 IEEE.

The flipped classroom in meaningful mathematics learning: case study eighth year of basic general education

Quality academic training at the different educational levels enhances students' meaningful learning. Due to new requirements of the Covid 19 pandemic, education started to rely more on the use of information and communication technologies. This research article aims to describe and analyze the contribution of the 'flipped classroom' model in the meaningful learning of mathematics through the use and design of web 3.0 digital tools. The methodology implemented was experimental - exploratory research, through a structured questionnaire of 17 questions on the Likert scale, which was validated using Cronbach's alpha statistic with a result of 0.846. The TAM model was applied to measure the acceptance of digital resources in virtual learning and the ADDIE methodology was used in the design and application of the 3.0 technological tools for eighth-grade students of basic general education. The contrast of the hypothesis was made by the statistical test of KolmogorovSmirnov for a sample, where a value less than 0.05 was obtained. Therefore, the results proved that the flipped classroom model contributes to the meaningful learning of mathematics, allowing greater development of 30 students in their daily educational activities. In addition, there was an increase in the frequency of the use of digital documents, multimedia resources, and especially web 3.0 resources developed by the teacher to improve virtual teaching, which enhanced optimal and flexible learning within a social setting. © 2022 IEEE.

Deep Meaningful Learning

DefinitionDeep meaningful learning is the higher-order thinking and development through manifold active intellectual engagement aiming at meaning construction through pattern recognition and concept association. It includes inquiry, critical thinking, creative thinking, problem-solving, and metacognitive skills. It is a theory with a long academic record that can accommodate the demand for excellence in teaching and learning at all levels of education. Its achievement is verified through knowledge application in authentic contexts.

Report on the online course "Basic Concepts in Neurophysiology": a course promoted during the COVID-19 pandemic quarantine.

"Basic Concepts in Neurophysiology" was a 3-wk online course developed during six synchronous meetings combined with asynchronous activities. We proposed an active learning course that used free online platforms to teach physiology during a period in which undergraduates were not in classrooms or taking online classes due to the COVID-19 pandemic. Herein, we report the course organization and the students' involvement in, acceptance of, and evaluation of the course. To address the students' perceptions about these points, we sent a questionnaire to 49 participants who finished the course. We found that although most students (52.5%) had never taken a course with similar methods before, almost all of them (95%) liked the flipped class model. Additionally, a majority of the students (92.5%) said that the method increased their study frequency during the social distancing period, which is an important aspect to consider during this challenging time for both students and professors.

Relating human physiology content to COVID-19: a strategy to keep students in touch with physiology in times of social distance due to pandemic.

In 2020 universities had to quickly implement remote education alternatives as a result of the social distancing due to the COVID-19 pandemic. To keep students engaged with the university, we implemented a teaching-learning model that relates physiology contents to the COVID-19 pandemic using online educational platforms. A 1-mo web course was proposed for health sciences students from the Federal University of Pampa. It included synchronous meetings twice a week and asynchronous activities using scientific articles, case studies, and interactive online tools. The students approved the methodology developed, assessing it as dynamic and innovative. They reported that the activity helped to better understand the relations between COVID-19 and physiological systems. The web course also contributed to the identification of reliable sources of news and stimulated the sharing of scientific content with their families. We concluded that the use of online platforms contextualizing the physiology content considering current events helps students in learning human physiology and improves their abilities to apply this information to their daily life, in this specific case, regarding the COVID-19 pandemic.