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The virtualised schools and universities of the Covid-19 pandemic became rely heavily on educational digital resources (EDRs), so that it has made the selection and use of high-quality EDRs even more critical for quality education. This qualitative case study aims to examine decision-making criteria used by preservice teachers (PTs) in selecting and evaluating EDRs. Twenty senior PTs participated in the study, and each evaluated four EDRs using guided prompts. Open coding and text analysis on 77 EDR evaluations were conducted. Results indicate that 41 EDRs were selected for the evaluation, and PTs' prior experience in the field, both as a teacher or an observer, influenced their selection process. Features of EDRs considered in decision-making process included types of EDRs, pedagogical and maths skill purpose, ready-made or adaptable, interactive or one-way, and cost. Also, five decision-making criteria used by PTs in EDR selection and use were the primary benefit holder, function of EDRs, opportunity for improving mathematical skill, affordances, and constraints. Findings urged framing a new generations' perspective on evaluating EDRs. The ways to support PTs for better informed selection and implementation of EDRs were discussed. [ FROM AUTHOR] Copyright of Journal of Education for Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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The main objective of this article is to show the challenges faced by primary schools in Spain, included in the Sustainable Development Goals (SDGs) and in the post-covid era. Challenges that range from the training and preparation of teachers in digital skills to the availability of digital resources in schools and in the homes where primary school students spend their lives, as well as additional specific digital training for mothers-fathers and for the students themselves. The objective is to generalize the familiarity of students, mothers-fathers, and teachers with digital devices and with the telematic learning model, not as a substitute for face-to-face teaching, but as training support for face-to-face teaching. The data we use comes from the TIMSS 2019 Report microdata file, published by the International Association for the Evaluation of Educational Achievement OEA) in December 2020, with a sample for Spain of 501 primary schools and 9,555 students. This database allows us to contextualize the digital capacities of schools, teachers, and students (with answers from families) of primary education in Spain, just before the pandemic, and, with it, show the challenges that face in its future, in accordance with the SDGs.
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Educators of natural history have long resisted incorporating digital technology into their pedagogy for several reasons, including a perceived loss of biophilia tied to the near-ubiquitous use of digital tools. Simultaneously, a push to embrace educational technology exists for several reasons, including expanding access to educational opportunities, increasing resource availability, addressing diverse learning modalities, and approaching 'digital natives' in a familiar space. While the debate continues, the COVID-19 pandemic forced nearly all educators, including mammalogists, to transition rapidly to digital education and to use technology to teach students effectively. While exceedingly difficult in some respects, this pivot to remote learning provided the opportunity to identify and to use online resources to enhance student learning. I propose that this integration of technology into Mammalogy courses resulted in the development of pedagogical tools that introduced students to skills and resources that they may not have accessed in traditional learning environments and that may have enhanced the educational experience of these same students. I present the results of a survey of online mammalogy education during the pandemic, provide examples of pedagogical tools developed during the pandemic, and propose that these tools should be integrated into Mammalogy courses in the future, but not supplant traditional lab and field experiences. These online resources are particularly useful for programs with limited resources and budgets or with limited geographic access to field experiences with live mammals.
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The changes forced by the COVID-19 pandemic, have made educational institutions adopt new practices in the use of VLEs platforms and, one of these is to homogenize virtual classrooms, for which this study aims to diagnose how effective are the digital resources for cloned courses, taking as a pilot the subject of Linear Algebra. The development of this research is longitudinal, empirical-analytical, and quantitative. The study is carried out in two periods, from October 2021 to September 2022, at the Salesian Polytechnic University in the city of Guayaquil, Ecuador, with a total of 944 first year students of engineering careers. As a result, fewer courses for academic risk monitoring were obtained, as well as a higher satisfaction among students and professors involved. It is concluded that the cloned classrooms are a factor of improvement in the learning results to be achieved. © 2023 IEEE.
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The health situation brought about by COVID-19 has contributed to the emergence and implementation of novel teaching formats (e.g., hybrid, online) in higher education. This scenario, characterized by the increasing use of technology and digital resources, calls for a methodological and pedagogical shift to best support the teaching and learning process. This study aims to discuss the digitalization of a multimodal genre-based approach to teaching Elevator Pitch presentations in the ESP context. In doing so, we report on the methodological adaptations needed to digitalize and implement the pedagogical proposal and the implications of its transition to an online environment. In addition, this study explores the learning experiences of students as recipients of the pedagogical proposal. Methodologically, a survey was administered to identify students' perceptions of the application of the pedagogical proposal. The results provide insights into the students' perceptions of its implementation concerning the classroom dynamics, the digital resources used, and the presentation format. The study concludes with a reflection on the implications of carrying out digitalization and the transition to online environments. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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The COVID-19 era has changed the way most institutions operate, including museums and their educational activities. The aim of this paper is to investigate the types of online learning resources represented on museum websites, as well as to analyse their pedagogical features. Mixed research was applied, while the sample consists of museums included in the relevant portals that provide visibility for cultural institutions in Serbia. The analysis of the research results made it possible to determine the current level of development of pedagogical features of online museum learning resources and to identify opportunities for their improvement. © 2022 Avtor(ji)/The Author(s)
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Academic Integrity (AI) violations have long been a concern of educators and academic institutions within all fields of study. AI violations can consist of a broad range of student behaviors that are considered dishonest, including but not limited to plagiarism, copying others' assignments, and paying for others to complete their work [1]. As the risks for academic integrity issues become ever more prevalent, particularly as more academic institutions rely on online course formats, researchers are continually attempting to identify what underlying factors lead students to commit AI violations. The COVID-19 pandemic among other factors has contributed to the rise in online learning formats. This change in course modality combined with easier access to digital resources has lowered the boundary for many students for violating AI, thus increasing our need to understand what factors influence students to consider violating AI. This poster represents an initial step in a larger research study looking at the relationship between AI violations and students' sense of belonging within their discipline. This poster presents findings from a literature review looking to identify research investigating students' beliefs regarding AI, institutional policies for AI violations, and underlying causes for AI violations. Findings from this literature review are mixed;while several factors have been identified that contribute to students' propensity to violate AI, few concrete solutions have been proposed or evaluated, indicating that there is a need for further research. © 2022 Owner/Author.
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After the serious events suffered in 2020 due to the appearance of Covid and its subsequent lock-in, educational centers were forced to modify their traditional methodologies in order to carry out an adequate teaching-learning process. The main objective of this study is to know the degree of digital literacy of the educational community, i.e. whether teachers, students and parents of students have sufficient skills to be competent in the use of new technologies adapted to the educational environment. © GKA Ediciones, authors. Creative Commons Reconocimiento-NoComercial-SinObraDerivada.
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We are experiencing a serious health crisis due to COVID-19 that has a major impact on the field of education. The educational system therefore needs to be updated and innovated, with the addition of digital resources, to adapt the teaching and learning processes to students with disabilities. To meet the goal of high-quality education, teachers must have adequate digital competence to face the educational demands that are placed on them. Therefore, the purposes of this study are: to know the teachers' knowledge about digital resources to support students with disabilities (O1);at each educational stage (O2), identify the variables that have a significant impact on the acquisition of teacher competence (O3);propose a selection of useful ICT resources for each type of disability (O4). An ex post facto design was used with 1194 teachers from Andalusia (Spain). The results showed the medium-low level of the teaching staff, especially in the higher education stage. In addition, gender, motivation, attitude and having students with special needs are determining factors in the development of teacher knowledge. The results highlight the urgent need for teachers to be trained in digital resources. We hope that the range of resources proposed in this study will help teachers enhance their teaching practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Distance education has become popular due to their ability to provide learning from almost anywhere and anytime. COVID-19 forced educational institutions to urgently introduce distance education to ensure pedagogical continuity, so all stakeholders were invited to adapt to this new paradigm. In order to identify strengths and weaknesses, the research focuses on the need to create an effective mechanism for evaluating distance education. The aims of this research were to explore and evaluate the use of digital media in general and official platforms in particular in distance education practices. To this end, we have developed and validated a questionnaire before administering it to a sample of 431 teachers in Morocco. Teachers reported lower knowledge and skills in the didactic use of ICT in the distance education process. In addition, although age and educative experience of the teachers continue to modulate the level of instrumental skills. Therefore, resources (digital resources and infrastructure) and the teachers' ICT training present serious limitations, which require a training more focused on the distance educational paradigm and educational environments that allow teachers to create educational activities able to promote and facilitate the distance learning process © 2023, International Journal of Emerging Technologies in Learning.All Rights Reserved.
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COVID-19 causes remote work from home arrangements to be implemented for limiting the spread of diseases. This article is interested to diagnose the impact of digital resources availability and remote leadership on work productivity. For examining the developed hypothesizes, this article has conducted a survey based study which involved 2,082 lecturers, teachers, and administration staffs from an Indonesian educational institute. The results reveal that digital resources and remote leadership have a significant positive impact on telework productivity. For keeping employees productive in telework arrangements, organizations should pay attention simultaneously on the availability of digital resources at employees' homes as well as increasing remote leadership capability of the supervisors. © 2022 IEEE.
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The study investigates the issues of access, quality, and other major challenges to the online system of education for students in Balochistan during this pandemic of Covid-19. Using the mixed-method design, 100 participants from schools and 7 curriculum experts responded to the survey and the interview questions. Survey results suggested that majority of the schools have enough digital devices, and teachers, to some extent, have skills to use technology in teaching, but limited electricity, funds, weak internet connections, and teacher training were some of the major challenges for them. In interviews, the participants showed disappointment in terms of responsiveness of the curriculum because the textbooks have manifold deficiencies in responding to online education. Considering these deficiencies, proposals were suggested to cope with the existing situation. The findings of the study call for the need on the part of the academia, educational stakeholders, and elected representatives to start joint efforts with national and international donor agencies, technology benefactors and telecommunication operators in developing digital infrastructure to provide students with access to education, quality, and lifelong learning through various pathways. The findings can be generalized to other underdeveloped regions both within and across the country, as the public schools are confronting the same issues and the online system of education has not yet been initiated.
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Learning-focussed educational models require the development of pedagogical, methodological, assessment and technological competences among the faculty community. The COVID-19 pandemic has accentuated the need for this training. This study evaluates the impact of the training project "Educate to Transform" on teacher attitudes, knowledge and on the implementation of innovative teaching methodologies. There were 695 faculty participants in the program conducted at the Universidad Francisco de Vitoria (UFV). Participants included full-time professors (FULL-PROF) and part-time professors (PART-PROF). The measurement instrument was validated using the entire sample and a subsample of 357 participants was used to analyse the impact of the program (pre and post measurement). Professor attitudes and knowledge of or familiarity with innovative methodologies and their application in the classroom were evaluated. The findings show that the program improved the attitudes of teachers towards innovation, raised the level of awareness and number of methodologies implemented in the classroom. The methodology towards more experiential and collaborative learning is effective in transforming teaching practice. Furthermore, the implementation of the program through the CANVAS platform, making teachers live the experience as learners, seems to have contributed to improve the teachers' attitude towards the LMS. The only difference found among the participants was a worse attitude towards innovation on the part of medical teachers, with a clearly differentiated profile of teachers and students, as well as a greater implementation of active methodologies by teachers with a lower teaching load. Overall, it may be concluded that the program achieved its proposed objectives.
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The covid pandemic has altered the way in which people live and the academic environment is no exception. Covid has changed the way in which classes are conducted and a lot of classes were held online and students were adapting faster to the changing needs and learning, projects and assessment can all happen online along with the regular pattern, which is a positive scenario. The paper is about the success story of the blended mode of education during the covid times and the transformation in the education sector due to the changes and subsequent developments in the field of education. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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The article deals with the problems of students' adaptation to learning in a distance format. For this purpose, at the end of September - middle of October 2021 we conducted an experimental study among students studying at one of the leading universities of Kazakhstan - L. N. Gumilyov Eurasian National University. We analyzed the answers of 229 respondents to the questions, the content of which was aimed at identifying various factors that influenced the learning system in the context of pandemic CОVID-19. The results of the study helped to identify the students' attitude to the transition to online learning, find out their preferences in the education format, analyze the strengths and weaknesses of online learning, to conclude on the need to develop new approaches to its application. Such research is highly relevant today, as it can serve to develop a qualitatively new learning environment for students in the future. This provides an opportunity to coordinate the educational policy of a university, draw conclusions and make appropriate decisions to improve the education system in order to improve its quality. Undoubtedly, further multidimensional study of current distance education processes and its impact on the formation of professional competences is necessary. © Siberian Federal University. All rights reserved.
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Digital transformation (DT) is typically described as a strategic, top-down initiative where new digital technologies fundamentally disrupt an organisation's structure, procedures, and processes to enhance its value proposition. We propose a middle-range theory which highlights that DT of professional practices in healthcare follows a different path. To build this theory, we transpose the metaphor of a "fitness landscape” from evolutionary biology to a professional healthcare context to build an intermediate conceptualisation, which is then refined through an empirical study. Our theory highlights that external events, such as the COVID-19 pandemic, changing patient behaviours or the availability of new digital resources, transform the "value landscape” upon which healthcare professionals create and deliver healthcare services to patients. Empowered by their professional autonomy and driven by their service orientation, healthcare professionals search for new paths and peaks for value creation and delivery across a rugged landscape. As digital resources are leveraged, new value propositions in practice emerge, and professional healthcare practices are digitally transformed. © The Operational Research Society 2023.
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Los recursos educativos digitales se han transformado en un importante material de apoyo al proceso de enseñanza- aprendizaje, especialmente durante la pandemia por COVID-19. Estos corresponden a recursos de autoaprendizaje, generalmente en línea y de dominio público cuya disponibilidad inmediata a todo tipo de dispositivos electrónicos permite una rápida interacción del estudiante con materiales didácticos programados. El objetivo de este estudio fue evaluar el grado de satisfacción de cinco recursos educativos digitales, desarrollados como herramientas de apoyo para la enseñanza de la patología general, en estudiantes de carreras de pregrado del área de la salud de la Universidad Austral de Chile. Estudio descriptivo y exploratorio. Se desarrollaron cinco recursos educativos digitales donde se visualizan imágenes microscópicas correspondientes a procesos patológicos ocurridos en diferentes tejidos. Estos recursos fueron alojados en repositorios de la universidad y se encuentran actualmente disponibles en el canal de YouTube. Para conocer el grado de satisfacción, en sus aspectos pedagógicos y técnicos, se realizó una encuesta digital, anónima y voluntaria a estudiantes que cursaron asignaturas de patología, la que contempló cuatro dominios con sus respectivas preguntas: forma; control de usuario; contenido educativo y valoración global. El 94 % de los estudiantes calificaron el recurso de excelente o muy bueno y todos los dominios obtuvieron sobre el 80 % de satisfacción. Los contenidos representan lo que el recurso dice ofrecer, ayuda a resolver dudas y facilita la comprensión de la materia. El tamaño y color del texto es el adecuado y las imágenes presentan una excelente calidad y resolución. Los recursos cumplen con una alta calidad técnica y pedagógica, que asegura un gran potencial de uso para la enseñanza de la patología general, guiar el trabajo autónomo del estudiante y las actividades prácticas con el microscopio.
SUMMARY: Digital educational resources have become an important material to support the teaching-learning process, especially during the COVID-19 pandemic. These correspond to self-learning resources, generally online and the public domain, whose immediate availability to all types of electronic devices allows for rapid learner interaction with programmed didactic materials. The public domain and its immediate availability to all types of electronic devices allows a quick interaction of the student with self-explanatory didactic materials. The objective of this study was to evaluate the degree of satisfaction of five digital educational resources, developed as support tools for the teaching of general pathology, in undergraduate students of the health area of the Universidad Austral de Chile. Descriptive and exploratory study. Five digital educational resources have been developed where microscopic images corresponding to pathological processes occurring in different tissues are visualized these resources were hosted in university repositories and uploaded to the YouTube channel. To determine the degree of satisfaction, in their pedagogical and technical aspects, an anonymous and voluntary digital survey was carried out among students taking pathology courses, which included four domains with their respective questions: form; user control; educational content and overall assessment. The 94 % of the students evaluated the resource as excellent or very good and all domains obtained over 80 % satisfaction. The contents represent what the resource says it offers, helps to resolve doubts and facilitates the understanding of the subject. The size and color of the text is adequate, and the images present excellent quality and resolution. The resources developed offer a high technical and pedagogical quality, which guarantees a great potential for use in the teaching of general pathology, guiding the student's autonomous work and practical activities with the microscope.
Subject(s)
Humans , Pathology/education , Students, Health Occupations , Computer-Assisted Instruction/methods , Education, Medical, Undergraduate/methods , Teaching Materials , Surveys and QuestionnairesABSTRACT
The COVID-19 pandemic had a great impact on the process of integrating digital technologies in higher education and caused digital stress among professors, mainly in countries with a lower level of digitalization. In this work, quantitative research was carried out on the stress of professors in Venezuela due to the digitalization of their teaching activities caused by the pandemic, and gender gaps were identified in this regard. This digital stress was compared with that of professors in other countries with a low level of digitalization. For this purpose, a questionnaire designed by the authors was used. The questionnaire was distributed to a sample of 129 Venezuelan professors and 132 professors from countries with low digitalization levels. As a result, it was found that Venezuelan professors have lower digital competence and lower digital stress than their colleagues in weakly digitized countries, and that digital stress decreases as digital competence increases. Moreover, among Venezuelan professors, there was a strong gender gap in digital stress, which was higher among females in all subject areas, except for Health Sciences. This gender gap is specific to Venezuela since it differs from that in countries with low digital levels. According to the results, we urgently recommend investing resources in the digital training of faculty members, especially in regards to the integration of female professors.
ABSTRACT
The covid pandemic has altered the way in which people live and the academic environment is no exception. Covid has changed the way in which classes are conducted and a lot of classes were held online and students were adapting faster to the changing needs and learning, projects and assessment can all happen online along with the regular pattern, which is a positive scenario. The paper is about the success story of the blended mode of education during the covid times and the transformation in the education sector due to the changes and subsequent developments in the field of education. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.