Abstract Introduction:The spread of the coronavirus brought necessary changes in education, including the abrupt transfer from classroom instruction to an exclusively online environment. The teachers and pupils/students adapted to the new conditions, and currently, virtual education elements are being implemented in face-to-face teaching to enhance its efficiency. The aim of our research was to monitor distant education in vocational music school environment, describe main difficulties in vocational music online classes, and identify elements of distance learning that can be implemented in music education after pandemics. Methods:The study utilized a mixed research design. The primary method of collecting data was through questionnaires (2020, 2021 and 2022), and analysing essays written by students from the Faculty of Performing Arts at the Academy of Arts in Banská Bystrica, Slovakia (2020). Results:Student respondents strongly believe that while in theoretically oriented courses, online education can replace face-to-face learning, it is no viable option for practically oriented courses in higher music education. More than half of the students do not support the inclusion of elements of distance education in face-to-face teaching. In spite of several challenges, the positive aspects of online education support the implementation of some distance learning elements in face-to-face music education. Discussion: Our findings about vocational music online education do not contradict other surveys (Yurdal, Sahin, Kosan, & Toraman, 2021; Wang, 2023; Al-Mawee, Kwayub, & Gharaibeh, 2021; Bakhov, Opolska, Bogus, Anishchenko, & Biryukova, 2021; Martha, Junus, Santoso, & Suhartanto, 2021). Limitations: The main limitation is the sampling, as it only included participants who had internet access and were willing to participate in the survey. Future studies should encompass more music educational institutions in Slovakia to achieve a larger sample size. Furthermore, in analyzing questionnaires, we did not make difference between participants´ music study fields. Conclusions:Although distance education has shown considerable improvement since 2019 and has undeniable advantages, students pursuing performing arts and composition at the Faculty of Music Arts at the Academy of Arts maintain rather sceptical attitude towards it. They strongly believe that in practical courses, the online teaching cannot fully replace the face-to-face instructions. However, teachers often incorporate certain online teaching elements into their regular classes.
{"title":"Musical Art Distance Education after Pandemic","authors":"M. Strenacikova","doi":"10.2478/atd-2023-0023","DOIUrl":"https://doi.org/10.2478/atd-2023-0023","url":null,"abstract":"Abstract Introduction:The spread of the coronavirus brought necessary changes in education, including the abrupt transfer from classroom instruction to an exclusively online environment. The teachers and pupils/students adapted to the new conditions, and currently, virtual education elements are being implemented in face-to-face teaching to enhance its efficiency. The aim of our research was to monitor distant education in vocational music school environment, describe main difficulties in vocational music online classes, and identify elements of distance learning that can be implemented in music education after pandemics. Methods:The study utilized a mixed research design. The primary method of collecting data was through questionnaires (2020, 2021 and 2022), and analysing essays written by students from the Faculty of Performing Arts at the Academy of Arts in Banská Bystrica, Slovakia (2020). Results:Student respondents strongly believe that while in theoretically oriented courses, online education can replace face-to-face learning, it is no viable option for practically oriented courses in higher music education. More than half of the students do not support the inclusion of elements of distance education in face-to-face teaching. In spite of several challenges, the positive aspects of online education support the implementation of some distance learning elements in face-to-face music education. Discussion: Our findings about vocational music online education do not contradict other surveys (Yurdal, Sahin, Kosan, & Toraman, 2021; Wang, 2023; Al-Mawee, Kwayub, & Gharaibeh, 2021; Bakhov, Opolska, Bogus, Anishchenko, & Biryukova, 2021; Martha, Junus, Santoso, & Suhartanto, 2021). Limitations: The main limitation is the sampling, as it only included participants who had internet access and were willing to participate in the survey. Future studies should encompass more music educational institutions in Slovakia to achieve a larger sample size. Furthermore, in analyzing questionnaires, we did not make difference between participants´ music study fields. Conclusions:Although distance education has shown considerable improvement since 2019 and has undeniable advantages, students pursuing performing arts and composition at the Faculty of Music Arts at the Academy of Arts maintain rather sceptical attitude towards it. They strongly believe that in practical courses, the online teaching cannot fully replace the face-to-face instructions. However, teachers often incorporate certain online teaching elements into their regular classes.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"65 1","pages":"79 - 97"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139301906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction:Religious textbooks are always at the front of the Greek educational reality, following the broader tendency of a school study grounded on textbook culture. The present paper focuses on the visual structure of the Greek secondary religious textbooks (in the three grades) and answers the following questions: What kinds of visuals are used in the textbooks? What exactly does the substance of these things consist of? Where can they go, exactly? Moreover, how do linguistic and visual structures relate to one another? On the other hand, the “otherness” problem is also analyzed through the results provided by the implication of the mixed method used. The latter is accumulated in the assumption of the dynamics of the visuals and their capacity to stimulate the participation of the students through their content. The otherness definition follows two main paths: one of an interdisciplinary approach during the learning process and another concerning the personal stimulation of all students through an inter-social and interreligious level. The hypothesis is confirmed through the interesting results of the present research. Methods: For research purposes, it has been used Atlas ti. The software was available for the qualitative type of research. However, there are various accounts of interesting quantitative magnitudes for comparisons. Results:The primary outcome focuses on a frequency balance among the grades using traditional and more modern visuals in their textbooks. Discussion:Pictures could offer an outstanding pedagogical service when used creatively and effectively. The latter means that the meanings of the day’s lesson could be conveyed through visuals to all the students (international students included). Then the religion teacher could initiate a debate in class or assign a related artful thinking activity (providing motivation and inflaming students’ participation. Limitations: The first twenty pages of each religious textbook have been used for research. The above restriction consisted of a research choice to avoid a broader statistical data account, which was not the primary goal to achieve. Conclusions:Disregarding the dominant research frequencies and locations and going further from the correlations issues between textual and visual formations as depicted, it might be interestingly argued that the modern and abstract tendencies and options of Grade A and B’s religious textbooks consist of a pole of appealing of the otherness in an individualistic and spiritualistic level of discussion.
内容摘要 引言：宗教教科书始终是希腊教育现实的前沿，是以教科书文化为基础的学校研究的大趋势。本文重点研究希腊中学宗教教科书（三个年级）的视觉结构，并回答以下问题：教科书中使用了哪些视觉形式？这些东西的实质究竟是什么？它们到底能去哪里？此外，语言结构和视觉结构之间的关系如何？另一方面，"他者 "问题也是通过所使用的混合方法的含义所提供的结果来分析的。后者是通过对视觉动态的假设及其通过内容激发学生参与的能力而积累起来的。他者定义有两条主要路径：一条是在学习过程中采用跨学科方法，另一条是通过跨社会和跨宗教层面激发所有学生的个人兴趣。本研究的有趣结果证实了这一假设。研究方法：研究使用了 Atlas ti。该软件可用于定性研究。不过，也有各种有趣的定量量值可供比较。结果：主要结果集中在各年级在教科书中使用传统和更现代的视觉效果的频率平衡上。讨论：如果创造性地、有效地使用图片，图片可以提供出色的教学服务。后者意味着可以通过视觉效果向所有学生（包括留学生）传达当天课程的含义。然后，宗教教师可以在课堂上发起辩论，或布置相关的艺术思维活动（提供动力，激发学生的参与热情）。局限性：每本宗教教科书的前 20 页都用于研究。上述限制是一种研究选择，目的是避免更广泛的数据统计，而这并不是研究的首要目标。结论：撇开主要的研究频率和地点，并进一步从所描述的文本和视觉形式之间的相关性问题出发，可以有趣地认为，A 级和 B 级宗教教科书的现代和抽象倾向和选择包括在个人主义和精神层面的讨论中吸引他者的一极。
{"title":"The Interdisciplinary Pictorial Material of Greek Religious Textbooks - A Chance to Meet the Otherness","authors":"Monika Zaviš, Konstantinos A. Diamantopoulos","doi":"10.2478/atd-2023-0018","DOIUrl":"https://doi.org/10.2478/atd-2023-0018","url":null,"abstract":"Abstract Introduction:Religious textbooks are always at the front of the Greek educational reality, following the broader tendency of a school study grounded on textbook culture. The present paper focuses on the visual structure of the Greek secondary religious textbooks (in the three grades) and answers the following questions: What kinds of visuals are used in the textbooks? What exactly does the substance of these things consist of? Where can they go, exactly? Moreover, how do linguistic and visual structures relate to one another? On the other hand, the “otherness” problem is also analyzed through the results provided by the implication of the mixed method used. The latter is accumulated in the assumption of the dynamics of the visuals and their capacity to stimulate the participation of the students through their content. The otherness definition follows two main paths: one of an interdisciplinary approach during the learning process and another concerning the personal stimulation of all students through an inter-social and interreligious level. The hypothesis is confirmed through the interesting results of the present research. Methods: For research purposes, it has been used Atlas ti. The software was available for the qualitative type of research. However, there are various accounts of interesting quantitative magnitudes for comparisons. Results:The primary outcome focuses on a frequency balance among the grades using traditional and more modern visuals in their textbooks. Discussion:Pictures could offer an outstanding pedagogical service when used creatively and effectively. The latter means that the meanings of the day’s lesson could be conveyed through visuals to all the students (international students included). Then the religion teacher could initiate a debate in class or assign a related artful thinking activity (providing motivation and inflaming students’ participation. Limitations: The first twenty pages of each religious textbook have been used for research. The above restriction consisted of a research choice to avoid a broader statistical data account, which was not the primary goal to achieve. Conclusions:Disregarding the dominant research frequencies and locations and going further from the correlations issues between textual and visual formations as depicted, it might be interestingly argued that the modern and abstract tendencies and options of Grade A and B’s religious textbooks consist of a pole of appealing of the otherness in an individualistic and spiritualistic level of discussion.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"99 1","pages":"1 - 14"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139291538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: Among the contemporary models developed, the updated Bloom’s taxonomy has become the most widely used cognitive process model for gauging learning questions. This model emphasizes the cognitive levels starting from remembering information and progresses to advanced levels such as producing knowledge. Even though students use a variety of strategies to synthesize information and learn, there is an urgent need for teachers to adopt better pedagogies to facilitate meaningful learning. Adams (2015) established that Bloom’s taxonomy places emphasis on student’s ability to acquire prior knowledge before interpreting or applying it into a real-world scenario. It is of interest then to determine the Bloom’s levels in principles of economics textbooks. Methods: This study utilized qualitative research to determine whether the aspects of Bloom’s revised taxonomy were utilized in end of chapter questions. The questions at the end of the chapters of the “Principles of Economics” by Gregory Mankiw (2021) were classified based on Bloom’s revised taxonomy. Results: The study revealed that most of the questions utilized the apply level of Bloom’s cognitive domain. There were few questions regarding evaluation or creating. Discussion: Faculty need to be aware of the different Bloom’s levels available to them and potentially focus more on the higher levels of Bloom’s revised taxonomy. Limitations: One limitation is that only the leading Principles of Economics textbook was surveyed. Other textbooks may produce different results. Conclusions: The leading Principles of Economics textbook had many end-of-chapter questions at the apply level of the revised Bloom’s taxonomy. There may be opportunities to develop more questions at the higher levels of the revised Bloom’s taxonomy.
{"title":"Revised Bloom’s Taxonomy in a Principles of Economics Textbook","authors":"Matthew Metzgar","doi":"10.2478/atd-2023-0019","DOIUrl":"https://doi.org/10.2478/atd-2023-0019","url":null,"abstract":"Abstract Introduction: Among the contemporary models developed, the updated Bloom’s taxonomy has become the most widely used cognitive process model for gauging learning questions. This model emphasizes the cognitive levels starting from remembering information and progresses to advanced levels such as producing knowledge. Even though students use a variety of strategies to synthesize information and learn, there is an urgent need for teachers to adopt better pedagogies to facilitate meaningful learning. Adams (2015) established that Bloom’s taxonomy places emphasis on student’s ability to acquire prior knowledge before interpreting or applying it into a real-world scenario. It is of interest then to determine the Bloom’s levels in principles of economics textbooks. Methods: This study utilized qualitative research to determine whether the aspects of Bloom’s revised taxonomy were utilized in end of chapter questions. The questions at the end of the chapters of the “Principles of Economics” by Gregory Mankiw (2021) were classified based on Bloom’s revised taxonomy. Results: The study revealed that most of the questions utilized the apply level of Bloom’s cognitive domain. There were few questions regarding evaluation or creating. Discussion: Faculty need to be aware of the different Bloom’s levels available to them and potentially focus more on the higher levels of Bloom’s revised taxonomy. Limitations: One limitation is that only the leading Principles of Economics textbook was surveyed. Other textbooks may produce different results. Conclusions: The leading Principles of Economics textbook had many end-of-chapter questions at the apply level of the revised Bloom’s taxonomy. There may be opportunities to develop more questions at the higher levels of the revised Bloom’s taxonomy.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"1 1","pages":"15 - 28"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139296899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction:This study aims at examining the direct and indirect mediating role of the intolerance of uncertainty (IU) variable in the relationship between COVID-19-induced OCS and depression in a Turkish adolescent sample. Methods: The sample consists of 427 people (248 females, 179 males) between the ages of 14-18, living in Turkey and selected by convenient sampling method. The data were collected through the COVID-19 Obsessive Compulsive Disorder (OCD) Scale, Depression, Stress and Anxiety Scale (DASS-21) and Intolerance of Uncertainty Index-A for Children (IUI-A-C). Results: The findings show that COVID-19-induced OCS have strong predictive effects on depression symptoms. The findings also revealed that IU directly and indirectly mediates the relationship between COVID-19 OCD and depression symptoms, as well as its negative predictive effect for depression symptoms. Discussion: It can be said that OCS caused by COVID-19 trigger depressive symptoms in adolescents. In addition, it can be thought that IU, with its mediator effect, may play a triggering role in the emergence of COVID-induced OCS. Another research finding is that IU may be an important transdiagnostic construct for depressive symptoms. Limitations: The current study has also some limitations. First, the study was carried out as a cross-sectional study. The fact that the sample group is non-clinical and a clinical group is not included can be considered as second delimitation. Third, the current study just used scales to evaluate the students’ self-report. At this point, a different perspective can be developed by taking the opinions of the parents. Conclusions: The results show that COVID-19-induced OCS increase depressive symptoms in Turkish adolescents and IU has a mediating effect in this relationship. In addition, the results provide important data for the treatment of mental symptoms related to the pandemic.
{"title":"Investigating the Relationships between Obsessive Compulsive Symptoms (OCS) and Depression Symptoms and Intolerance of Uncertainty in Turkish Adolescents during Covid-19","authors":"Mustafa Kerim Şimşek","doi":"10.2478/atd-2023-0024","DOIUrl":"https://doi.org/10.2478/atd-2023-0024","url":null,"abstract":"Abstract Introduction:This study aims at examining the direct and indirect mediating role of the intolerance of uncertainty (IU) variable in the relationship between COVID-19-induced OCS and depression in a Turkish adolescent sample. Methods: The sample consists of 427 people (248 females, 179 males) between the ages of 14-18, living in Turkey and selected by convenient sampling method. The data were collected through the COVID-19 Obsessive Compulsive Disorder (OCD) Scale, Depression, Stress and Anxiety Scale (DASS-21) and Intolerance of Uncertainty Index-A for Children (IUI-A-C). Results: The findings show that COVID-19-induced OCS have strong predictive effects on depression symptoms. The findings also revealed that IU directly and indirectly mediates the relationship between COVID-19 OCD and depression symptoms, as well as its negative predictive effect for depression symptoms. Discussion: It can be said that OCS caused by COVID-19 trigger depressive symptoms in adolescents. In addition, it can be thought that IU, with its mediator effect, may play a triggering role in the emergence of COVID-induced OCS. Another research finding is that IU may be an important transdiagnostic construct for depressive symptoms. Limitations: The current study has also some limitations. First, the study was carried out as a cross-sectional study. The fact that the sample group is non-clinical and a clinical group is not included can be considered as second delimitation. Third, the current study just used scales to evaluate the students’ self-report. At this point, a different perspective can be developed by taking the opinions of the parents. Conclusions: The results show that COVID-19-induced OCS increase depressive symptoms in Turkish adolescents and IU has a mediating effect in this relationship. In addition, the results provide important data for the treatment of mental symptoms related to the pandemic.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"197 1","pages":"98 - 114"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139299423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: Learner indiscipline has emerged as a global cause for concern for educators and parents in the 21st century. This study sought to develop a framework for the successful implementation of positive discipline. The study sought to provide answers revolving around the contributing factors towards learner indiscipline, the effects of indiscipline on teaching and learning, educators’ perceptions on positive discipline, factors leading to the ineffective implementation of positive discipline and the constituents of an effective framework for implementing positive discipline. Methods: The study adopted a qualitative approach. Districts were identified utilising convenience sampling, while participants were sampled purposively. Data collection comprised semi-structured interviews and document analysis. Six schools from two districts in the Mpumalanga Province were selected as the study sample. The sample comprised twenty-four participants, including principals, class teachers, Life Orientation teachers, and chairpersons of School Governing Bodies from each school. Thematic content analysis was used to analyse the data and present the findings. Results: The findings revealed that learner indiscipline is affected by several contributing factors such as family situation, community setting, human rights, peer pressure, educators, and learners themselves. Lack of stakeholder engagement, absence of training, overemphasis on learners’ rights and conditioning of educators and parents on corporal punishment are the factors that have led to the ineffective implementation of positive discipline. Discussion:To ensure the implementation of positive discipline is successful, a framework should support a multi-stakeholder consideration to engagement. Ubuntu values should be incorporated in re-packaging the positive discipline toolkit so that it suits the local context. Limitations: Only two education districts in one province of South Africa formed part of the study. Conclusions: Educators are to adopt a revised curriculum that accommodates positive discipline and Ubuntu values in related subjects taught in school. Effective implementation requires regular monitoring, evaluation and reviewing of the positive discipline approach. The study proposed an Afrocentric framework for the implementation of positive discipline.
{"title":"A Framework for Implementing Positive Learner Discipline in Public Secondary Schools from the Context of the Mpumalanga Province","authors":"Mkhumbulo Ndlovu, Gawie Schlebusch, S. Makola","doi":"10.2478/atd-2023-0025","DOIUrl":"https://doi.org/10.2478/atd-2023-0025","url":null,"abstract":"Abstract Introduction: Learner indiscipline has emerged as a global cause for concern for educators and parents in the 21st century. This study sought to develop a framework for the successful implementation of positive discipline. The study sought to provide answers revolving around the contributing factors towards learner indiscipline, the effects of indiscipline on teaching and learning, educators’ perceptions on positive discipline, factors leading to the ineffective implementation of positive discipline and the constituents of an effective framework for implementing positive discipline. Methods: The study adopted a qualitative approach. Districts were identified utilising convenience sampling, while participants were sampled purposively. Data collection comprised semi-structured interviews and document analysis. Six schools from two districts in the Mpumalanga Province were selected as the study sample. The sample comprised twenty-four participants, including principals, class teachers, Life Orientation teachers, and chairpersons of School Governing Bodies from each school. Thematic content analysis was used to analyse the data and present the findings. Results: The findings revealed that learner indiscipline is affected by several contributing factors such as family situation, community setting, human rights, peer pressure, educators, and learners themselves. Lack of stakeholder engagement, absence of training, overemphasis on learners’ rights and conditioning of educators and parents on corporal punishment are the factors that have led to the ineffective implementation of positive discipline. Discussion:To ensure the implementation of positive discipline is successful, a framework should support a multi-stakeholder consideration to engagement. Ubuntu values should be incorporated in re-packaging the positive discipline toolkit so that it suits the local context. Limitations: Only two education districts in one province of South Africa formed part of the study. Conclusions: Educators are to adopt a revised curriculum that accommodates positive discipline and Ubuntu values in related subjects taught in school. Effective implementation requires regular monitoring, evaluation and reviewing of the positive discipline approach. The study proposed an Afrocentric framework for the implementation of positive discipline.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"68 1","pages":"115 - 148"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139305873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Erika Homoki, Tímea Laura Nyitrai, Zita Czapné Makó
Abstract Introduction: In Hungary, as in many parts of the world, a crisis situation has arisen with the start of the quarantine period associated with the coronavirus, which presented the education system with a serious challenge. Social inequality (also in terms of network access and device availability) was expected due to, that differences will only increase the gap in education. Digital connectivity and the digital environment became the main arena for students and faculty over the course of a weekend. That's a real question, of course, can we talk about real digital education during this period? Was online education effective or was it rather a blind spot? Methods: In our research, we examined it from the perspective of geography teachers, kindergarten teachers, and university students attending teaching courses learning and teaching „switching online” betweem March, 2020 and April, 2021 at the Eszterházy Károly Catholic University (then even EKE). Our sample consisted of 108 people. We used an online questionnaire study to assess students' experiences with the effectiveness of distance learning and the development of their digital competence, about the possibilities of implementing professional internships. We were looking for student answers to, how each segment of distance learning can be integrated into the normal education system. We compared our results with similar Hungarian and international research results. Results: Most students felt that online education was effective. The digital competence of students has evolved. Due to changed circumstances of traineeships, students could not gain enough experience, which could later affect their work. Discussion: The changes that have occurred can be highlighted as secondary benefits, this educational environment could be more sustainable in the future, than the traditional educational environment, however, the consequences of isolation cannot be ignored. Limitations: The research shows data valid only for Hungary. Conclusions: Consideration of the experience of students for the effectiveness of their education in the coming years.
{"title":"Online Educational Experiences in Some Majors of Eszterházy Károly University","authors":"Erika Homoki, Tímea Laura Nyitrai, Zita Czapné Makó","doi":"10.2478/atd-2023-0015","DOIUrl":"https://doi.org/10.2478/atd-2023-0015","url":null,"abstract":"Abstract Introduction: In Hungary, as in many parts of the world, a crisis situation has arisen with the start of the quarantine period associated with the coronavirus, which presented the education system with a serious challenge. Social inequality (also in terms of network access and device availability) was expected due to, that differences will only increase the gap in education. Digital connectivity and the digital environment became the main arena for students and faculty over the course of a weekend. That's a real question, of course, can we talk about real digital education during this period? Was online education effective or was it rather a blind spot? Methods: In our research, we examined it from the perspective of geography teachers, kindergarten teachers, and university students attending teaching courses learning and teaching „switching online” betweem March, 2020 and April, 2021 at the Eszterházy Károly Catholic University (then even EKE). Our sample consisted of 108 people. We used an online questionnaire study to assess students' experiences with the effectiveness of distance learning and the development of their digital competence, about the possibilities of implementing professional internships. We were looking for student answers to, how each segment of distance learning can be integrated into the normal education system. We compared our results with similar Hungarian and international research results. Results: Most students felt that online education was effective. The digital competence of students has evolved. Due to changed circumstances of traineeships, students could not gain enough experience, which could later affect their work. Discussion: The changes that have occurred can be highlighted as secondary benefits, this educational environment could be more sustainable in the future, than the traditional educational environment, however, the consequences of isolation cannot be ignored. Limitations: The research shows data valid only for Hungary. Conclusions: Consideration of the experience of students for the effectiveness of their education in the coming years.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122245683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: In our current century, technology continues to exist in almost all domains of human life. In this day and age, technological changes and developments make a great contribution to the rapid production of information and easy access to it. As a result of rapidly developing and changing needs, it is considered essential to organize education in line with these needs and to incorporate technology within the education system. In the present study, it was aimed to identify the use of technology supported educational tools in general music education and their contribution to the process of music education. Methods: The convergent parallel design, which is one of the mixed research methods, was used in this study. Based on this particular point in mind, it was attempted in this study to establish the opinions of music teachers about the level of use of technology-supported educational tools in general music education through both closed-ended and open-ended questions. In this study, homogeneous sampling was used and it was attempted to reach out the teachers who taught general music knowledge in Turkey. The study group of the research was formed with 59 music teachers teaching at different institutions who agreed to participate in the study on a voluntary basis. Results: In line with the data obtained, it was concluded that teachers found themselves partially sufficient and willing to improve themselves in terms of using the technology-supported educational materials more effectively and efficiently in the process. Discussion: From the results of the research, it is seen that technology-supported applications are used especially in the listening and expression stages of the teacher, and it is preferred in the sampling, song teaching and showing and telling stages. In addition, it was determined that these applications were used by only 1 participant during the evaluation phase. It has been determined that technology-supported applications contribute positively to learning speed, permanent learning and the realization of more effective lessons. Throughout the music education process, which includes abstract concepts, the students' acquisition of the knowledge and making sense of this knowledge will contribute positively to their academic success. It is believed that it is essential to draw students' attention and include them effectively within the education process by getting them to gain new experiences. In this sense, it is crucially significant that teachers have the competence to use different applications in today's age of technology. Limitations: The research was limited to 59 music teachers who voluntarily agreed to work during the data collection process. The research was carried out in the spring term of the 2020-2021 academic year. Conclusions: In accordance with the findings obtained from the study, it was found that the participants utilized the technology-supported teaching tools especially in listening and lecturing,
{"title":"Use of Technology-Supported Educational Tools in General Music Education and Its Contribution to the Process of Music Education","authors":"Gülnihal Gül","doi":"10.2478/atd-2023-0014","DOIUrl":"https://doi.org/10.2478/atd-2023-0014","url":null,"abstract":"Abstract Introduction: In our current century, technology continues to exist in almost all domains of human life. In this day and age, technological changes and developments make a great contribution to the rapid production of information and easy access to it. As a result of rapidly developing and changing needs, it is considered essential to organize education in line with these needs and to incorporate technology within the education system. In the present study, it was aimed to identify the use of technology supported educational tools in general music education and their contribution to the process of music education. Methods: The convergent parallel design, which is one of the mixed research methods, was used in this study. Based on this particular point in mind, it was attempted in this study to establish the opinions of music teachers about the level of use of technology-supported educational tools in general music education through both closed-ended and open-ended questions. In this study, homogeneous sampling was used and it was attempted to reach out the teachers who taught general music knowledge in Turkey. The study group of the research was formed with 59 music teachers teaching at different institutions who agreed to participate in the study on a voluntary basis. Results: In line with the data obtained, it was concluded that teachers found themselves partially sufficient and willing to improve themselves in terms of using the technology-supported educational materials more effectively and efficiently in the process. Discussion: From the results of the research, it is seen that technology-supported applications are used especially in the listening and expression stages of the teacher, and it is preferred in the sampling, song teaching and showing and telling stages. In addition, it was determined that these applications were used by only 1 participant during the evaluation phase. It has been determined that technology-supported applications contribute positively to learning speed, permanent learning and the realization of more effective lessons. Throughout the music education process, which includes abstract concepts, the students' acquisition of the knowledge and making sense of this knowledge will contribute positively to their academic success. It is believed that it is essential to draw students' attention and include them effectively within the education process by getting them to gain new experiences. In this sense, it is crucially significant that teachers have the competence to use different applications in today's age of technology. Limitations: The research was limited to 59 music teachers who voluntarily agreed to work during the data collection process. The research was carried out in the spring term of the 2020-2021 academic year. Conclusions: In accordance with the findings obtained from the study, it was found that the participants utilized the technology-supported teaching tools especially in listening and lecturing,","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121910697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: The aim of the study was to describe the teachers’ views on the professional development activities, the frequency of the teachers’ participation to such activities and effectiveness of these professional development (PD) activities. What’s more, it was aimed to analyse the relationship between PD activities that the teachers participated and their job satisfaction (JS). Methods: The sample of the study comprised of 357 teachers. In order to seek the answers to the research questions, correlational research models were used in addition to survey. The data was collected through implementation of two different instruments. These were Participation to PD Activities Questionnaire (survey) and Job Satisfaction (JS) Scale. These instruments were developed within the scope of the study. Results: The findings of the study could be summarized as follows: the teachers’ frequency of participation to peer coaching-based PD activities, participated PD activities, number of individualized and self-directed PD activities was at a lower level; however, the teachers restated that they experienced positive effects at higher or moderate levels from PD activities in their teaching practices. Within the scope of the existing study the hypothesis was tested that PD activities would increase the teachers’ job satisfaction and the findings were supported. It was seen that there was a positive relationship between the PD activities participated by the teachers and the teachers’ job satisfaction. Discussion: In the study it was noticed that more than one third of the participant teachers did not perform PD based peer coaching and observations, but more than one third of the teachers accessed virtual platforms and watched videos and related feed on lecturing and techniques for PD. In TALIS study done at OECD countries, it was noted that almost half of the teachers participated to peer coaching-based activities. Limitations: Data were collected from teachers that research is limited with teachers’ perceptions. Research is limited with teachers’ professional development activities and their job satisfaction. Conclusions: It was found out that very few teachers attended educational congresses to present their activities/scientific studies. Therefore, it might be recommended to improve teachers’ study skills in terms of scientific studies, and they might be encouraged to present their studies at conferences.
{"title":"Examining Types and Duration of Teachers’ Professional Development Activities and Their Relationship with Job Satisfaction","authors":"Abdurrahman İlğan, Yağmur Başaran","doi":"10.2478/atd-2023-0016","DOIUrl":"https://doi.org/10.2478/atd-2023-0016","url":null,"abstract":"Abstract Introduction: The aim of the study was to describe the teachers’ views on the professional development activities, the frequency of the teachers’ participation to such activities and effectiveness of these professional development (PD) activities. What’s more, it was aimed to analyse the relationship between PD activities that the teachers participated and their job satisfaction (JS). Methods: The sample of the study comprised of 357 teachers. In order to seek the answers to the research questions, correlational research models were used in addition to survey. The data was collected through implementation of two different instruments. These were Participation to PD Activities Questionnaire (survey) and Job Satisfaction (JS) Scale. These instruments were developed within the scope of the study. Results: The findings of the study could be summarized as follows: the teachers’ frequency of participation to peer coaching-based PD activities, participated PD activities, number of individualized and self-directed PD activities was at a lower level; however, the teachers restated that they experienced positive effects at higher or moderate levels from PD activities in their teaching practices. Within the scope of the existing study the hypothesis was tested that PD activities would increase the teachers’ job satisfaction and the findings were supported. It was seen that there was a positive relationship between the PD activities participated by the teachers and the teachers’ job satisfaction. Discussion: In the study it was noticed that more than one third of the participant teachers did not perform PD based peer coaching and observations, but more than one third of the teachers accessed virtual platforms and watched videos and related feed on lecturing and techniques for PD. In TALIS study done at OECD countries, it was noted that almost half of the teachers participated to peer coaching-based activities. Limitations: Data were collected from teachers that research is limited with teachers’ perceptions. Research is limited with teachers’ professional development activities and their job satisfaction. Conclusions: It was found out that very few teachers attended educational congresses to present their activities/scientific studies. Therefore, it might be recommended to improve teachers’ study skills in terms of scientific studies, and they might be encouraged to present their studies at conferences.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116435194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: In the paper, the author maps the ways leading to human freedom. He sets out the criteria that should be taken into account in their selection. He also delineates the space where education could productively enter into the human emancipation process. Purpose: The aim of the paper is to thematize competences that need to be developed in order to enable the adepts of education to participate in human emancipatory process. Methods: The author uses explanatory method to expose the issue. Conclusions: The paper summarizes the assumptions and limits that need to be respected in order to make education a space for the cultivation of human sense for freedom.
{"title":"The Place of Education in an Emancipatory Struggle of Man","authors":"Branislav Malík","doi":"10.2478/atd-2023-0010","DOIUrl":"https://doi.org/10.2478/atd-2023-0010","url":null,"abstract":"Abstract Introduction: In the paper, the author maps the ways leading to human freedom. He sets out the criteria that should be taken into account in their selection. He also delineates the space where education could productively enter into the human emancipation process. Purpose: The aim of the paper is to thematize competences that need to be developed in order to enable the adepts of education to participate in human emancipatory process. Methods: The author uses explanatory method to expose the issue. Conclusions: The paper summarizes the assumptions and limits that need to be respected in order to make education a space for the cultivation of human sense for freedom.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"34 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120993254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mária Kožuchová, Silvia Barnová, J. Stebila, Slávka Krásna
Abstract Introduction: In the proposed study, the authors focus on the effectiveness of the application of inquiry-based approach in Slovak schools and present the results of an original research study focused on the impact of inquiry-based teaching on students’ knowledge acquisition. Methods: For the purposes of the research study, a pedagogical experiment was carried out on the sample of 150 6th-grade students and didactic tests (a pre-test and a post-test) were used to examine students’ knowledge on the three levels of Niemierko’s taxonomy. Results: The results of the t-test confirmed the significance of differences between the experimental group’s and the control group’s cognitive performance. Discussion: The obtained results indicate that inquiry-based teaching can lead to better knowledge acquisition in students than traditional methods of teaching and so, it appears to be an efficient alternative. Limitations: The limits of the research study are given by the size and the composition of the research sample. The obtained results cannot be generalized to the entire population. Conclusions: The research findings can contribute to improving the quality of the educational process and increasing students’ motivation by using activating methods of teaching.
{"title":"Inquiry-Based Approach to Education","authors":"Mária Kožuchová, Silvia Barnová, J. Stebila, Slávka Krásna","doi":"10.2478/atd-2023-0013","DOIUrl":"https://doi.org/10.2478/atd-2023-0013","url":null,"abstract":"Abstract Introduction: In the proposed study, the authors focus on the effectiveness of the application of inquiry-based approach in Slovak schools and present the results of an original research study focused on the impact of inquiry-based teaching on students’ knowledge acquisition. Methods: For the purposes of the research study, a pedagogical experiment was carried out on the sample of 150 6th-grade students and didactic tests (a pre-test and a post-test) were used to examine students’ knowledge on the three levels of Niemierko’s taxonomy. Results: The results of the t-test confirmed the significance of differences between the experimental group’s and the control group’s cognitive performance. Discussion: The obtained results indicate that inquiry-based teaching can lead to better knowledge acquisition in students than traditional methods of teaching and so, it appears to be an efficient alternative. Limitations: The limits of the research study are given by the size and the composition of the research sample. The obtained results cannot be generalized to the entire population. Conclusions: The research findings can contribute to improving the quality of the educational process and increasing students’ motivation by using activating methods of teaching.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115463202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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