This study focuses on the current linguistic situation in certain North African countries and the changing status of the French language during this last year due to ideas proposed to favor the English language (Erling, 2021). First of all, the study analyses the linguistic situation of three countries, Algeria, Tunisia and Morocco. Then, it discusses the hypothesis and the evolution of the French language in the aforementioned countries. Following that, the methodology is explained. It uses a qualitative approach that is based on the observation to reach appropriate conclusions. The next section examines the status that the French language has in the three mentioned countries to compare it with the previous year (2022). This is according to the information from the summit of Francophonie in Djerba (Kasri, 2022). Finally, the challenges required to improve the situation are reflected upon and relevant conclusions are presented.
{"title":"The Status of the French Language in North Africa","authors":"Nassima Kerras","doi":"10.30560/ier.v6n2p56","DOIUrl":"https://doi.org/10.30560/ier.v6n2p56","url":null,"abstract":"This study focuses on the current linguistic situation in certain North African countries and the changing status of the French language during this last year due to ideas proposed to favor the English language (Erling, 2021). First of all, the study analyses the linguistic situation of three countries, Algeria, Tunisia and Morocco. Then, it discusses the hypothesis and the evolution of the French language in the aforementioned countries. Following that, the methodology is explained. It uses a qualitative approach that is based on the observation to reach appropriate conclusions. The next section examines the status that the French language has in the three mentioned countries to compare it with the previous year (2022). This is according to the information from the summit of Francophonie in Djerba (Kasri, 2022). Finally, the challenges required to improve the situation are reflected upon and relevant conclusions are presented.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75432349","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}
The new Norwegian curriculum subject renewal is part of an international trend with a shift towards more knowledge-based curriculum, with greater emphasis on subjects and subject concepts, with the aim of realizing in-depth learning in schools. This paper, which is grounded on social realism and Ratas' CDC model, examines, and compares the design of the curriculum and the new textbooks in social studies. The comparative study reveals a gap between the curriculum and the textbooks, with quite different interpretations of the Norwegian curriculum reform. The paper explains why coherence design, which connects subject concepts, content knowledge and competencies, is a prerequisite for in-depth learning in social studies.
{"title":"The new Norwegian curriculum and integration of knowledge in textbooks in social studies: a comparative study","authors":"Erik Bratland, M. E. Ghami","doi":"10.30560/ier.v6n2p46","DOIUrl":"https://doi.org/10.30560/ier.v6n2p46","url":null,"abstract":"The new Norwegian curriculum subject renewal is part of an international trend with a shift towards more knowledge-based curriculum, with greater emphasis on subjects and subject concepts, with the aim of realizing in-depth learning in schools. This paper, which is grounded on social realism and Ratas' CDC model, examines, and compares the design of the curriculum and the new textbooks in social studies. The comparative study reveals a gap between the curriculum and the textbooks, with quite different interpretations of the Norwegian curriculum reform. The paper explains why coherence design, which connects subject concepts, content knowledge and competencies, is a prerequisite for in-depth learning in social studies.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75157091","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}
Research shows that the teacher-student relationship is a critical factor in students’ learning and development in both traditional and online classrooms. However, research on teachers’ relational competence in online higher education contexts is scarce. The present exploratory study aims to identify manifestations of teachers’ relational competence in such contexts, focusing on teaching in ongoing interactions. Data were collected from three online seminars conducted during year two of special-education teacher training through a university in Sweden; approximately eight hours of video-recorded material was collected. The findings indicate that the teachers’ relational competence is manifested in practice along five main themes: open-ended questions, respectful responses, personal connection, social framing, and humor. We propose that these five themes are important to acknowledge regarding teacher-student relationships in online teaching in higher education. On a more comprehensive level, the article suggests that teachers’ relational competence is an important feature in this educational context also. The results are discussed in light of previous research. Overall, the study contributes by outlining how teachers’ relational competence is manifested in ongoing interactions in pedagogical practice online. Implications for practice and further research are then discussed.
{"title":"How is Teachers’ Relational Competence Manifested in Online Higher Education Contexts?","authors":"Cecilia Segerby, Jonas Aspelin","doi":"10.30560/ier.v6n2p35","DOIUrl":"https://doi.org/10.30560/ier.v6n2p35","url":null,"abstract":"Research shows that the teacher-student relationship is a critical factor in students’ learning and development in both traditional and online classrooms. However, research on teachers’ relational competence in online higher education contexts is scarce. The present exploratory study aims to identify manifestations of teachers’ relational competence in such contexts, focusing on teaching in ongoing interactions. Data were collected from three online seminars conducted during year two of special-education teacher training through a university in Sweden; approximately eight hours of video-recorded material was collected. The findings indicate that the teachers’ relational competence is manifested in practice along five main themes: open-ended questions, respectful responses, personal connection, social framing, and humor. We propose that these five themes are important to acknowledge regarding teacher-student relationships in online teaching in higher education. On a more comprehensive level, the article suggests that teachers’ relational competence is an important feature in this educational context also. The results are discussed in light of previous research. Overall, the study contributes by outlining how teachers’ relational competence is manifested in ongoing interactions in pedagogical practice online. Implications for practice and further research are then discussed.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"851 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91459050","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}
Diversity is an essential condition that cannot be avoided in society. Religion has advantages and disadvantages. This study aims to describe the role of Islamic education philosophy based on the diversity that exists in Indonesia. There are three critical questions in this research that will be answered, namely, about the concept of Islamic education philosophy, the idea of moderation in Indonesia, and the implementation of the moderation philosophy of Islamic education in Indonesia. This research is a literature study and a theoretical study. Sources of data are based on primary data derived from existing theories and also from the results of research that has been carried out. Using a content analysis approach to explain how Islamic religious education is, the efficacy of moderation in Indonesia, and the three implementations of the philosophy of moderation based on Islamic Education in Indonesia, the research findings conclude that there are three concepts. The first is Islamic philosophy. Second education, from the idea of moderation in Indonesia and its implementation. The three Islamic religious education in Indonesia is based on moderation. The results of this study have many shortcomings, especially from data filing and data analysis, which have an impact on the conclusions found. Subsequent research can be carried out to complement and refine the results of this study.
{"title":"The Philosophy of Islamic education Based on Moderation Diversity in Indonesia","authors":"A. Akrim","doi":"10.30560/ier.v6n2p22","DOIUrl":"https://doi.org/10.30560/ier.v6n2p22","url":null,"abstract":"Diversity is an essential condition that cannot be avoided in society. Religion has advantages and disadvantages. This study aims to describe the role of Islamic education philosophy based on the diversity that exists in Indonesia. There are three critical questions in this research that will be answered, namely, about the concept of Islamic education philosophy, the idea of moderation in Indonesia, and the implementation of the moderation philosophy of Islamic education in Indonesia. This research is a literature study and a theoretical study. Sources of data are based on primary data derived from existing theories and also from the results of research that has been carried out. Using a content analysis approach to explain how Islamic religious education is, the efficacy of moderation in Indonesia, and the three implementations of the philosophy of moderation based on Islamic Education in Indonesia, the research findings conclude that there are three concepts. The first is Islamic philosophy. Second education, from the idea of moderation in Indonesia and its implementation. The three Islamic religious education in Indonesia is based on moderation. The results of this study have many shortcomings, especially from data filing and data analysis, which have an impact on the conclusions found. Subsequent research can be carried out to complement and refine the results of this study.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81517683","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}
Higher education (HE) today is a diversified area which has grown expansively in response to a rapidly changing educational and political climate over the past decades. In this age of complexity, development and change are omnipresent and intrinsic parts of the university teacher’s practice, from the development of the teachers’ individual practice at micro-level to the collaborative development of scholarly practice at the meso-level of the department and to the strategic institutional approach at macro-level, which links to employment and promotion frameworks and the recognition of teaching quality. As requirements for pedagogical competence have been built into career structures and criteria for promotion, academic developers have become central to the implementation of these strategies. This development goes hand in hand with the shift in focus from quality assurance to quality enhancement, which has extended the range of professional activities for academic developers. The allowing of the universities to develop their own quality assurance systems, signals a heightened awareness of the importance of ownership and the possibility of influencing quality processes, which in turn relates to national governance strategies of teaching and learning. As the changing educational and political demands on higher education have deeply affected the professional activities of the academic developer and the academic teacher, this article addresses the changes and challenges faced. The aim is to discuss these implications particularly for academic development in this diversified context and to contribute with further knowledge and understanding of structural and organizational prerequisites for the advancement of teaching in higher education.
{"title":"Beyond Teaching and Learning - Rethinking Academic Development in Relation to Quality Enhancement","authors":"Å. Nygren, J. Sjöberg","doi":"10.30560/ier.v6n2p10","DOIUrl":"https://doi.org/10.30560/ier.v6n2p10","url":null,"abstract":"Higher education (HE) today is a diversified area which has grown expansively in response to a rapidly changing educational and political climate over the past decades. In this age of complexity, development and change are omnipresent and intrinsic parts of the university teacher’s practice, from the development of the teachers’ individual practice at micro-level to the collaborative development of scholarly practice at the meso-level of the department and to the strategic institutional approach at macro-level, which links to employment and promotion frameworks and the recognition of teaching quality. As requirements for pedagogical competence have been built into career structures and criteria for promotion, academic developers have become central to the implementation of these strategies. This development goes hand in hand with the shift in focus from quality assurance to quality enhancement, which has extended the range of professional activities for academic developers. The allowing of the universities to develop their own quality assurance systems, signals a heightened awareness of the importance of ownership and the possibility of influencing quality processes, which in turn relates to national governance strategies of teaching and learning. As the changing educational and political demands on higher education have deeply affected the professional activities of the academic developer and the academic teacher, this article addresses the changes and challenges faced. The aim is to discuss these implications particularly for academic development in this diversified context and to contribute with further knowledge and understanding of structural and organizational prerequisites for the advancement of teaching in higher education.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"203 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76572801","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}
The context for this study was to document fishers’ experience-based knowledge is reliable and can be included in citizen science as supplementary information to scientific research. Fishers’ experience-based knowledge contributes to important understanding of the environment and the marine ecosystem. Hence, fishers’ knowledge over time is not always regarded as supplementary knowledge. There is a lack of information on how fishers have acquired reliable knowledge when they have not had formal scientific education and in what way fishers’ knowledge can be used as empirical data. In this study, a survey was conducted by scientific educator within the fishing community of Mausund in Norway. The survey was limited to specifically targeting fishers' knowledge of the migration pattern of the edible crab (Cancer pagurus) in Sulfjorden, Mausund and Frohavet. This study performs in-depth interviews with five fishers at Mausund. The experience-based knowledge acquired by these fishers is first and foremost learnt through intergenerational learning from fathers, grandfathers, and uncles to sons. The study supports existing research on fishers’ experience-based knowledge, which is professional and very precise. Experience-based and local knowledge can be understood as a knowledge contribution of value to the research field of environment monitoring.
{"title":"Bridging the Gap Between Experience-Based Knowledge and the Scientific Knowledge","authors":"Hilde Ervik, Alex Strømme","doi":"10.30560/ier.v6n2p1","DOIUrl":"https://doi.org/10.30560/ier.v6n2p1","url":null,"abstract":"The context for this study was to document fishers’ experience-based knowledge is reliable and can be included in citizen science as supplementary information to scientific research. Fishers’ experience-based knowledge contributes to important understanding of the environment and the marine ecosystem. Hence, fishers’ knowledge over time is not always regarded as supplementary knowledge. There is a lack of information on how fishers have acquired reliable knowledge when they have not had formal scientific education and in what way fishers’ knowledge can be used as empirical data. In this study, a survey was conducted by scientific educator within the fishing community of Mausund in Norway. The survey was limited to specifically targeting fishers' knowledge of the migration pattern of the edible crab (Cancer pagurus) in Sulfjorden, Mausund and Frohavet. This study performs in-depth interviews with five fishers at Mausund. The experience-based knowledge acquired by these fishers is first and foremost learnt through intergenerational learning from fathers, grandfathers, and uncles to sons. The study supports existing research on fishers’ experience-based knowledge, which is professional and very precise. Experience-based and local knowledge can be understood as a knowledge contribution of value to the research field of environment monitoring.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79200029","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}
This study describes how one university prepares culturally responsive teacher candidates through Alaska and Thailand cross-cultural summer study trips. The study addressed the impact of the Alaska and Thailand cross-cultural experiences on teacher candidates as described in their reflective writings. The reflections addressed their socialization and depth of understanding and appreciation of children and adults from another culture. The authors looked for parallel themes that emerged as characteristics of both experiences.
{"title":"From the Arctic to the Tropics: A Thematic Analysis of Teacher Candidates’ Reflections of Two Cross-Cultural Programs","authors":"Laura S. Anderson, J. Higginbotham","doi":"10.30560/ier.v6n1p20","DOIUrl":"https://doi.org/10.30560/ier.v6n1p20","url":null,"abstract":"This study describes how one university prepares culturally responsive teacher candidates through Alaska and Thailand cross-cultural summer study trips. The study addressed the impact of the Alaska and Thailand cross-cultural experiences on teacher candidates as described in their reflective writings. The reflections addressed their socialization and depth of understanding and appreciation of children and adults from another culture. The authors looked for parallel themes that emerged as characteristics of both experiences.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"1993 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86591660","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}
Achmad Yani Imam Subari, Siti Sara Binti Haji Ahmad, Muhammadul Bakir Yaakob, Nazatul Nazihah binti Ramli
This research aims to identify the effectiveness of the methods of teaching the Arabic language in the seventh grade of Arabic schools in the Sultanate of Brunei Darussalam. The researchers distributed the questionnaire to the 221 students studying the Arabic language. After obtaining the data needed for this research, they analyzed it quantitatively and evaluatively to obtain the required results. This research has reached results that the positive aspects of the methods of teaching the Arabic language in the seventh grade of Arabic schools in Brunei Darussalam from the Arabic secondary schools in the Sultanate of Brunei Darussalam are evident in that most of the teachers in the seventh grade of Arabic schools in Brunei Darussalam train their students on the four linguists skills have a percentage of (78.2%), and most of them speak the Arabic language when they teach the Arabic language, and their percentage is (50.4%), and most of them also ask their students to speak the Arabic language in the classroom, and their percentage reached (65.6%). In addition to the presence of most of the students in it who speak Arabic with their teachers in the classroom, their percentage is (56%), and they also speak Arabic in the classroom with their classmates, and their percentage is (41.8%). As for the negative aspects, it appears in the presence of some teachers who do not train their students in the four language skills, and their percentage is (21.8%), and they do not speak Arabic when they teach Arabic, and their percentage is (49.6%), and they do not ask their students to speak in the Arabic language in the classroom, and their percentage is (34.4%), in addition to the presence of some students who do not speak the Arabic language with their teachers in the classroom, and their percentage reached (44%), and they also do not speak Arabic in the classroom with their colleagues, as their percentage reached (58.2%).
{"title":"Evaluating the Methods of Teaching Arabic Language in Arabic Schools of Brunei Darussalam According to the Opinions of Its Students: The Grade Seven as a Case Study","authors":"Achmad Yani Imam Subari, Siti Sara Binti Haji Ahmad, Muhammadul Bakir Yaakob, Nazatul Nazihah binti Ramli","doi":"10.30560/ier.v6n1p13","DOIUrl":"https://doi.org/10.30560/ier.v6n1p13","url":null,"abstract":"This research aims to identify the effectiveness of the methods of teaching the Arabic language in the seventh grade of Arabic schools in the Sultanate of Brunei Darussalam. The researchers distributed the questionnaire to the 221 students studying the Arabic language. After obtaining the data needed for this research, they analyzed it quantitatively and evaluatively to obtain the required results. \u0000This research has reached results that the positive aspects of the methods of teaching the Arabic language in the seventh grade of Arabic schools in Brunei Darussalam from the Arabic secondary schools in the Sultanate of Brunei Darussalam are evident in that most of the teachers in the seventh grade of Arabic schools in Brunei Darussalam train their students on the four linguists skills have a percentage of (78.2%), and most of them speak the Arabic language when they teach the Arabic language, and their percentage is (50.4%), and most of them also ask their students to speak the Arabic language in the classroom, and their percentage reached (65.6%). In addition to the presence of most of the students in it who speak Arabic with their teachers in the classroom, their percentage is (56%), and they also speak Arabic in the classroom with their classmates, and their percentage is (41.8%). \u0000As for the negative aspects, it appears in the presence of some teachers who do not train their students in the four language skills, and their percentage is (21.8%), and they do not speak Arabic when they teach Arabic, and their percentage is (49.6%), and they do not ask their students to speak in the Arabic language in the classroom, and their percentage is (34.4%), in addition to the presence of some students who do not speak the Arabic language with their teachers in the classroom, and their percentage reached (44%), and they also do not speak Arabic in the classroom with their colleagues, as their percentage reached (58.2%).","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85286565","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}
Lucero Canto Guerrero, Julio Cesar Rubio Rodriguez, Marco Antonio Carrillo Pacheco
The pandemic caused by the SARS-COV2 virus, known as COVID-19 brought with it a series of challenges for educational and teaching institutions, since, from one moment to the next, the need for a massive migration from face-to-face education to online education, using educational technological tools, however, is considered that it is necessary to restructure teaching and implement a blenden learning model, which is characterized by the integration of various pedagogical and didactic resources in face-to-face and virtual environments to achieve meaningful learning through the construction of knowledge in subjects that are the basis for many careers in the health sciences such as Chemistry. The objective of this study was to analyze the relevance of implementing a hybrid model in education at the high school level in the Chemistry class, through the incorporation of Information and Communication Technologies as educational tools. According to the results, the implementation of a b-learning model is an alternative strategy for the teaching-learning of Chemistry and, at the same time, makes it possible to reduce the health risk that situations such as contagion by COVID-19 or other potentially communicable diseases, since this model allows students to take classes virtually, and simultaneously in person, following contingency measures.
{"title":"Virtual Learning During the COVID-19 Pandemic: The Opening for the Implementation of a Blended Learning Modality in the Chemistry Class at High School Level","authors":"Lucero Canto Guerrero, Julio Cesar Rubio Rodriguez, Marco Antonio Carrillo Pacheco","doi":"10.30560/ier.v6n1p1","DOIUrl":"https://doi.org/10.30560/ier.v6n1p1","url":null,"abstract":"The pandemic caused by the SARS-COV2 virus, known as COVID-19 brought with it a series of challenges for educational and teaching institutions, since, from one moment to the next, the need for a massive migration from face-to-face education to online education, using educational technological tools, however, is considered that it is necessary to restructure teaching and implement a blenden learning model, which is characterized by the integration of various pedagogical and didactic resources in face-to-face and virtual environments to achieve meaningful learning through the construction of knowledge in subjects that are the basis for many careers in the health sciences such as Chemistry. The objective of this study was to analyze the relevance of implementing a hybrid model in education at the high school level in the Chemistry class, through the incorporation of Information and Communication Technologies as educational tools. According to the results, the implementation of a b-learning model is an alternative strategy for the teaching-learning of Chemistry and, at the same time, makes it possible to reduce the health risk that situations such as contagion by COVID-19 or other potentially communicable diseases, since this model allows students to take classes virtually, and simultaneously in person, following contingency measures.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73992871","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}
The 2007 London Communiqu�� Towards the European Higher Education Area: responding to the challenges of a globalized world confirms that a major effect of this globalization process will be a transition to student-centered higher education. This methodological transition in teaching processes has been accompanied in all cases by technological innovation, but it is the health crisis caused by COVID-19 that drives and accelerates it. Given this, we ask ourselves how student performance has been affected as a result of the accelerated emergence of Information and Communication Technologies (ICTs) in teaching processes, for which the results of the continuous evaluation of students of a certain subject before and after the pandemic. The achievements show that both at a quantitative level and in the perception of the students, the changes have been positive and should have been carried out earlier, that progressivity in teaching innovations loses its meaning due to the volatile and uncertain environment in which we operate and that we learn and teachers are able to adapt quickly, even if this forces them to leave our comfort zone.
{"title":"Student Performance and Perception of the Teaching Methodologies Implemented by COVID-19","authors":"Sonia Martin-Gomez, Angel Bartolomé Muñoz De Luna","doi":"10.30560/ier.v5n1p12","DOIUrl":"https://doi.org/10.30560/ier.v5n1p12","url":null,"abstract":"The 2007 London Communiqu�� Towards the European Higher Education Area: responding to the challenges of a globalized world confirms that a major effect of this globalization process will be a transition to student-centered higher education. This methodological transition in teaching processes has been accompanied in all cases by technological innovation, but it is the health crisis caused by COVID-19 that drives and accelerates it. Given this, we ask ourselves how student performance has been affected as a result of the accelerated emergence of Information and Communication Technologies (ICTs) in teaching processes, for which the results of the continuous evaluation of students of a certain subject before and after the pandemic. The achievements show that both at a quantitative level and in the perception of the students, the changes have been positive and should have been carried out earlier, that progressivity in teaching innovations loses its meaning due to the volatile and uncertain environment in which we operate and that we learn and teachers are able to adapt quickly, even if this forces them to leave our comfort zone.","PeriodicalId":13729,"journal":{"name":"International Educational Scientific Research Journal","volume":"362 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77753366","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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