Pub Date : 2023-10-05DOI: 10.33423/jhetp.v23i15.6434
Vijay Kumar Chechi, Ophilia Lobo
The researcher validated Teacher Self Efficacy for Moral Education (TSEME) scale developed initially by Narvaez et al. (2008), in Australia, in the Indian context. Four hundred teachers teaching moral education to middle school students from 17 elite schools in Punjab and Haryana, states of India, were the sample subjects of the study. The two dimensions of Teacher efficacy for Character education, namely personal and general efficacy, with their Cronbach’s alpha being 0.87 in the Indian context, were extracted. The model was tested for the goodness of fit using the IBM SPSS AMOS Version 23. The estimates like TLI, CFI, CMIN/DF, and RMSEA were seen to satisfy the benchmark values. The result indicated that the tool could be administered in the intended population in the Indian context.
研究人员在印度背景下验证了最初由Narvaez等人(2008)在澳大利亚开发的教师道德教育自我效能(TSEME)量表。来自印度旁遮普邦和哈里亚纳邦17所精英学校的400名教授中学生道德教育的教师是该研究的样本对象。提取人格教育教师效能感的两个维度，即个人效能感和一般效能感，其在印度情境下的Cronbach’s alpha值为0.87。使用IBM SPSS AMOS Version 23对模型进行拟合优度检验。像TLI、CFI、CMIN/DF和RMSEA这样的估计值被认为满足基准值。结果表明，该工具可以在印度的目标人群中使用。
{"title":"Validation of Teacher Self-Efficacy for Moral Education Scale in the Indian Context","authors":"Vijay Kumar Chechi, Ophilia Lobo","doi":"10.33423/jhetp.v23i15.6434","DOIUrl":"https://doi.org/10.33423/jhetp.v23i15.6434","url":null,"abstract":"The researcher validated Teacher Self Efficacy for Moral Education (TSEME) scale developed initially by Narvaez et al. (2008), in Australia, in the Indian context. Four hundred teachers teaching moral education to middle school students from 17 elite schools in Punjab and Haryana, states of India, were the sample subjects of the study. The two dimensions of Teacher efficacy for Character education, namely personal and general efficacy, with their Cronbach’s alpha being 0.87 in the Indian context, were extracted. The model was tested for the goodness of fit using the IBM SPSS AMOS Version 23. The estimates like TLI, CFI, CMIN/DF, and RMSEA were seen to satisfy the benchmark values. The result indicated that the tool could be administered in the intended population in the Indian context.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135546654","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}
Pub Date : 2023-10-05DOI: 10.33423/jhetp.v23i15.6433
Mutiara Magta, Esti Kurniawati Mahardika
The development of increasingly sophisticated technology should be utilized as a medium for educational innovation. One of the technologies currently being developed is virtual reality which provides a real experience to its users. This study describes the analysis, design, development, and validation of virtual reality technology-based learning materials for early childhood education students’ comprehension of classroom management content utilizing the Circle Time model. Three teachers and three experts, including media, early childhood, and circle time experts as product validators, participated in this research approach’s two-year analysis, design, and development phases. The ADDIE model was modified for use in this process. Afterward, quantitative and qualitative data analysis was done on the information gathered through surveys and conversations. Based on the findings of the expert assessment, it can be concluded that learning media for the “Circle time management” based on virtual game reality can be created by adding components of innovative pedagogy such as experiential learning, computational thinking, embodied learning, multiliteracies, and gamification.
{"title":"The Design and Development of Learning Media “Circle Time Management” Based on Virtual Reality Games in an Innovative Pedagogical Perspective","authors":"Mutiara Magta, Esti Kurniawati Mahardika","doi":"10.33423/jhetp.v23i15.6433","DOIUrl":"https://doi.org/10.33423/jhetp.v23i15.6433","url":null,"abstract":"The development of increasingly sophisticated technology should be utilized as a medium for educational innovation. One of the technologies currently being developed is virtual reality which provides a real experience to its users. This study describes the analysis, design, development, and validation of virtual reality technology-based learning materials for early childhood education students’ comprehension of classroom management content utilizing the Circle Time model. Three teachers and three experts, including media, early childhood, and circle time experts as product validators, participated in this research approach’s two-year analysis, design, and development phases. The ADDIE model was modified for use in this process. Afterward, quantitative and qualitative data analysis was done on the information gathered through surveys and conversations. Based on the findings of the expert assessment, it can be concluded that learning media for the “Circle time management” based on virtual game reality can be created by adding components of innovative pedagogy such as experiential learning, computational thinking, embodied learning, multiliteracies, and gamification.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135546650","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 of 2021, characterized by poor health, and economic-social situation, has accelerated the use of technology and made it an indispensable factor in many areas, including entrepreneurship. It is true that entrepreneurship is a key driver of the country’s wealth and economic development, as it contributes to solving certain social and economic problems, such as the unemployment rate of young graduates. However, with the proliferation of new digital businesses, the need to understand the reasons for this transformation and the predominance of this digital domain has become evident, especially if we ask ourselves about the characteristics of generations Z and Y related to the virtual world and digital activities. In addition, this topic raises new questions, especially in education, namely the challenges of integrating new determinants in the curricula of education and training for entrepreneurship. This article aims to study the characteristics of generations Z and Y to discover the roots of the emergence of digital entrepreneurship by examining the facts.
{"title":"The Relationship Between the Development of Entrepreneurial Activities in the Age of Technology and the Characters of Digitally Oriented Generations Z & Y: What Is the New Challenge for Business Schools?","authors":"Ghizlane Boutaky, Soukaina Boutaky, Karima Mialed, Abdelhak Sahib-Eddine","doi":"10.33423/jhetp.v23i15.6436","DOIUrl":"https://doi.org/10.33423/jhetp.v23i15.6436","url":null,"abstract":"The context of 2021, characterized by poor health, and economic-social situation, has accelerated the use of technology and made it an indispensable factor in many areas, including entrepreneurship. It is true that entrepreneurship is a key driver of the country’s wealth and economic development, as it contributes to solving certain social and economic problems, such as the unemployment rate of young graduates. However, with the proliferation of new digital businesses, the need to understand the reasons for this transformation and the predominance of this digital domain has become evident, especially if we ask ourselves about the characteristics of generations Z and Y related to the virtual world and digital activities. In addition, this topic raises new questions, especially in education, namely the challenges of integrating new determinants in the curricula of education and training for entrepreneurship. This article aims to study the characteristics of generations Z and Y to discover the roots of the emergence of digital entrepreneurship by examining the facts.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135546656","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}
Pub Date : 2023-10-03DOI: 10.33423/jhetp.v23i15.6430
Rildo Bellido-Medina, Merly Clariza Lazo-Manrique, Aldo Paul Lazo-Manrique, Yenny Yessica Asillo-Apaza, Roxana Lina Martinez-Martinez, David Ernesto Aguilar-Del Carpio, Gerardo Adolfo Bedoya-Zaira, Juan Domingo Banda-Cardenas, José Calizaya-Lopez
The knowledge society requires universities to prepare professionals with autonomy during training. It was proposed to relate the attitude, motivation, anxiety, and academic performance during the learning process in students at public universities in Peru, comparing the results according to gender, area, and cycle of studies. The study was descriptive-correlational-comparative, quantitative, and cross-sectional. 792 students from two public universities in Peru participated, intentionally selected, applied a duly validated scale to collect information. A correlation (p < .05) was found between attitude, motivation, anxiety, and academic performance during the learning process in students of public universities in Peru, being the statistically significant correlation of direct mean level between academic performance and attitude (.445**) and between academic performance and motivation (.438**), for the variables academic performance and anxiety, a statistically significant correlation of low and inverse level (-.225**) was found. It is concluded that the student who presents a greater attitude towards science has more excellent academic performance, that greater motivation has greater academic performance, and that greater anxiety, lower academic performance.
{"title":"Attitude, Motivation, Anxiety, and Academic Performance During the Learning Process in Students at Public Universities in Peru","authors":"Rildo Bellido-Medina, Merly Clariza Lazo-Manrique, Aldo Paul Lazo-Manrique, Yenny Yessica Asillo-Apaza, Roxana Lina Martinez-Martinez, David Ernesto Aguilar-Del Carpio, Gerardo Adolfo Bedoya-Zaira, Juan Domingo Banda-Cardenas, José Calizaya-Lopez","doi":"10.33423/jhetp.v23i15.6430","DOIUrl":"https://doi.org/10.33423/jhetp.v23i15.6430","url":null,"abstract":"The knowledge society requires universities to prepare professionals with autonomy during training. It was proposed to relate the attitude, motivation, anxiety, and academic performance during the learning process in students at public universities in Peru, comparing the results according to gender, area, and cycle of studies. The study was descriptive-correlational-comparative, quantitative, and cross-sectional. 792 students from two public universities in Peru participated, intentionally selected, applied a duly validated scale to collect information. A correlation (p < .05) was found between attitude, motivation, anxiety, and academic performance during the learning process in students of public universities in Peru, being the statistically significant correlation of direct mean level between academic performance and attitude (.445**) and between academic performance and motivation (.438**), for the variables academic performance and anxiety, a statistically significant correlation of low and inverse level (-.225**) was found. It is concluded that the student who presents a greater attitude towards science has more excellent academic performance, that greater motivation has greater academic performance, and that greater anxiety, lower academic performance.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"206 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135789240","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}
Pub Date : 2023-09-28DOI: 10.33423/jhetp.v23i15.6408
Andrea Tick, Judit Beke, János Füstös
The COVID-19 pandemic disrupted education and required academics to shift to emergency remote education. The efficiency of the teaching learning process is determined by several factors in a technologically enhanced learning environment. As part of the improvement of education, educational methodologies and the rate of involvement of digital technology in the “business process” of teaching, the shift was an enforced step in the course of business process redesign (BPR). Technological developments forced pedagogy to change methodologies. The methodological and pedagogical effectiveness and success depend on how academics will apply the best practices and the know-how of emergency remote education and how the capabilities of applications, software and online shared knowledge can be exploited. This paper aims to review the background of educational methodologies and it outlines the pre-COVID-19 practices and strives to survey academics’ experiences of emergency remote teaching in higher education. Along with the “time space-group” three dimensional model of distance learning a slightly modified “time-workload-anxiety” 3D matrix of emergency remote digital education is introduced and considered from the lecturers’ perspective.
{"title":"Rocking Up Digital Educational Methodology in Higher Education – Is Education 4.0 Here?","authors":"Andrea Tick, Judit Beke, János Füstös","doi":"10.33423/jhetp.v23i15.6408","DOIUrl":"https://doi.org/10.33423/jhetp.v23i15.6408","url":null,"abstract":"The COVID-19 pandemic disrupted education and required academics to shift to emergency remote education. The efficiency of the teaching learning process is determined by several factors in a technologically enhanced learning environment. As part of the improvement of education, educational methodologies and the rate of involvement of digital technology in the “business process” of teaching, the shift was an enforced step in the course of business process redesign (BPR). Technological developments forced pedagogy to change methodologies. The methodological and pedagogical effectiveness and success depend on how academics will apply the best practices and the know-how of emergency remote education and how the capabilities of applications, software and online shared knowledge can be exploited. This paper aims to review the background of educational methodologies and it outlines the pre-COVID-19 practices and strives to survey academics’ experiences of emergency remote teaching in higher education. Along with the “time space-group” three dimensional model of distance learning a slightly modified “time-workload-anxiety” 3D matrix of emergency remote digital education is introduced and considered from the lecturers’ perspective.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"177 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135426322","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}
Pub Date : 2023-09-28DOI: 10.33423/jhetp.v23i15.6404
Yuliia Bobrikova, Anna Boiko, Oresta Karpenko, Mariya Chepil, Halyna Taranenko
The article is devoted to issues of the development of informal online education. The trend towards an increase in the number of users of informal online courses has gained special development since 2019. As a result of the accumulation of statistics, the share of each direction in the general structure of the education system was determined. According to the results of modeling trends in the development of the education system, trend lines were constructed for each area until 2025. It is determined that informal online education will continue to develop.
{"title":"Informal Online Education: Teacher-worker in Modern Conditions","authors":"Yuliia Bobrikova, Anna Boiko, Oresta Karpenko, Mariya Chepil, Halyna Taranenko","doi":"10.33423/jhetp.v23i15.6404","DOIUrl":"https://doi.org/10.33423/jhetp.v23i15.6404","url":null,"abstract":"The article is devoted to issues of the development of informal online education. The trend towards an increase in the number of users of informal online courses has gained special development since 2019. As a result of the accumulation of statistics, the share of each direction in the general structure of the education system was determined. According to the results of modeling trends in the development of the education system, trend lines were constructed for each area until 2025. It is determined that informal online education will continue to develop.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135426332","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}
Pub Date : 2023-09-28DOI: 10.33423/jhetp.v23i15.6405
Audrea Warner, Sandra Barker, Amanda White, Harsh Suri
Relationships with our students and each other have changed over the past two years with the necessary changes to teaching and learning enforced by the COVID-19 pandemic. A group of academics from business schools in Australia and New Zealand have been reviewing the impact of the changes to teaching and learning implemented over the past two years and consider what has worked, what has not, what changes can be built on, and what practices need to be reconsidered. This paper concludes with recommendations on how business academics can reconnect with each other and their students and how business schools can support this reconnection.
{"title":"Life After COVID-19: Same-Same or Different Relationships?","authors":"Audrea Warner, Sandra Barker, Amanda White, Harsh Suri","doi":"10.33423/jhetp.v23i15.6405","DOIUrl":"https://doi.org/10.33423/jhetp.v23i15.6405","url":null,"abstract":"Relationships with our students and each other have changed over the past two years with the necessary changes to teaching and learning enforced by the COVID-19 pandemic. A group of academics from business schools in Australia and New Zealand have been reviewing the impact of the changes to teaching and learning implemented over the past two years and consider what has worked, what has not, what changes can be built on, and what practices need to be reconsidered. This paper concludes with recommendations on how business academics can reconnect with each other and their students and how business schools can support this reconnection.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135426323","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}
Pub Date : 2023-09-28DOI: 10.33423/jhetp.v23i15.6402
Laila Fitriana, None Tiyanto, Ario Wiraya, Agus Hendriyanto, Sani Sahara, Lukman Hakim Muhaimin, Diah Purwaning Putri
Critical thinking skills require an active learning process that involves deciding whether to agree or disagree with the information, making judgments to ensure correctness, and correcting inaccurate information to generate new ideas. This study employed Classroom Action Research (CAR) with the main objective of identifying learning models that can increase student involvement in learning mathematics and improve students’ critical thinking skills. This study aims to improve students’ critical thinking skills using the Jigsaw cooperative learning model. The teacher conducting the study used the applied learning model, while the researcher acted as an observer. This activity involved twenty-five tenth grade and was conducted at Madrasah Aliyah Al Muayyad Surakarta. The results showed that by implementing the Jigsaw cooperative learning model, there was an increase in the process of learning mathematics in both cycles. The results showed the jigsaw learning model could improve students’ critical thinking skills with an average increase of 43% in critical thinking skills before the study.
{"title":"Implementation of the Jigsaw Model to Improve Critical-Thinking Skills","authors":"Laila Fitriana, None Tiyanto, Ario Wiraya, Agus Hendriyanto, Sani Sahara, Lukman Hakim Muhaimin, Diah Purwaning Putri","doi":"10.33423/jhetp.v23i15.6402","DOIUrl":"https://doi.org/10.33423/jhetp.v23i15.6402","url":null,"abstract":"Critical thinking skills require an active learning process that involves deciding whether to agree or disagree with the information, making judgments to ensure correctness, and correcting inaccurate information to generate new ideas. This study employed Classroom Action Research (CAR) with the main objective of identifying learning models that can increase student involvement in learning mathematics and improve students’ critical thinking skills. This study aims to improve students’ critical thinking skills using the Jigsaw cooperative learning model. The teacher conducting the study used the applied learning model, while the researcher acted as an observer. This activity involved twenty-five tenth grade and was conducted at Madrasah Aliyah Al Muayyad Surakarta. The results showed that by implementing the Jigsaw cooperative learning model, there was an increase in the process of learning mathematics in both cycles. The results showed the jigsaw learning model could improve students’ critical thinking skills with an average increase of 43% in critical thinking skills before the study.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135426324","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 current study investigated the effect of gender, teaching experience, academic certificate, and specialization on emotional regulation difficulties. Participants were 172 faculty members at three private universities in Jordan and the United Arab Emirates (UAE). The difficulties in emotion regulation scale (DERS) was applied. The study showed that female faculty members had more limited access to emotion regulation strategies than their male counterparts did. The results also showed that experienced faculty members were more likely to accept emotional responses, but have difficulties with goal-directed activity, impulse control, and lack of emotional awareness. The findings suggest that effective use of emotion regulation strategies is affected by gender, moderate teaching experience affects faculty members’ impulse control, emotional responses acceptance, and goal-directed activity, and doctorate holders from different specializations are more aware of their emotions.
{"title":"Emotional Regulation Difficulties Among Faculty Members: Investigating the Effect of Gender, Teaching Experience, Academic Certificate","authors":"Samer Abdel-Hadi, Abdoulaye Kaba, Ziyad Kamel Ellala","doi":"10.33423/jhetp.v23i15.6410","DOIUrl":"https://doi.org/10.33423/jhetp.v23i15.6410","url":null,"abstract":"The current study investigated the effect of gender, teaching experience, academic certificate, and specialization on emotional regulation difficulties. Participants were 172 faculty members at three private universities in Jordan and the United Arab Emirates (UAE). The difficulties in emotion regulation scale (DERS) was applied. The study showed that female faculty members had more limited access to emotion regulation strategies than their male counterparts did. The results also showed that experienced faculty members were more likely to accept emotional responses, but have difficulties with goal-directed activity, impulse control, and lack of emotional awareness. The findings suggest that effective use of emotion regulation strategies is affected by gender, moderate teaching experience affects faculty members’ impulse control, emotional responses acceptance, and goal-directed activity, and doctorate holders from different specializations are more aware of their emotions.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135426312","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}
Pub Date : 2023-09-28DOI: 10.33423/jhetp.v23i15.6403
Nali Borrego Ramírez, Marcia Leticia Ruiz Cansino
The article focuses on the use of Microlearning as an educational response during the COVID-19 pandemic in Latin America and the Caribbean. It highlights how Microlearning, which consists of breaking down educational content into small, easy-to-understand units, has become an important trend. During the confinement, education systems adapted traditional methods to provide educational content in Microlearning format. Social networks played a crucial role in the delivery of microcontent and collaboration among students. Teachers’ roles varied, but their ability to manage technology was essential. Digital infrastructure also influenced the success of Microlearning. The most relevant keywords are Microlearning, COVID-19, Distance education and social networks.
{"title":"Microlearning as an Alternative Teaching Model: Influence of COVID-19 in Latin America and the Caribbean","authors":"Nali Borrego Ramírez, Marcia Leticia Ruiz Cansino","doi":"10.33423/jhetp.v23i15.6403","DOIUrl":"https://doi.org/10.33423/jhetp.v23i15.6403","url":null,"abstract":"The article focuses on the use of Microlearning as an educational response during the COVID-19 pandemic in Latin America and the Caribbean. It highlights how Microlearning, which consists of breaking down educational content into small, easy-to-understand units, has become an important trend. During the confinement, education systems adapted traditional methods to provide educational content in Microlearning format. Social networks played a crucial role in the delivery of microcontent and collaboration among students. Teachers’ roles varied, but their ability to manage technology was essential. Digital infrastructure also influenced the success of Microlearning. The most relevant keywords are Microlearning, COVID-19, Distance education and social networks.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135426318","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：