Pub Date : 2023-03-21DOI: 10.3991/ijep.v13i2.36245
O. Kuzmenko, S. Dembitska, Maryna Miastkovska, I. Savchenko, V. Demianenko
Therefore, a significant problem of our time is the substantiation of the scientific approach to the construction of an innovative educational environment with the use of STEM technologies in the teaching of physics and technical disciplines. Research hypothesis: introduction of a scientifically based onto-oriented information system of teaching physics and technical disciplines using the requirements of STEM education will help ensure the quality of the educational process of higher education institutions of technical orientation and stimulate the development of STEM skills in applicants. The purpose of the research is to substantiate the principles of an onto-oriented information system for teaching physics and technical disciplines using STEM-environment and its approbation in the process of training specialists in the speciality 272 «Aviation Transport». The object of research is the process of modelling the onto-oriented information system of teaching physics and technical disciplines using the requirements of STEM education. The subject of the research is to improve the process of professional training of specialists in technical specialities based on integrative and interdisciplinarity. The authors have identified and substantiated the onto-oriented information system of teaching physics and technical disciplines using STEM-environment in institutions of higher education of technical profile; it is established that the implementation of the proposed onto-oriented information system of teaching physics and technical disciplines with the use of STEM-technologies.
{"title":"Onto-oriented Information Systems for Teaching Physics and Technical Disciplines by STEM-environment","authors":"O. Kuzmenko, S. Dembitska, Maryna Miastkovska, I. Savchenko, V. Demianenko","doi":"10.3991/ijep.v13i2.36245","DOIUrl":"https://doi.org/10.3991/ijep.v13i2.36245","url":null,"abstract":"Therefore, a significant problem of our time is the substantiation of the scientific approach to the construction of an innovative educational environment with the use of STEM technologies in the teaching of physics and technical disciplines. Research hypothesis: introduction of a scientifically based onto-oriented information system of teaching physics and technical disciplines using the requirements of STEM education will help ensure the quality of the educational process of higher education institutions of technical orientation and stimulate the development of STEM skills in applicants. \u0000The purpose of the research is to substantiate the principles of an onto-oriented information system for teaching physics and technical disciplines using STEM-environment and its approbation in the process of training specialists in the speciality 272 «Aviation Transport». The object of research is the process of modelling the onto-oriented information system of teaching physics and technical disciplines using the requirements of STEM education. The subject of the research is to improve the process of professional training of specialists in technical specialities based on integrative and interdisciplinarity. The authors have identified and substantiated the onto-oriented information system of teaching physics and technical disciplines using STEM-environment in institutions of higher education of technical profile; it is established that the implementation of the proposed onto-oriented information system of teaching physics and technical disciplines with the use of STEM-technologies.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114472056","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 : 2023-03-21DOI: 10.3991/ijep.v13i2.33643
Héritier Nsenge Mpia, L. Mburu, S. Mwendia
Envisaging an adequate IT/IS solution that can mitigate the employability problems is imperative because nowadays there is a high rate of unemployed graduates. Thus, the main goal of this systematic literature review (SLR) was to explore the application of data mining techniques in modeling employability and see how those techniques have been applied and which factors/variables have been retained to be the most predictors or/and prescribers of employability. Data mining techniques have shown the ability to serve as decision support tools in predicting and even prescribing employability. The review determined and analyzed the machine learning algorithms used in data mining to either predict or prescribe employability. This review used the PRISMA method to determine which studies from the existing literature to include as items for this SLR. Hence, 20 relevant studies, 16 of which are predicting employability and 4 of which are prescribing employability. These studies were selected from reliable databases: ScienceDirect, Springer, Wiley, IEEE Xplore, and Taylor and Francis. According to the results of this study, various data mining techniques can be used to predict and/or to prescribe employability. Furthermore, the variables/factors that predict and prescribe employability vary by country and the type of prediction or prescription conducted research. Nevertheless, all previous studies have relied more on skill as the main factor that predict and/or prescribe employability in developed countries and none studies have been conducted in unstable developing countries. Therefore, the need to conduct research on predicting or prescribing employability in such countries by trying to use contextual factors beyond skill as features.
设想一个适当的IT/IS解决方案，可以缓解就业问题是必要的，因为现在有很高的毕业生失业率。因此，本系统文献综述(SLR)的主要目标是探索数据挖掘技术在就业能力建模中的应用，并了解这些技术是如何应用的，以及哪些因素/变量被保留为就业能力的最预测或/和规定者。数据挖掘技术已经显示出在预测甚至规定就业能力方面作为决策支持工具的能力。该综述确定并分析了数据挖掘中用于预测或规定就业能力的机器学习算法。本综述使用PRISMA方法从现有文献中确定哪些研究可以作为单反研究的项目。因此，有20项相关研究，其中16项预测就业能力，4项规定就业能力。这些研究是从可靠的数据库中挑选出来的:ScienceDirect、Springer、Wiley、IEEE explore和Taylor and Francis。根据这项研究的结果，各种数据挖掘技术可用于预测和/或规定就业能力。此外，预测和规定就业能力的变量/因素因国家和所进行的预测或规定的研究类型而异。然而，以前的所有研究都更多地依赖于技能作为预测和/或规定发达国家就业能力的主要因素，而没有在不稳定的发展中国家进行过研究。因此，需要通过尝试使用技能以外的背景因素作为特征，对这些国家的就业能力进行预测或规定的研究。
{"title":"Applying Data Mining in Graduates' Employability: A Systematic Literature Review","authors":"Héritier Nsenge Mpia, L. Mburu, S. Mwendia","doi":"10.3991/ijep.v13i2.33643","DOIUrl":"https://doi.org/10.3991/ijep.v13i2.33643","url":null,"abstract":"Envisaging an adequate IT/IS solution that can mitigate the employability problems is imperative because nowadays there is a high rate of unemployed graduates. Thus, the main goal of this systematic literature review (SLR) was to explore the application of data mining techniques in modeling employability and see how those techniques have been applied and which factors/variables have been retained to be the most predictors or/and prescribers of employability. Data mining techniques have shown the ability to serve as decision support tools in predicting and even prescribing employability.\u0000The review determined and analyzed the machine learning algorithms used in data mining to either predict or prescribe employability. This review used the PRISMA method to determine which studies from the existing literature to include as items for this SLR. Hence, 20 relevant studies, 16 of which are predicting employability and 4 of which are prescribing employability. These studies were selected from reliable databases: ScienceDirect, Springer, Wiley, IEEE Xplore, and Taylor and Francis. According to the results of this study, various data mining techniques can be used to predict and/or to prescribe employability. Furthermore, the variables/factors that predict and prescribe employability vary by country and the type of prediction or prescription conducted research. Nevertheless, all previous studies have relied more on skill as the main factor that predict and/or prescribe employability in developed countries and none studies have been conducted in unstable developing countries. Therefore, the need to conduct research on predicting or prescribing employability in such countries by trying to use contextual factors beyond skill as features.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130464096","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 : 2023-03-21DOI: 10.3991/ijep.v13i2.35971
Monika Valentová, Peter Brečka
The paper contributes to solving the issue of digital games in education. It explains concepts such as gamification and Digital Game-Based Learning; it focuses on the typology of games and the positives and negatives of playing digital games while discussing the aspects of their implementation in education. The case study presented in the paper examines in more detail digital games as a supplement to the learning environment in technically oriented education at the primary level of elementary schools in Slovakia. The main focus is put on an analysis of digital and education aspects of selected digital games. Specifically, based on nine game assessment criteria, such as game content in line with the objectives, application of cross-cutting themes, motivation, way of manipulation, active participation of the pupil, design/graphic processing, playing time, game model and its objective. Each of these criteria can influence the application of selected games in teaching; therefore, we assessed the games individually through these criteria.
{"title":"Assessment of Digital Games in Technology Education","authors":"Monika Valentová, Peter Brečka","doi":"10.3991/ijep.v13i2.35971","DOIUrl":"https://doi.org/10.3991/ijep.v13i2.35971","url":null,"abstract":"The paper contributes to solving the issue of digital games in education. It explains concepts such as gamification and Digital Game-Based Learning; it focuses on the typology of games and the positives and negatives of playing digital games while discussing the aspects of their implementation in education. The case study presented in the paper examines in more detail digital games as a supplement to the learning environment in technically oriented education at the primary level of elementary schools in Slovakia. The main focus is put on an analysis of digital and education aspects of selected digital games. Specifically, based on nine game assessment criteria, such as game content in line with the objectives, application of cross-cutting themes, motivation, way of manipulation, active participation of the pupil, design/graphic processing, playing time, game model and its objective. Each of these criteria can influence the application of selected games in teaching; therefore, we assessed the games individually through these criteria. ","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114411130","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 : 2023-03-21DOI: 10.3991/ijep.v13i2.33969
Meyluz Paico Campos, Margarita Giraldo-Retuerto, Alexi Delgado, L. Andrade-Arenas
The research focuses on children with Autism, who cannot access education either because they do not have a school near their homes or because they are misinformed by their parents that they can access education regardless of their disability. By not receiving an education, children are deprived of their right to education. The objective is to design a prototype of an educational platform taking advantage of technological tools for the learning of children with special educational needs. A hybrid methodology and the Balsamiq tool were used, as they were appropriate for developing the project. The result is that children with disabilities can learn by interacting with technology and in the same way their parents can visualize some exercises and crafts that they can do at home with their children, since it is based on their educational needs. It is concluded that teachers are in total agreement with the use of technology for children with autism, since this will help to improve their learning. The research contributes to society, teachers and parents with children with autism problems.
{"title":"Educational Platform to Improve Learning for Children with Autism","authors":"Meyluz Paico Campos, Margarita Giraldo-Retuerto, Alexi Delgado, L. Andrade-Arenas","doi":"10.3991/ijep.v13i2.33969","DOIUrl":"https://doi.org/10.3991/ijep.v13i2.33969","url":null,"abstract":"The research focuses on children with Autism, who cannot access education either because they do not have a school near their homes or because they are misinformed by their parents that they can access education regardless of their disability. By not receiving an education, children are deprived of their right to education. The objective is to design a prototype of an educational platform taking advantage of technological tools for the learning of children with special educational needs. A hybrid methodology and the Balsamiq tool were used, as they were appropriate for developing the project. The result is that children with disabilities can learn by interacting with technology and in the same way their parents can visualize some exercises and crafts that they can do at home with their children, since it is based on their educational needs. It is concluded that teachers are in total agreement with the use of technology for children with autism, since this will help to improve their learning. The research contributes to society, teachers and parents with children with autism problems.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126327216","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 : 2023-03-21DOI: 10.3991/ijep.v13i2.35877
A. A. D. Savio, Leopoldo D.Z. Carrasco, Eimi Canahualpa Nakamatsu, Katerina Paola Galantini Velarde, W. Martinez-Alonso, Martin Fischer
Learning-centered models, which rely on active methodologies such as Project-Based Learning (PBL), should be adopted in undergraduate programs to potentiate the development of collaboration skills within future industry professionals like civil engineers. Thus, this study reports the implementation of PBL in two successive Virtual Design and Construction (VDC) courses from an undergraduate civil engineering program: 1) VDC I, in which the VDC methodology implementation was applied theoretically in an already-built project, and 2) VDC II, in which the VDC methodology implementation was applied in a currently-under-construction project. The study's objective is to identify students' perceptions of PBL influence on their learning experience, degree of acquisition of generic competencies, and project development under the VDC methodology. To assess the PBL and VDC implementation, a survey was applied to measure students' perceptions of the three mentioned variables. Results show an increase in their perceptions about the benefits of implementing VDC and PBL for the generic competencies acquisition process by more than a third, compared to other studies which implemented Building Information Modelling (BIM) with PBL. This is due to the theoretical background of the VDC methodology in terms of collaboration, processes, and tools. Besides, VDC II students' perceptions of the generic competencies' development process, degree of learning, and project development improved by 6.13%, 7.15%, and 3.44%, respectively, compared to VDC I students' perceptions, which is owed to the natural interaction between students and stakeholders of the projects adopted.
{"title":"Applying Project-Based Learning (PBL) for Teaching Virtual Design Construction (VDC)","authors":"A. A. D. Savio, Leopoldo D.Z. Carrasco, Eimi Canahualpa Nakamatsu, Katerina Paola Galantini Velarde, W. Martinez-Alonso, Martin Fischer","doi":"10.3991/ijep.v13i2.35877","DOIUrl":"https://doi.org/10.3991/ijep.v13i2.35877","url":null,"abstract":"Learning-centered models, which rely on active methodologies such as Project-Based Learning (PBL), should be adopted in undergraduate programs to potentiate the development of collaboration skills within future industry professionals like civil engineers. Thus, this study reports the implementation of PBL in two successive Virtual Design and Construction (VDC) courses from an undergraduate civil engineering program: 1) VDC I, in which the VDC methodology implementation was applied theoretically in an already-built project, and 2) VDC II, in which the VDC methodology implementation was applied in a currently-under-construction project. The study's objective is to identify students' perceptions of PBL influence on their learning experience, degree of acquisition of generic competencies, and project development under the VDC methodology. To assess the PBL and VDC implementation, a survey was applied to measure students' perceptions of the three mentioned variables. Results show an increase in their perceptions about the benefits of implementing VDC and PBL for the generic competencies acquisition process by more than a third, compared to other studies which implemented Building Information Modelling (BIM) with PBL. This is due to the theoretical background of the VDC methodology in terms of collaboration, processes, and tools. Besides, VDC II students' perceptions of the generic competencies' development process, degree of learning, and project development improved by 6.13%, 7.15%, and 3.44%, respectively, compared to VDC I students' perceptions, which is owed to the natural interaction between students and stakeholders of the projects adopted.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129942384","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 : 2023-02-16DOI: 10.3991/ijep.v13i1.36829
Rabab Marouf
Teacher motivation in higher education (HE) has proved to be susceptible to several external factors that are capable of consequently influencing the teaching and learning process. This study aims to examine the external factors impacting the trajectories of teacher motivation during their profession in computer science. In addition, the work investigates a new paradigm that depicts teacher motivation from both teachers’ and students’ perspectives. Surveys and interviews with students and teachers were used to collect qualitative and quantitative data. A Likert scale survey is used to identify students’ perceptions towards teacher motivation. The number of randomly selected survey respondents is approximately 100 undergraduates in computer science. Next, semi-structured interviews were conducted among twelve teachers from different laboratories in computer science. The interview questions are tailored based on the answers of the students’ survey. The findings are projected to provide suggestions that contribute to sustainable teacher motivation.
{"title":"Examining Trajectories of Teacher Motivation in Correlation with Students' Perceptions in Computer Science: Toward Sustainable Motivation to Teach","authors":"Rabab Marouf","doi":"10.3991/ijep.v13i1.36829","DOIUrl":"https://doi.org/10.3991/ijep.v13i1.36829","url":null,"abstract":"Teacher motivation in higher education (HE) has proved to be susceptible to several external factors that are capable of consequently influencing the teaching and learning process. This study aims to examine the external factors impacting the trajectories of teacher motivation during their profession in computer science. In addition, the work investigates a new paradigm that depicts teacher motivation from both teachers’ and students’ perspectives. Surveys and interviews with students and teachers were used to collect qualitative and quantitative data. A Likert scale survey is used to identify students’ perceptions towards teacher motivation. The number of randomly selected survey respondents is approximately 100 undergraduates in computer science. Next, semi-structured interviews were conducted among twelve teachers from different laboratories in computer science. The interview questions are tailored based on the answers of the students’ survey. The findings are projected to provide suggestions that contribute to sustainable teacher motivation.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126153107","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 : 2023-02-16DOI: 10.3991/ijep.v13i1.36111
M. Rostoka, O. Kuzmenko
The changes in the system of higher engineering education (HEE), the development of the scientific vector of STEM and the demands of Industrial Revolution 4.0 determines the revision of the concept of Scientific Personnel Training (SPT) of engineering direction. It is important to modernize the content of such education and of focus on meeting stakeholders in the context of open science. Methodologically substantiated principles of the construction information-analytical system (IAS) in integration software engineering with scientific approaches to teaching in physics, will adequately affect the level of quality organization of the research in open science using the proposed ECO‑environment of IAS for SPT. The purpose of SPT, based on the fundamentalization of the practical logic and of the provisions of transdisciplinary, systematic, competency and synergetic approaches is to provide subjects of scientific education with methodological tools for solving research problems in specific knowledge areas. At the transdisciplinary level, taking into account the concepts of STEM and open science justified adaptive of the methodology of constructing the transdisciplinary IAS; the terminological is systematized; the adaptive processes of in ECO environment are revealed; the trajectory of development of transdisciplinary competence of applicants of scientific education is substantiated.
{"title":"EСO-Environment of the Information - Analytical System of Scientific Personnel Training as a Means of Open Science","authors":"M. Rostoka, O. Kuzmenko","doi":"10.3991/ijep.v13i1.36111","DOIUrl":"https://doi.org/10.3991/ijep.v13i1.36111","url":null,"abstract":"The changes in the system of higher engineering education (HEE), the development of the scientific vector of STEM and the demands of Industrial Revolution 4.0 determines the revision of the concept of Scientific Personnel Training (SPT) of engineering direction. It is important to modernize the content of such education and of focus on meeting stakeholders in the context of open science. Methodologically substantiated principles of the construction information-analytical system (IAS) in integration software engineering with scientific approaches to teaching in physics, will adequately affect the level of quality organization of the research in open science using the proposed ECO‑environment of IAS for SPT. The purpose of SPT, based on the fundamentalization of the practical logic and of the provisions of transdisciplinary, systematic, competency and synergetic approaches is to provide subjects of scientific education with methodological tools for solving research problems in specific knowledge areas. At the transdisciplinary level, taking into account the concepts of STEM and open science justified adaptive of the methodology of constructing the transdisciplinary IAS; the terminological is systematized; the adaptive processes of in ECO environment are revealed; the trajectory of development of transdisciplinary competence of applicants of scientific education is substantiated.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115428733","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 : 2023-02-16DOI: 10.3991/ijep.v13i1.36393
Janet Corzo-Zavaleta, Roberto Yon-Alva, Julissa Icho-Yacupoma, Yrma Príncipe Somoza, L. Andrade-Arenas, N. Vargas-Cuentas
Hybrid learning became more important in the context of the Covid-19 pandemic. In this sense, the University of Sciences and Humanities implemented adequate strategies to guarantee the continuity of the teaching and learning process. At the beginning, the virtual modality was chosen in its entirety and then moved to a hybrid modality; however, teachers were not trained; students had problems of connectivity and access to technological resources, which led more than 35% of them to abandon their studies. Therefore, the purpose of the study is to know the students' perception of the hybrid modality, through a questionnaire applied to 142 students of the 2021-1 cycle of the Faculty of Accounting, Economic and Financial Sciences, Faculty of Health Sciences, Faculty of Humanities and Social Sciences, Faculty of Engineering Sciences, considering 19 questions integrated in 4 dimensions: teaching strategy, didactic resources, evaluation system and tutoring; all this in order to evaluate the strategies of the hybrid model proposed by the university. The results obtained in the dimensions show the highest score in the evaluation dimension with an average of 4.51, specifically in the planning of the syllabus; however, the lowest average is found in the tutoring dimension with an average of 3.22, which corresponds to the participation in psycho-pedagogical workshops to improve academic performance. It is concluded that the teaching strategy in the hybrid modality has been satisfactorily approved by the students, thanks to the periodic training of teachers. However, tutoring should be strengthened through academic counseling, so that the beneficiaries of this research are the students, teachers and parents; and, therefore, the Peruvian educational system.
{"title":"Hybrid Learning in Times of Pandemic Covid-19: An Experience in a Lima University","authors":"Janet Corzo-Zavaleta, Roberto Yon-Alva, Julissa Icho-Yacupoma, Yrma Príncipe Somoza, L. Andrade-Arenas, N. Vargas-Cuentas","doi":"10.3991/ijep.v13i1.36393","DOIUrl":"https://doi.org/10.3991/ijep.v13i1.36393","url":null,"abstract":"Hybrid learning became more important in the context of the Covid-19 pandemic. In this sense, the University of Sciences and Humanities implemented adequate strategies to guarantee the continuity of the teaching and learning process. At the beginning, the virtual modality was chosen in its entirety and then moved to a hybrid modality; however, teachers were not trained; students had problems of connectivity and access to technological resources, which led more than 35% of them to abandon their studies. Therefore, the purpose of the study is to know the students' perception of the hybrid modality, through a questionnaire applied to 142 students of the 2021-1 cycle of the Faculty of Accounting, Economic and Financial Sciences, Faculty of Health Sciences, Faculty of Humanities and Social Sciences, Faculty of Engineering Sciences, considering 19 questions integrated in 4 dimensions: teaching strategy, didactic resources, evaluation system and tutoring; all this in order to evaluate the strategies of the hybrid model proposed by the university. The results obtained in the dimensions show the highest score in the evaluation dimension with an average of 4.51, specifically in the planning of the syllabus; however, the lowest average is found in the tutoring dimension with an average of 3.22, which corresponds to the participation in psycho-pedagogical workshops to improve academic performance. It is concluded that the teaching strategy in the hybrid modality has been satisfactorily approved by the students, thanks to the periodic training of teachers. However, tutoring should be strengthened through academic counseling, so that the beneficiaries of this research are the students, teachers and parents; and, therefore, the Peruvian educational system.","PeriodicalId":170699,"journal":{"name":"Int. J. Eng. Pedagog.","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131326342","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 : 2023-02-16DOI: 10.3991/ijep.v13i1.36121
Andrrii Guraliuk, I. Varava, S. Holovko, L. Shapenko, Veronika Oleshchenko
The analysis of scientific works in the field of education showed that one of the problems of the educational process is the assessment of its quality. Many authors consider the qualimetric approach to be the most effective approach to the practical implementation of such an assessment. While agreeing with scientists who study the application of qualimetry to as-sess the quality of education, the authors of this article focus on the use of the re-source approach. Consider the educational process itself as a set of these resources, united by defined interactions. This approach will allow individualization of learning both at the student level. We consider the technology of constructing factor-criteria models with the involvement of specialized specialists in their development. This approach is based on the numerical interpretation of the results obtained using the method of expert assessments. We also offer the tools we have developed (either a special-ized program or a set of criteria for evaluation) to support the peer review of elec-tronic resources. We show that this toolkit, with minor changes, is applicable to the evaluation (ranking by qualitative features) of arbitrary resources of the educational process, which have such a characteristic as quality. In addition, the use of the proposed approach makes it possible to use quali-metric monitoring as a tool for the educational process. In other words, to track the dynamics of changes in the state of the resources of the educational process and, using statistical methods, to establish their impact on the final result of education.
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Pub Date : 2023-02-16DOI: 10.3991/ijep.v13i1.36181
Jorge Membrillo-Hernández, William Javier Cuervo Bejarano, Luis Alberto Mejía Manzano, P. Caratozzolo, Patricia Vázquez Villegas
One of the most popular strategies to develop skills such as collaborative work, critical thinking, and problem-solving is the application of COIL (Collaborative Online International Learning) through a Global Classroom in which Professors from at least two universities from different countries and cultures develop a period known as "Global Classroom" in which, through the Challenge Based Learning didactic technique, they solve a real-life challenge but from a distance, using digital communication tools. In this study, 4-week global courses were held between groups from the Tecnológico de Monterrey in Mexico and groups from the UNIMINUTO University in Colombia. The challenges developed were related to two fundamental issues: 1) Management of natural resources and climate change and 2) Biomimetics. Students were able to develop skills to communicate effectively through online interaction with people from different cultures and disciplines and use technological tools that facilitate communication and distance learning in multicultural virtual environments. The use of Global Classroom in their respective areas of study is made available to those interested as a valuable tool to provide students with the opportunity to live sustainable international experiences and promote the Sustainable Development Goals. Current teaching models involve active and experiential learning and developing soft and hard skills. The Global Classroom experience is a tool that allowed continuity in the preparation of students during the COVID-19 pandemic.
培养协作工作、批判性思维和解决问题等技能的最流行策略之一是通过全球课堂应用COIL(协作在线国际学习)，来自不同国家和文化的至少两所大学的教授通过基于挑战的学习教学技术，开发一段被称为“全球课堂”的时期，他们通过远程解决现实生活中的挑战。使用数字通信工具。在这项研究中，墨西哥Tecnológico de Monterrey的小组和哥伦比亚unimuto大学的小组共同举办了为期四周的全球课程。开发的挑战涉及两个基本问题:1)自然资源和气候变化的管理和2)仿生学。学生能够通过与来自不同文化和学科的人进行在线互动，并使用技术工具促进多元文化虚拟环境中的交流和远程学习，从而发展有效沟通的技能。全球课堂在他们各自的研究领域的使用是一个有价值的工具，为感兴趣的人提供了一个机会，让学生有机会体验可持续的国际经验，促进可持续发展目标。目前的教学模式包括主动和体验式学习，软硬技能的培养。全球课堂体验是一种工具，可以让学生在2019冠状病毒病大流行期间继续做好准备。
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