Pub Date : 2022-03-07DOI: 10.1007/s11024-022-09461-0
Federico Vasen, Miguel Sierra Pereiro
{"title":"“The Hardest Task”—Peer Review and the Evaluation of Technological Activities","authors":"Federico Vasen, Miguel Sierra Pereiro","doi":"10.1007/s11024-022-09461-0","DOIUrl":"https://doi.org/10.1007/s11024-022-09461-0","url":null,"abstract":"","PeriodicalId":18592,"journal":{"name":"Minerva endocrinologica","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74239560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-21DOI: 10.1007/s11024-022-09460-1
S. Tellmann
{"title":"The Societal Territory of Academic Disciplines: How Disciplines Matter to Society","authors":"S. Tellmann","doi":"10.1007/s11024-022-09460-1","DOIUrl":"https://doi.org/10.1007/s11024-022-09460-1","url":null,"abstract":"","PeriodicalId":18592,"journal":{"name":"Minerva endocrinologica","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90257575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-12DOI: 10.1007/s11024-022-09459-8
J. Edler, M. Karaulova, K. Barker
{"title":"Understanding Conceptual Impact of Scientific Knowledge on Policy: The Role of Policymaking Conditions","authors":"J. Edler, M. Karaulova, K. Barker","doi":"10.1007/s11024-022-09459-8","DOIUrl":"https://doi.org/10.1007/s11024-022-09459-8","url":null,"abstract":"","PeriodicalId":18592,"journal":{"name":"Minerva endocrinologica","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77713860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-27DOI: 10.1007/s11024-021-09458-1
Maxime Colleret, Y. Gingras
{"title":"Out of the Ivory Tower: The Patenting Activity of Canadian University Professors Before the 1980s","authors":"Maxime Colleret, Y. Gingras","doi":"10.1007/s11024-021-09458-1","DOIUrl":"https://doi.org/10.1007/s11024-021-09458-1","url":null,"abstract":"","PeriodicalId":18592,"journal":{"name":"Minerva endocrinologica","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72596560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-13DOI: 10.1007/s11024-021-09457-2
Aitor Anduaga
{"title":"Transnational Co-production of Knowledge: The Standardisation of Typhoon Warning Codes in the Far East, 1900–1939","authors":"Aitor Anduaga","doi":"10.1007/s11024-021-09457-2","DOIUrl":"https://doi.org/10.1007/s11024-021-09457-2","url":null,"abstract":"","PeriodicalId":18592,"journal":{"name":"Minerva endocrinologica","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74878141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01Epub Date: 2022-04-30DOI: 10.1007/s11024-022-09468-7
Fei Shu, Sichen Liu, Vincent Larivière
In the 1990s, China created a research evaluation system based on publications indexed in the Science Citation Index (SCI) and on the Journal Impact Factor. Such system helped the country become the largest contributor to the scientific literature and increased the position of Chinese universities in international rankings. Although the system had been criticized by many because of its adverse effects, the policy reform for research evaluation crawled until the breakout of the COVID-19 pandemic, which accidently accelerates the process of policy reform. This paper highlights the background and principles of this reform, provides evidence of its effects, and discusses the implications for global science.
{"title":"China's Research Evaluation Reform: What are the Consequences for Global Science?","authors":"Fei Shu, Sichen Liu, Vincent Larivière","doi":"10.1007/s11024-022-09468-7","DOIUrl":"10.1007/s11024-022-09468-7","url":null,"abstract":"<p><p>In the 1990s, China created a research evaluation system based on publications indexed in the Science Citation Index (SCI) and on the Journal Impact Factor. Such system helped the country become the largest contributor to the scientific literature and increased the position of Chinese universities in international rankings. Although the system had been criticized by many because of its adverse effects, the policy reform for research evaluation crawled until the breakout of the COVID-19 pandemic, which accidently accelerates the process of policy reform. This paper highlights the background and principles of this reform, provides evidence of its effects, and discusses the implications for global science.</p>","PeriodicalId":18592,"journal":{"name":"Minerva endocrinologica","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9054502/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85900882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-23DOI: 10.47460/minerva.v2i6.45
M. Mena, William Godoy, Santiago Tisalema
The purpose of this document is to analyze the causes and effects of early dropout in higher education students in Ecuador, especially in those students who entered the university for the career leveling course. The work was based on a mixed approach, a longitudinal retrospective non-experimental design and with this information relevant to the results was investigated in reference to the final certificates and historical records of qualifications corresponding to the career leveling courses of the engineering areas from the Technical University of Ambato, between 2011 and 2017. The results date that, of the total enrolled, there was a considerable dropout percentage of approximately 39%, additionally dropout is more frequent in subjects such as mathematics, physics or chemistry, figures that They do not agree with the report of the National Exam for Higher Education released in 2018, especially in Mathematics. Keywords: Leveling, Mathematics, Academic dropout. References [1]M. Araujo and D. Bramwell, «Cambios en la política educativa en Ecuador desde el año 2000,» Education for All Global Monitoring Report 2015, pp. 1-23, 2015. [2]LOES, «Ley Orgánica de Educación Superior,» Registro Oficial Suplemento 298, Quito, 2010. [3]Secretaría de Educación Superior, Ciencia, Tecnología e Innovación, «El Examen Nacional para la Educación Superior (ENES) es universal y obligatorio,» 03 febrero 2014. [Online]. Available: https://www.educacionsuperior.gob.ec/el-examen-nacional-para-la-educacion-superior-enes-es-universal-y-obligatorio/. [4]O. Mejía-Flores, C. Méndez-Medrano, S. Camatón-Arízabal and M. Torres-Gangotena, «Prueba ser bachiller, el inicio para la educación superior en el Ecuador.,» Dominio de las ciencias, vol. 4, nº 3, pp. 110-122, 31 Julio 2018.[5]EC, «Transformar Nuevo sistema de acceso a la educación Superior,» 2021. [Online]. Available: https://ecuadoravisos.com/transformar-acceso-a-la-educacion-superior/. [6]LOES, «Reforma a la Ley Orgánica de Educación Superior,» Registro Oficial 298, Quito, 2018. [7]Consejo de Aseguramiento de la Calidad de la Educación Superior (CACES), «Evaluación externa con fines de acreditación de universidades y escuelas politécnicas,» 2019. [Online]. Available: https://www.caces.gob.ec/institucional/. [8]Consejo de Evaluación Acreditación y Aseguramiento de la Educación Superior (CEAACES), «CES, CEAACES Y SENESCYT trabajan en ejes de igualdad,» 2014. [Online]. Available: https://www.ces.gob.ec/?te_announcements=-ces-ceaaces-y-senescyt-trabajan-en-ejes-de-igualdad. [9]CACES, «Modelo de evaluación institucional para los institutos superiores técnicos y tecnológicos en proceso de acreditación 2020.,» febrero 2020. [Online]. Available: https://www.caces.gob.ec/wp-content/uploads/2020/03/MODELO-DE-EVALUACI%C3%93N-INSTITUCIONAL-PARA-LOS-INSTITUTOS-UPERIORES-T%-C3%89CNICOS-Y-TECNOL%C3%93GICOS-2020.pdf. [10]Asamblea, «Constitución de la República del Ecuador,» Registro oficial 449, Quito, 2011. [11]SENESCYT, «Re
{"title":"Analysis of causes of early dropout of students higher education","authors":"M. Mena, William Godoy, Santiago Tisalema","doi":"10.47460/minerva.v2i6.45","DOIUrl":"https://doi.org/10.47460/minerva.v2i6.45","url":null,"abstract":"The purpose of this document is to analyze the causes and effects of early dropout in higher education students in Ecuador, especially in those students who entered the university for the career leveling course. The work was based on a mixed approach, a longitudinal retrospective non-experimental design and with this information relevant to the results was investigated in reference to the final certificates and historical records of qualifications corresponding to the career leveling courses of the engineering areas from the Technical University of Ambato, between 2011 and 2017. The results date that, of the total enrolled, there was a considerable dropout percentage of approximately 39%, additionally dropout is more frequent in subjects such as mathematics, physics or chemistry, figures that They do not agree with the report of the National Exam for Higher Education released in 2018, especially in Mathematics. \u0000Keywords: Leveling, Mathematics, Academic dropout. \u0000References \u0000[1]M. Araujo and D. Bramwell, «Cambios en la política educativa en Ecuador desde el año 2000,» Education for All Global Monitoring Report 2015, pp. 1-23, 2015. \u0000[2]LOES, «Ley Orgánica de Educación Superior,» Registro Oficial Suplemento 298, Quito, 2010. \u0000[3]Secretaría de Educación Superior, Ciencia, Tecnología e Innovación, «El Examen Nacional para la Educación Superior (ENES) es universal y obligatorio,» 03 febrero 2014. [Online]. Available: https://www.educacionsuperior.gob.ec/el-examen-nacional-para-la-educacion-superior-enes-es-universal-y-obligatorio/. \u0000[4]O. Mejía-Flores, C. Méndez-Medrano, S. Camatón-Arízabal and M. Torres-Gangotena, «Prueba ser bachiller, el inicio para la educación superior en el Ecuador.,» Dominio de las ciencias, vol. 4, nº 3, pp. 110-122, 31 Julio 2018.[5]EC, «Transformar Nuevo sistema de acceso a la educación Superior,» 2021. [Online]. Available: https://ecuadoravisos.com/transformar-acceso-a-la-educacion-superior/. \u0000[6]LOES, «Reforma a la Ley Orgánica de Educación Superior,» Registro Oficial 298, Quito, 2018. \u0000[7]Consejo de Aseguramiento de la Calidad de la Educación Superior (CACES), «Evaluación externa con fines de acreditación de universidades y escuelas politécnicas,» 2019. [Online]. Available: https://www.caces.gob.ec/institucional/. \u0000[8]Consejo de Evaluación Acreditación y Aseguramiento de la Educación Superior (CEAACES), «CES, CEAACES Y SENESCYT trabajan en ejes de igualdad,» 2014. [Online]. Available: https://www.ces.gob.ec/?te_announcements=-ces-ceaaces-y-senescyt-trabajan-en-ejes-de-igualdad. \u0000[9]CACES, «Modelo de evaluación institucional para los institutos superiores técnicos y tecnológicos en proceso de acreditación 2020.,» febrero 2020. [Online]. Available: https://www.caces.gob.ec/wp-content/uploads/2020/03/MODELO-DE-EVALUACI%C3%93N-INSTITUCIONAL-PARA-LOS-INSTITUTOS-UPERIORES-T%-C3%89CNICOS-Y-TECNOL%C3%93GICOS-2020.pdf. \u0000[10]Asamblea, «Constitución de la República del Ecuador,» Registro oficial 449, Quito, 2011. \u0000[11]SENESCYT, «Re","PeriodicalId":18592,"journal":{"name":"Minerva endocrinologica","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86423122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-23DOI: 10.47460/minerva.v2i6.43
Daniel Davila, Christian Barba, Kelly Peñaherrera, Cynthia Espinel, Maria Cristina Meza
This article establishes opportunities of design as a tool in the generation of teaching resources. The study reflects weaknesses in the training process used by teachers, many are built intuitively without the technical support of this discipline. A qualitative research, raises the analysis of the performance of the teacher in the classroom, the methodologies and teaching resources used; The comparison of bibliographic criteria, allows to establish judgments about the correspondence between the educational environment and the conceptual design, and a practical theorical analysis based on the product design methodology and supported by the synthetic analytical method, is the basis to demonstrate the viability in the construction of the didactic material. The results obtainedreflect that the design process and its implementation generate a level of interaction between student and teacher and functions as a pedagogical tool to reinforce and sustain knowledge. Keywords: Design; teaching materials; processes; opportunity. References [1]Ministerio de Educación, Constitución del Ecuador, Quito, 2015. [2]Ministerio de Educación, Instructivo para planificaciones curriculares para el sistema nacional de educación, 2017. [3]Ministerio de educación, Guía Metodológica para la implementación del currículo para educación inicial, Quito, Ecuador, 2014, p. 34. [4]Z. Esteves, N. Garcés, V. Toala and E. Poveda, «La importancia del uso del material didáctico para la construcción de aprendizajes significativos,» Innova, 2018. [5]C. Villanueva and N. Rojas, Importancia del material didáctico en el aula de educación inicial en familia comunitaria, 2013. [6]Guerrero and Idrovo, Estudio del material didáctico de la metodología de rincones lúdicos en educación inicial, Cuenca: Universidad de Cuenca, 2010. [7]M. Manrique and M. Gallego, «El material didáctico para la construcción de aprendizajes significativos,» Revista Colombiana de Ciencias Sociales, 2013. [8]P. Masaquiza, La utilidad de los materiales didácticos y su incidencia en el proceso de enseñanza aprendizaje de la asignatura de matemática en los estudiantes de cuarto año de educación general básica del centro educativo comunitario intercultural bilingue, Galápagos, 2018. [9]A. Morales, Elaboración de material didáctico, México: Red tercet milenio, Primera edición 2012. [10]Ó. J. R. C. ,. A. Barrera Pinilla, «Fundamentación en diseño para la creación de material didáctico en la educación tecnológica,» Iconofacto , pp. 45-60, 2012. [11]S. Peñafiel, Carencia de los materiales didácticos y su influencia en el desarrollo del proceso de enseñanza y aprendizaje de los niños y niñas del Centro Infantil “Fernando Daquilema”, Cuenca, 2013. [12]A. E. Frutos, P. A. Sánchez and A. G. Gualdo, «Evaluación de las fortalezas y debilidades del proceso educativo en centros de infantil, primaria y secundaria desde una perspectiva inclusiva,» Complutense de Educación, pp. 427-443, 2015. [13]D. A. Benavides Veletanga,
Henao，“构建有意义学习的教学材料”，Revista Colombiana de Ciencias Sociales，第101-108页，2012。[27] hernandez, Marrero, Ortega, Paz, Socorro, suarez, benitez, bordon, Taboada, Taboada, anton, rodriguez and hernandez，“制造工程中的互动教学材料”，2015。[28]Frech，工程师概念设计，Springer-Verlag Berlin Heidelberg, 1985。[29]。Bastidas和H. R. martinez，“社会设计:趋势、方法和行动领域”，Arquetipo，第89-113页，2016。
{"title":"The weaknesses in the didactic material of the Ecuadorian educational system, allow the integration of design, innovation and creativity","authors":"Daniel Davila, Christian Barba, Kelly Peñaherrera, Cynthia Espinel, Maria Cristina Meza","doi":"10.47460/minerva.v2i6.43","DOIUrl":"https://doi.org/10.47460/minerva.v2i6.43","url":null,"abstract":"This article establishes opportunities of design as a tool in the generation of teaching resources. The study reflects weaknesses in the training process used by teachers, many are built intuitively without the technical support of this discipline. A qualitative research, raises the analysis of the performance of the teacher in the classroom, the methodologies and teaching resources used; The comparison of bibliographic criteria, allows to establish judgments about the correspondence between the educational environment and the conceptual design, and a practical theorical analysis based on the product design methodology and supported by the synthetic analytical method, is the basis to demonstrate the viability in the construction of the didactic material. The results obtainedreflect that the design process and its implementation generate a level of interaction between student and teacher and functions as a pedagogical tool to reinforce and sustain knowledge. \u0000Keywords: Design; teaching materials; processes; opportunity. \u0000References \u0000[1]Ministerio de Educación, Constitución del Ecuador, Quito, 2015. \u0000[2]Ministerio de Educación, Instructivo para planificaciones curriculares para el sistema nacional de educación, 2017. \u0000[3]Ministerio de educación, Guía Metodológica para la implementación del currículo para educación inicial, Quito, Ecuador, 2014, p. 34. \u0000[4]Z. Esteves, N. Garcés, V. Toala and E. Poveda, «La importancia del uso del material didáctico para la construcción de aprendizajes significativos,» Innova, 2018. \u0000[5]C. Villanueva and N. Rojas, Importancia del material didáctico en el aula de educación inicial en familia comunitaria, 2013. \u0000[6]Guerrero and Idrovo, Estudio del material didáctico de la metodología de rincones lúdicos en educación inicial, Cuenca: Universidad de Cuenca, 2010. \u0000[7]M. Manrique and M. Gallego, «El material didáctico para la construcción de aprendizajes significativos,» Revista Colombiana de Ciencias Sociales, 2013. \u0000[8]P. Masaquiza, La utilidad de los materiales didácticos y su incidencia en el proceso de enseñanza aprendizaje de la asignatura de matemática en los estudiantes de cuarto año de educación general básica del centro educativo comunitario intercultural bilingue, Galápagos, 2018. \u0000[9]A. Morales, Elaboración de material didáctico, México: Red tercet milenio, Primera edición 2012. \u0000[10]Ó. J. R. C. ,. A. Barrera Pinilla, «Fundamentación en diseño para la creación de material didáctico en la educación tecnológica,» Iconofacto , pp. 45-60, 2012. \u0000[11]S. Peñafiel, Carencia de los materiales didácticos y su influencia en el desarrollo del proceso de enseñanza y aprendizaje de los niños y niñas del Centro Infantil “Fernando Daquilema”, Cuenca, 2013. \u0000[12]A. E. Frutos, P. A. Sánchez and A. G. Gualdo, «Evaluación de las fortalezas y debilidades del proceso educativo en centros de infantil, primaria y secundaria desde una perspectiva inclusiva,» Complutense de Educación, pp. 427-443, 2015. \u0000[13]D. A. Benavides Veletanga,","PeriodicalId":18592,"journal":{"name":"Minerva endocrinologica","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88169834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-23DOI: 10.47460/minerva.v2i6.47
Luis Ignacio Delgado Alvarez, Tatiana Aracely Vera Calderon, Diana Patricia Castro Cedeño, Yadira Rosanna Robles Santana, Ana Cristina Velez Saltos
This study was developed with the objective of determining the evaluation of teaching performance and its influence on the use of virtual classrooms in the higher education system, as an important relationship that encompasses social change, highlighting the health crisis and the impact on the teaching performance of the Lay University "Eloy Alfaro" of Manabí. A quantitative study was carried out, with a descriptive approach, applied to higher education students and teachers through surveys. The evaluation of teaching performance is used as a tool to manage the quality of teaching, being necessary to establish institutional improvement policies in terms of strengthening and training in the use of new technologies focused on the virtual classroom, being necessary the creation of an evaluation system of the teaching performance through virtual platforms, with a wide choice of common problems that may generate not so much determining the teaching action but the limitations that may arise. Keywords: Teaching performance, technologies, teaching-learning, virtual classrooms. References [1]S. Navarro, Cómo realizar una evaluaciòn del desempeño: método paso a paso para llevarlo a cabo y convertirte en consultor., Chile: Sebastian Navarro Rojas, 2016. [2]E. C. Inclán, B. Á. Díaz and R. A. Galaz, Evaluación del desempeño docente en américa latina: experiencias Chile y México, San Luís Potosí; Chile: Congreso Nacional de Investgación Educativa, COMIE, 2017. [3]D. Vaillant, Desarrollo profesional, evaluación y poiticas docentes en Latinoamerica, Uruaguay: Universidad ORT, 2016. [4]B. S. B. Ronquillo, R. R. X. Castro and V. P. A. Ortega, «Antecedentes de la evaluación del desempeño docente en el Ecuador,» Revista Publicando, 4 N°12(1), pp. pp.468-488, 2017. [5]S. Navarro, Cómo realizar una evaluaciòn del desempeño: método paso a paso para llevarlo a cabo y convertirte en consultor, Chile: Sevastián Navarro Rojo, 2016. [6]E. Rodríguez, Evaluación de centros y profesores, Madrid: Universidad Nacional a Distancia, 2017. [7]M. Román and J. Murillo, «La evaluación del desempeño docente:objeto de disputa y fuente de oportunidades en el campo educativo,» Revista Iberoamericana de Evaluación Educativa, v1 n 2, pp. pp. 96-114, 2013. [8]M. R. Ambrocio, Liderazgo del director y desempeño pedagógico docente, Quetzaltenango, Guatemala: Universidad Rafael Landívar, Campus de Quetzaltenango, 2014. [9]Ministerio de Educación, «Desempeño del Docente,» 2021. [Online]. Available: https://educacion.gob.ec/desempeno-del-docente-sne/. [10]E. Rodríguez, Evaluación de centros y profesores, Madrid, España: Universidad Nacional a Distancia, 2018. [11]Ministerio de Educación, «Marco de Buen Desempeño Docente; para mejorar tu práctica como maestro y guiar el aprendizaje de tus estudiantes,» 2012. [Online]. Available: http://www.minedu.gob.pe/pdf/ed/marco-de-buen-desempeno-docente.pdf. [12]W. Horton, Designing web based training Wiley Computer Publisher, New York: NY, 2015.
本研究的目的是确定教学绩效的评估及其对高等教育系统中虚拟教室使用的影响，作为包含社会变革的重要关系，突出健康危机和对Manabí的Lay大学“Eloy Alfaro”教学绩效的影响。本研究采用描述性方法，通过问卷调查对高等教育学生和教师进行了定量研究。将教学绩效评价作为管理教学质量的工具，有必要制定制度改进政策，加强和培训以虚拟课堂为重点的新技术的使用，有必要通过虚拟平台建立教学绩效评价体系。常见问题的选择范围很广，可能产生的问题并不能决定教学行动，而是可能产生的限制。关键词:教学绩效，技术，教与学，虚拟课堂参考文献[1]。纳瓦罗，Cómo实现una evaluaciòn del desempeño:我的渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假。，智利:Sebastian Navarro Rojas, 2016。[2] E。C. Inclán, B. Á。Díaz和R. A. Galaz, Evaluación del desempeño关于拉丁)的经验，San Luís Potosí;智利:国民大会Investgación教育，COMIE, 2017。[3] D。韦扬特，《专业研究》，evaluación《拉丁美洲的政治研究》，乌拉圭:ORT大学，2016年。[4] B。S. B. Ronquillo, R. R. X. Castro, V. P. A. Ortega，“关于厄瓜多尔的evaluación del desempeño证据的前文”，《政治研究》，第4卷第12期，pp.468-488, 2017。[5]。纳瓦罗，Cómo realizar una evaluaciòn del desempeño: msamudo paso a paso para llevarlo a cabo由顾问转换，智利:Sevastián纳瓦罗·罗霍，2016年。[6] E。Rodríguez, Evaluación de centrros y professors，马德里:国立远程大学，2017。[7]。Román和J. Murillo，《evaluación del desempeño docente: objjeto de disputa y fuente de oportionades en el campo educativo》，《Iberoamericana Revista》Evaluación Educativa, vol . 2, pp. 96-114, 2013。[8]。R. Ambrocio, Liderazgo del director y desempeño pedagógico docente, Quetzaltenango，危地马拉:Rafael大学Landívar, Campus de Quetzaltenango, 2014。[9]中国科学院学报，[Desempeño del Docente]， 2013。(在线)。可用:https://educacion.gob.ec/desempeno-del-docente-sne/。[10] E。Rodríguez, Evaluación de centrros y professors，马德里，España:国立远程大学，2018。[11]Ministerio de Educación，«Marco de Buen Desempeño Docente;práctica学生艺术大师，2012年。(在线)。可用:http://www.minedu.gob.pe/pdf/ed/marco-de-buen-desempeno-docente.pdf。[12] W。霍顿，设计基于网络的培训Wiley计算机出版社，纽约:纽约，2015。[13] P。k.f. Cáceres, Educación虚拟网站:creando espacios effecvos de convencia y aprendizaje en tiempos de Covid-19，厄瓜多尔基多:Nivelación de Carrera。厄瓜多尔中央大学，2020年。[14]。Domingo和P. marquims，《Aulas 2.0 y uso de las TIC en la práctica docente》，《通信》，第19卷，núm。37, pp 169-175, 2011。[15] T。D. Neira, Educación a distance of salas de classes virtuales，智利:智利大学Concepción, 2014。[16] J。M. Duart， < Evaluación de la calidad docente en entornos virtuales de aprendizaje >， 2018。(在线)。可用:http://reddigital.cnice.mec.es/6/Documentos/docs/articulo12_material.pdf。[17]。I. Salinas，“Gestión de la evaluación del desempeño docente en aulas virtuales de un project de blended-learning”，Rev. Ciencia, Docencia y Tecnología Vol. 28 No. 54, pp. 100-129, 2017。[18] L。U. I. UNIR，“重要性评估教授”，2019。(在线)。可用:https://www.unir.net/educacion/revista/evaluacion-practica-docente/。[19]CNN，“De la educación presencial a la virtual: los desafíos para los estudiantes debido a la pandemic，”2020。(在线)。可用:https://cnnespanol.cnn.com/2020/12/23/de-la-educacion-presencial-a-la-virtual-los-desafios-para-los-estudiantes-debido-a-la-pandemia/。[20]。s.m.e.， problem mas más comunes que enfrentan students en el aprendizaje en línea，墨西哥:瓜纳华托大学，2017。
{"title":"Teacher evaluation during virtual education in the higher education system","authors":"Luis Ignacio Delgado Alvarez, Tatiana Aracely Vera Calderon, Diana Patricia Castro Cedeño, Yadira Rosanna Robles Santana, Ana Cristina Velez Saltos","doi":"10.47460/minerva.v2i6.47","DOIUrl":"https://doi.org/10.47460/minerva.v2i6.47","url":null,"abstract":"This study was developed with the objective of determining the evaluation of teaching performance and its influence on the use of virtual classrooms in the higher education system, as an important relationship that encompasses social change, highlighting the health crisis and the impact on the teaching performance of the Lay University \"Eloy Alfaro\" of Manabí. A quantitative study was carried out, with a descriptive approach, applied to higher education students and teachers through surveys. The evaluation of teaching performance is used as a tool to manage the quality of teaching, being necessary to establish institutional improvement policies in terms of strengthening and training in the use of new technologies focused on the virtual classroom, being necessary the creation of an evaluation system of the teaching performance through virtual platforms, with a wide choice of common problems that may generate not so much determining the teaching action but the limitations that may arise. \u0000Keywords: Teaching performance, technologies, teaching-learning, virtual classrooms. \u0000References \u0000[1]S. Navarro, Cómo realizar una evaluaciòn del desempeño: método paso a paso para llevarlo a cabo y convertirte en consultor., Chile: Sebastian Navarro Rojas, 2016. \u0000[2]E. C. Inclán, B. Á. Díaz and R. A. Galaz, Evaluación del desempeño docente en américa latina: experiencias Chile y México, San Luís Potosí; Chile: Congreso Nacional de Investgación Educativa, COMIE, 2017. \u0000[3]D. Vaillant, Desarrollo profesional, evaluación y poiticas docentes en Latinoamerica, Uruaguay: Universidad ORT, 2016. \u0000[4]B. S. B. Ronquillo, R. R. X. Castro and V. P. A. Ortega, «Antecedentes de la evaluación del desempeño docente en el Ecuador,» Revista Publicando, 4 N°12(1), pp. pp.468-488, 2017. \u0000[5]S. Navarro, Cómo realizar una evaluaciòn del desempeño: método paso a paso para llevarlo a cabo y convertirte en consultor, Chile: Sevastián Navarro Rojo, 2016. \u0000[6]E. Rodríguez, Evaluación de centros y profesores, Madrid: Universidad Nacional a Distancia, 2017. \u0000[7]M. Román and J. Murillo, «La evaluación del desempeño docente:objeto de disputa y fuente de oportunidades en el campo educativo,» Revista Iberoamericana de Evaluación Educativa, v1 n 2, pp. pp. 96-114, 2013. \u0000[8]M. R. Ambrocio, Liderazgo del director y desempeño pedagógico docente, Quetzaltenango, Guatemala: Universidad Rafael Landívar, Campus de Quetzaltenango, 2014. \u0000[9]Ministerio de Educación, «Desempeño del Docente,» 2021. [Online]. Available: https://educacion.gob.ec/desempeno-del-docente-sne/. \u0000[10]E. Rodríguez, Evaluación de centros y profesores, Madrid, España: Universidad Nacional a Distancia, 2018. \u0000[11]Ministerio de Educación, «Marco de Buen Desempeño Docente; para mejorar tu práctica como maestro y guiar el aprendizaje de tus estudiantes,» 2012. [Online]. Available: http://www.minedu.gob.pe/pdf/ed/marco-de-buen-desempeno-docente.pdf. \u0000[12]W. Horton, Designing web based training Wiley Computer Publisher, New York: NY, 2015.","PeriodicalId":18592,"journal":{"name":"Minerva endocrinologica","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73249789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-23DOI: 10.47460/minerva.v2i6.46
Carolina Armendariz, Diego Yumisa, Gustavo Bunay
Due to the national state of emergency, the restriction of mobility and the adoption of teleworking are established to fulfill the activities. The Higher Institutes take on the challenge of changing face-to-face classes to remote courses through virtual platforms. The purpose of this study is to investigate the impact of ICTs and emergency remote teaching in technical and technological education. Data was collected from 140 students from 2 institutes in the city of Ambato. The impact of online courses and the use of technological tools was investigated. As a result, the students of the technological careers consider this new modality of receiving classes a learning opportunity, despite the connectivity problems that occurred in the homes, they consider that the contribution of ICTs and remote teaching as part of education distance learning is important in their professional training. Keywords: Remote emergency teaching, ICTs, connectivity, education. References [1]O. Picardo, "COVID-19: Una mirada interdisciplinaria a la pandemia..," REDICCES, 2020. [2]H. M. Abdulrahim, "transformación digital de la educación superior saudita," Asian Journal of Distance Education, 2020. [3]T. Bates, " Informes de investigación sobre Covid-19 y Aprendizaje remoto de emergencia / Aprendizaje en línea," tonybates.ca, 2020. [4]M. Bond, K. Buntins, S. Bedenlier, O. Zawacki-Richter and M. Kerres, "Mapeo de la investigación sobre la participación de los estudiantes y la tecnología educativa en la educación superior: un mapa de evidencia sistemático," Revista Internacional de Tecnología Educativa en la Educación Superior, p. 7, 2020. [5]S. Alqabbani, A. Almuwais, N. Benajiba and F. Almoayad, "Preparación para el cambio de emergencia al aprendizaje remoto durante la pandemia de COVID-19 entre los profesores universitarios," E-Learning y medios digitales, vol. 5, no. 460-479, 2020. [6]P. Bawa, "Aprendizaje en la era del SARS-COV-2: Un estudio cuantitativo del desempeño de los estudiantes en la era de la enseñanza remota de emergencia," Computers and Education Open , vol. 1, 2020. [7]S. J. G. Merchán, "Las TIC en la educación superior durante la pandemia de la COVID-19.," Las TIC en la educación superior., 2017.
由于国家的紧急状态，限制行动和采用远程办公的方式来完成活动。高等院校接受了通过虚拟平台将面对面课程转变为远程课程的挑战。本研究旨在探讨资讯及通讯科技与应急远程教学对科技教育的影响。数据来自安巴托市两所学院的140名学生。调查了在线课程和技术工具使用的影响。因此，从事技术职业的学生认为这种接受课程的新方式是一个学习机会，尽管家庭中出现了连接问题，但他们认为信息通信技术和远程教学作为教育的一部分的贡献远程学习对他们的专业培训很重要。关键词:远程应急教学，信息通信技术，互联互通，教育。参考文献[1]O。Picardo，“COVID-19: Una mirada跨学科和大流行……，”redicces, 2020。[2] H。M. Abdulrahim，“transformación digital de la educación superior saudita”，《亚洲远程教育杂志》，2020。[3] T。贝茨，“通知investigación sobre Covid-19 y Aprendizaje remoto de emergencience / Aprendizaje en línea”，tonybates。ca, 2020年。[4]。张建军，张建军，张建军，张建军，张建军，张建军，张建军，张建军，张建军，张建军，张建军，张建军，张建军，张建军，张建军，张建军，张建军，张建军，张建军。[5]。Alqabbani, A. Almuwais, N. Benajiba和F. Almoayad，“Preparación大学教授在COVID-19大流行期间的紧急预防措施”，数字媒体电子学习，第5卷，第5期。460 - 479年,2020年。[6] P。巴瓦，“SARS-COV-2: unestudio antiativo del desempeño de los students en era de la enseñanza remota de emergencies.com”，计算机与教育开放，第1卷，2020。[7]。j.g. Merchán， "Las TIC en la educación superior durante la pandemic de la COVID-19 "。，“Las TIC en la educación superior”。, 2017年。
{"title":"Impact of ICTs and emergency remote teaching on technical and technological education","authors":"Carolina Armendariz, Diego Yumisa, Gustavo Bunay","doi":"10.47460/minerva.v2i6.46","DOIUrl":"https://doi.org/10.47460/minerva.v2i6.46","url":null,"abstract":"Due to the national state of emergency, the restriction of mobility and the adoption of teleworking are established to fulfill the activities. The Higher Institutes take on the challenge of changing face-to-face classes to remote courses through virtual platforms. The purpose of this study is to investigate the impact of ICTs and emergency remote teaching in technical and technological education. Data was collected from 140 students from 2 institutes in the city of Ambato. The impact of online courses and the use of technological tools was investigated. As a result, the students of the technological careers consider this new modality of receiving classes a learning opportunity, despite the connectivity problems that occurred in the homes, they consider that the contribution of ICTs and remote teaching as part of education distance learning is important in their professional training. \u0000Keywords: Remote emergency teaching, ICTs, connectivity, education. \u0000References \u0000[1]O. Picardo, \"COVID-19: Una mirada interdisciplinaria a la pandemia..,\" REDICCES, 2020. \u0000[2]H. M. Abdulrahim, \"transformación digital de la educación superior saudita,\" Asian Journal of Distance Education, 2020. \u0000[3]T. Bates, \" Informes de investigación sobre Covid-19 y Aprendizaje remoto de emergencia / Aprendizaje en línea,\" tonybates.ca, 2020. \u0000[4]M. Bond, K. Buntins, S. Bedenlier, O. Zawacki-Richter and M. Kerres, \"Mapeo de la investigación sobre la participación de los estudiantes y la tecnología educativa en la educación superior: un mapa de evidencia sistemático,\" Revista Internacional de Tecnología Educativa en la Educación Superior, p. 7, 2020. \u0000[5]S. Alqabbani, A. Almuwais, N. Benajiba and F. Almoayad, \"Preparación para el cambio de emergencia al aprendizaje remoto durante la pandemia de COVID-19 entre los profesores universitarios,\" E-Learning y medios digitales, vol. 5, no. 460-479, 2020. \u0000[6]P. Bawa, \"Aprendizaje en la era del SARS-COV-2: Un estudio cuantitativo del desempeño de los estudiantes en la era de la enseñanza remota de emergencia,\" Computers and Education Open , vol. 1, 2020. \u0000[7]S. J. G. Merchán, \"Las TIC en la educación superior durante la pandemia de la COVID-19.,\" Las TIC en la educación superior., 2017.","PeriodicalId":18592,"journal":{"name":"Minerva endocrinologica","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83854463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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