Pub Date : 2021-03-01DOI: 10.21125/INTED.2021.0099
M. Kepe, M. A. Linake
Mzukisi Howard Kepe is a researcher recognized for an interactive teaching style that encourages student participation and enthusiasm while facilitating learning; he has been a student-focused educator for over 20 years. His research interests include reading and writing pedagogies, developmental English, identity, translanguaging, language and text-based approaches to language teaching and learning. He has a PhD in Language Education; Advanced Certificate in Education specialized in English Language Teaching from Rhodes University; Advanced Certificate in Education specialized in Education Management from the University of Pretoria, B.Ed. Honours and M.Ed., both from the University of Fort Hare, South Africa.
Mzukisi Howard Kepe是一位研究人员，他的互动教学风格鼓励学生参与和热情，同时促进学习;20多年来，他一直是一名以学生为中心的教育家。他的研究兴趣包括阅读和写作教学法、发展性英语、身份认同、跨语言、语言和基于文本的语言教学方法。他拥有语言教育博士学位;罗德大学英语语言教学高级教育证书;获得比勒陀利亚大学教育管理高级教育证书，荣誉学士学位和教育硕士学位。他们都来自南非黑尔堡大学。
{"title":"BELIEFS OF STUDENTS ABOUT THEIR TRANSLANGUAGING PRACTICES IN A SOUTH AFRICAN UNIVERSITY","authors":"M. Kepe, M. A. Linake","doi":"10.21125/INTED.2021.0099","DOIUrl":"https://doi.org/10.21125/INTED.2021.0099","url":null,"abstract":"Mzukisi Howard Kepe is a researcher recognized for an interactive teaching style that encourages student participation and enthusiasm while facilitating learning; he has been a student-focused educator for over 20 years. His research interests include reading and writing pedagogies, developmental English, identity, translanguaging, language and text-based approaches to language teaching and learning. He has a PhD in Language Education; Advanced Certificate in Education specialized in English Language Teaching from Rhodes University; Advanced Certificate in Education specialized in Education Management from the University of Pretoria, B.Ed. Honours and M.Ed., both from the University of Fort Hare, South Africa.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116061863","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 : 2021-03-01DOI: 10.21125/INTED.2021.0707
M. Leiva-Brondo, J. Cebolla-Cornejo, R. Peiró, A. Pérez-de-Castro
{"title":"STUDENT APPROACH TO LEARNING IN A DEGREE LEVEL SUBJECT: EVOLUTION OVER THE TERM","authors":"M. Leiva-Brondo, J. Cebolla-Cornejo, R. Peiró, A. Pérez-de-Castro","doi":"10.21125/INTED.2021.0707","DOIUrl":"https://doi.org/10.21125/INTED.2021.0707","url":null,"abstract":"","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"258 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116066764","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 : 2021-03-01DOI: 10.21125/INTED.2021.1373
Carmen Bănescu, E. Țițan
{"title":"JOB OFFER ON THE ROMANIAN LABOR MARKET IN DIGITAL ECONOMY","authors":"Carmen Bănescu, E. Țițan","doi":"10.21125/INTED.2021.1373","DOIUrl":"https://doi.org/10.21125/INTED.2021.1373","url":null,"abstract":"","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123644648","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 : 2021-03-01DOI: 10.21125/INTED.2021.0378
Christof Probst, Sarah Lukas, Johannes Huwer
{"title":"USING AUGMENTED REALITY TO INTRODUCE THE BOHR ATOMIC MODEL IN 3D IN THE CLASSROOM – A STUDY ABOUT LEARNING EFFECTS AND PERCEPTION OF STUDENTS","authors":"Christof Probst, Sarah Lukas, Johannes Huwer","doi":"10.21125/INTED.2021.0378","DOIUrl":"https://doi.org/10.21125/INTED.2021.0378","url":null,"abstract":"","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126468412","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 : 2021-03-01DOI: 10.21125/INTED.2021.0446
M. J. Álvarez Cubero, Maria Angel Garcia Chaves, M. I. Rodríguez, Pilar Sánchez, V. Sánchez-Martín, M. Cuadros, Luis Javier Martinez Gonzalez
{"title":"MOTIVATING LEARNING BIOCHEMISTRY IN BIOMEDICAL DEGREES","authors":"M. J. Álvarez Cubero, Maria Angel Garcia Chaves, M. I. Rodríguez, Pilar Sánchez, V. Sánchez-Martín, M. Cuadros, Luis Javier Martinez Gonzalez","doi":"10.21125/INTED.2021.0446","DOIUrl":"https://doi.org/10.21125/INTED.2021.0446","url":null,"abstract":"","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124515269","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 : 2021-03-01DOI: 10.21125/INTED.2021.0775
M. Sancho, B. García-Fayos, E. Garcia-Castello, M. Martí-Calatayud, A. D. Rodriguez-Lopez, M. Bes-Piá, J. Mendoza-Roca, María Asunción Santafé-Moros
This paper describes the application of Problem-Based Learning (PBL) in the subject "Industrial Chemical Technology" of the Master's Degree in Industrial Engineering from the Universitat Politécnica de València (UPV). This course includes contents related to the Basic Operations of Chemical Engineering, not previously studied by most students. This fact, together with the difficulties associated with the management of 300 students have conditioned the type of methodologies that can be applied and, therefore, the level of depth at which the contents can be developed. Therefore, the main methodology applied so far has been the participative masterclass, with problem solving in the classroom. Although the results in terms of percentage of students who pass the course are very satisfactory, the approach to learning is superficial in some aspects and teachers believe that it should be adapted to master's level. To achieve deeper learning of students in the contents of the course, it has been decided to partially modify the methodology, integrating Problem-Based Learning (ABP). This new methodology will consist of grouped resolution of problems integrated into the same real industrial process, which will allow students to also acquire a more global view of the contents covered in the course. The level of the problems will be increased compared to those solved in the classroom and students will be required to search, select and justify additional data and information to solve the problems that will also be multidisciplinary. All this innovation is part of an Innovation and Educational Improvement Project granted and funded by the “Vicerrectorado de Estudios, Calidad y Acreditación (VECA)” of the UPV. This work describes how the PBL has been defined for implementation in the course and analyses the results achieved to date, identifying the aspects to be improved for the continuation of the methodology in the following academic years.
{"title":"APPLICATION OF PROBLEM-BASED LEARNING (PBL) IN THE COURSE \"INDUSTRIAL CHEMICAL TECHNOLOGY\" OF THE MASTER'S DEGREE IN INDUSTRIAL ENGINEERING","authors":"M. Sancho, B. García-Fayos, E. Garcia-Castello, M. Martí-Calatayud, A. D. Rodriguez-Lopez, M. Bes-Piá, J. Mendoza-Roca, María Asunción Santafé-Moros","doi":"10.21125/INTED.2021.0775","DOIUrl":"https://doi.org/10.21125/INTED.2021.0775","url":null,"abstract":"This paper describes the application of Problem-Based Learning (PBL) in the subject \"Industrial Chemical Technology\" of the Master's Degree in Industrial Engineering from the Universitat Politécnica de València (UPV). This course includes contents related to the Basic Operations of Chemical Engineering, not previously studied by most students. This fact, together with the difficulties associated with the management of 300 students have conditioned the type of methodologies that can be applied and, therefore, the level of depth at which the contents can be developed. Therefore, the main methodology applied so far has been the participative masterclass, with problem solving in the classroom. Although the results in terms of percentage of students who pass the course are very satisfactory, the approach to learning is superficial in some aspects and teachers believe that it should be adapted to master's level. To achieve deeper learning of students in the contents of the course, it has been decided to partially modify the methodology, integrating Problem-Based Learning (ABP). This new methodology will consist of grouped resolution of problems integrated into the same real industrial process, which will allow students to also acquire a more global view of the contents covered in the course. The level of the problems will be increased compared to those solved in the classroom and students will be required to search, select and justify additional data and information to solve the problems that will also be multidisciplinary. All this innovation is part of an Innovation and Educational Improvement Project granted and funded by the “Vicerrectorado de Estudios, Calidad y Acreditación (VECA)” of the UPV. This work describes how the PBL has been defined for implementation in the course and analyses the results achieved to date, identifying the aspects to be improved for the continuation of the methodology in the following academic years.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131955257","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 : 2021-03-01DOI: 10.21125/INTED.2021.0428
B. Forés, M. Boronat-Navarro, Alba Puig-Denia, J. Fernández-Yáñez
The global outbreak of the COVID-19 pandemic has heightened attention to e-learning based education models. In this regard, this study reports the methodology and evaluation for teaching a subject related to information systems at higher education. The proposal raised in this document is supported by the students anonymous assessment through an online survey. The results of the research revealed that even that students have a positive attitude towards e-learning, a vast majority of them still have a predilection for face-to-face learning. Additionally, the main advantages, difficulties to follow online learning, as well as suggestions of students for improving the learning process are exposed. Based on these findings, research implications for universities and researchers are discussed.
{"title":"A METHODOLOGICAL AND EVALUATION PROPOSAL FOR TEACHING INFORMATION SYSTEMS IN COVID-19 PANDEMIC","authors":"B. Forés, M. Boronat-Navarro, Alba Puig-Denia, J. Fernández-Yáñez","doi":"10.21125/INTED.2021.0428","DOIUrl":"https://doi.org/10.21125/INTED.2021.0428","url":null,"abstract":"The global outbreak of the COVID-19 pandemic has heightened attention to e-learning based education models. In this regard, this study reports the methodology and evaluation for teaching a subject related to information systems at higher education. The proposal raised in this document is supported by the students anonymous assessment through an online survey. The results of the research revealed that even that students have a positive attitude towards e-learning, a vast majority of them still have a predilection for face-to-face learning. Additionally, the main advantages, difficulties to follow online learning, as well as suggestions of students for improving the learning process are exposed. Based on these findings, research implications for universities and researchers are discussed.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123024080","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 : 2021-03-01DOI: 10.21125/INTED.2021.0958
S. Zauchner, Sandra Stella-Pfeiffer, Simon Wimmer, Ines Aistleitner, Natalie Denk, N. Salomon, Martin Hollinetz, Thomas Wernbacher
{"title":"HOW TO ENGAGE PARENTS IN STEM","authors":"S. Zauchner, Sandra Stella-Pfeiffer, Simon Wimmer, Ines Aistleitner, Natalie Denk, N. Salomon, Martin Hollinetz, Thomas Wernbacher","doi":"10.21125/INTED.2021.0958","DOIUrl":"https://doi.org/10.21125/INTED.2021.0958","url":null,"abstract":"","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116874822","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 : 2021-03-01DOI: 10.21125/INTED.2021.1409
A. Protopsaltis, Antonia Schorer, D. Gavalas, A. Kostas, G. Makrides, Roula Kyrillou, Nefeli Dimopoulou, Natassa Kazantzidou, Eugenio D´Angelo, Constantino Formica, P. Díaz-García, Jaime Gisbert-Payá
At this moment, pandemic situation due to COVID-19 implies some changes, there is a considerable transformation for the digital system, not only work has moved to online when possible but also education had to move fast to online learning in the majority of developed countries. ASTRE project is focused in improving the quality of offered online learning opportunities for adults which is directly related with the requirements from the pandemic. This paper is the preliminary result from ASTRE project, a project based on Online Learning for adults and its impact. The aim of this paper is to study different MOOC (Massive Open Online Courses) providers in order to analyse existing tracking systems. MOOC providers have been mapped at international level. A survey has been created and launched and in depth interviews have been conducted. Despite finding some universities with no tracking system, results show many organisations or universities with online learning, implement somehow a tracking system to monitor the students. What is really surprising, is the fact that, once the student is not enrolled in the organisation, there is not any further contact. Consequently, there is no information on the impact online learning had on the learner’s personal and professional competences. A common response from every survey was the importance given to track the student.
{"title":"TRACKING, A NECESSITY TO IMPROVE ONLINE LEARNING","authors":"A. Protopsaltis, Antonia Schorer, D. Gavalas, A. Kostas, G. Makrides, Roula Kyrillou, Nefeli Dimopoulou, Natassa Kazantzidou, Eugenio D´Angelo, Constantino Formica, P. Díaz-García, Jaime Gisbert-Payá","doi":"10.21125/INTED.2021.1409","DOIUrl":"https://doi.org/10.21125/INTED.2021.1409","url":null,"abstract":"At this moment, pandemic situation due to COVID-19 implies some changes, there is a considerable transformation for the digital system, not only work has moved to online when possible but also education had to move fast to online learning in the majority of developed countries. ASTRE project is focused in improving the quality of offered online learning opportunities for adults which is directly related with the requirements from the pandemic. This paper is the preliminary result from ASTRE project, a project based on Online Learning for adults and its impact. The aim of this paper is to study different MOOC (Massive Open Online Courses) providers in order to analyse existing tracking systems. MOOC providers have been mapped at international level. A survey has been created and launched and in depth interviews have been conducted. Despite finding some universities with no tracking system, results show many organisations or universities with online learning, implement somehow a tracking system to monitor the students. What is really surprising, is the fact that, once the student is not enrolled in the organisation, there is not any further contact. Consequently, there is no information on the impact online learning had on the learner’s personal and professional competences. A common response from every survey was the importance given to track the student.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130955911","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 : 2021-03-01DOI: 10.21125/INTED.2021.1025
N. Rivas, J. Minguillón, Jonathan Chacón
Since the appearance of the web, universities have changed the way education is designed and provided. Nowadays, most universities offer online programmes and subjects, and there are even fully online open/distance universities. Students now have a higher degree of flexibility, which allows them to choose among an endless list of subjects for completing their degree. Although this can be seen as a success of enrollment flexibility measures, it may be also the source of one of the most well-known problems in open education: high dropout rates, partly caused by inadequate enrollment. Students may face an overwhelming amount of information they are not able to sort, or they may even find it insufficient to plan and select subjects strategically. Understanding students’ habits when enrolling is important to improve their learning experience. In order to do so, a questionnaire about enrollment habits was sent to students taking a Computer Engineering degree in their first or second semester. Results show that, although the majority of students are quite satisfied with the enrollment process, there is still room for improvement. Surprisingly, tutors’ recommendations are not as relevant as institutional web pages as an information source. An exploratory factor analysis shows that the most important factor for students to determine their enrollment is the time they have to study, followed by their experience in previous semesters. Responses to the questionnaire were used to design a preliminary sketch of an interactive web application that addresses students’ needs and habits.
{"title":"ENROLLING HABITS IN HIGHER EDUCATION. WHAT SOURCES OF INFORMATION DO STUDENTS HAVE AND WHAT ARE MISSING?","authors":"N. Rivas, J. Minguillón, Jonathan Chacón","doi":"10.21125/INTED.2021.1025","DOIUrl":"https://doi.org/10.21125/INTED.2021.1025","url":null,"abstract":"Since the appearance of the web, universities have changed the way education is designed and provided. Nowadays, most universities offer online programmes and subjects, and there are even fully online open/distance universities. Students now have a higher degree of flexibility, which allows them to choose among an endless list of subjects for completing their degree. Although this can be seen as a success of enrollment flexibility measures, it may be also the source of one of the most well-known problems in open education: high dropout rates, partly caused by inadequate enrollment. Students may face an overwhelming amount of information they are not able to sort, or they may even find it insufficient to plan and select subjects strategically. Understanding students’ habits when enrolling is important to improve their learning experience. In order to do so, a questionnaire about enrollment habits was sent to students taking a Computer Engineering degree in their first or second semester. Results show that, although the majority of students are quite satisfied with the enrollment process, there is still room for improvement. Surprisingly, tutors’ recommendations are not as relevant as institutional web pages as an information source. An exploratory factor analysis shows that the most important factor for students to determine their enrollment is the time they have to study, followed by their experience in previous semesters. Responses to the questionnaire were used to design a preliminary sketch of an interactive web application that addresses students’ needs and habits.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133862883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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