Pub Date : 2022-03-04DOI: 10.21686/1818-4243-2022-1-4-12
I. Malyj, V. Bulgakov, I. Sharabanova
The purpose of the study. The purpose of the work is to substantiate and develop software for the organization, management and control of the educational process, including the form of practices and internships, in the educational fire and salvage unit of the departmental university of EMERCOM. The relevance and the need for automation of the educational process is connected with the need to improve the training process for both cadets on practical training programs and permanent personnel of the fire and rescue training unit for service and professional training. The practical training of cadets currently being implemented on the basis of the fire and rescue training unit has a time-limited training format, in the form of a day on duty in three days, which does not allow without the widespread use of digital technologies to increase the level of organization of the educational process and its effectiveness, for example, by ensuring constant access of trainees to educational materials.Materials and methods. To develop a technical assignment for the creation of software, methods of scientific and pedagogical research were used, containing the analysis and synthesis of information, including both the practice of organizing the educational process in the educational fire and salvage units of universities of EMERCOM, and the requirements of regulatory legal documents for the official and professional training of firefighters. A review of software products was carried out, the possibility of their application for the organization and conduct of practices and internships of trainees of EMERCOM was evaluated, the requirements for the functionality of the software and the procedure for its use in the training fire and salvage unit were formulated.Results. The software “Digital Fire and Salvage Unit” has been developed, which has been introduced into the educational and practical activities of the departmental university of EMERCOM. The software is implemented in the form of a website (http://dfs edufire37.ru), which is supported by all modern types of browsers and adapted for mobile devices. The program includes 12 main functional modules that allow you to organize the administration and management of users, develop methodological and control and measuring materials, form a practice program or training program, a schedule of training sessions, a knowledge base and an electronic journal, receive information about the results of training, organize a game form of training through intellectual duels between users, as well as access to information about the available training fire and salvage unit of fire equipment, fire-technical and rescue equipment, to an interactive map of the area of departure of the fire-rescue guard with the placement of various objects of protection and their characteristics, roads, water sources and other information necessary for the elimination of fires. In addition, the program provides a functional module “Forum” and “Personal me
{"title":"Digital Fire and Salvage Unit: A New Level of Training for Emercom Cadets","authors":"I. Malyj, V. Bulgakov, I. Sharabanova","doi":"10.21686/1818-4243-2022-1-4-12","DOIUrl":"https://doi.org/10.21686/1818-4243-2022-1-4-12","url":null,"abstract":"The purpose of the study. The purpose of the work is to substantiate and develop software for the organization, management and control of the educational process, including the form of practices and internships, in the educational fire and salvage unit of the departmental university of EMERCOM. The relevance and the need for automation of the educational process is connected with the need to improve the training process for both cadets on practical training programs and permanent personnel of the fire and rescue training unit for service and professional training. The practical training of cadets currently being implemented on the basis of the fire and rescue training unit has a time-limited training format, in the form of a day on duty in three days, which does not allow without the widespread use of digital technologies to increase the level of organization of the educational process and its effectiveness, for example, by ensuring constant access of trainees to educational materials.Materials and methods. To develop a technical assignment for the creation of software, methods of scientific and pedagogical research were used, containing the analysis and synthesis of information, including both the practice of organizing the educational process in the educational fire and salvage units of universities of EMERCOM, and the requirements of regulatory legal documents for the official and professional training of firefighters. A review of software products was carried out, the possibility of their application for the organization and conduct of practices and internships of trainees of EMERCOM was evaluated, the requirements for the functionality of the software and the procedure for its use in the training fire and salvage unit were formulated.Results. The software “Digital Fire and Salvage Unit” has been developed, which has been introduced into the educational and practical activities of the departmental university of EMERCOM. The software is implemented in the form of a website (http://dfs edufire37.ru), which is supported by all modern types of browsers and adapted for mobile devices. The program includes 12 main functional modules that allow you to organize the administration and management of users, develop methodological and control and measuring materials, form a practice program or training program, a schedule of training sessions, a knowledge base and an electronic journal, receive information about the results of training, organize a game form of training through intellectual duels between users, as well as access to information about the available training fire and salvage unit of fire equipment, fire-technical and rescue equipment, to an interactive map of the area of departure of the fire-rescue guard with the placement of various objects of protection and their characteristics, roads, water sources and other information necessary for the elimination of fires. In addition, the program provides a functional module “Forum” and “Personal me","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82141548","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}
Abstract Due to rapid advancement of technology, engineers should have a set of engineering skills. The basic knowledge about engineering skills should be imparted during graduation. In this study, an attempt is made to assess the gap between the present course curriculum that engineering institutions are exposing their engineering students and the skills required by the industries. Views of engineering students and academicians are obtained through questionnaires and analyzed using statistical tools. The results revealed that strong analytical ability, able to adapt and learn new technology, problem-solving within stipulated period or deadlines, and work promotion are the most important factors for a successful future job performance. The study also reveals that a significant gap exists between learning skills like communication, systematic work plan, and furtherance of work done. It is also seen that the use of modern tools and knowledge up-gradation is important to acquire many required industrial skills for a successful job career and the present curriculum is not effective to impart training on these aspects.
{"title":"Students and academicians views on the engineering curriculum and industrial skills requirement for a successful job career","authors":"D. Gope, Aditya Gope","doi":"10.1515/edu-2022-0011","DOIUrl":"https://doi.org/10.1515/edu-2022-0011","url":null,"abstract":"Abstract Due to rapid advancement of technology, engineers should have a set of engineering skills. The basic knowledge about engineering skills should be imparted during graduation. In this study, an attempt is made to assess the gap between the present course curriculum that engineering institutions are exposing their engineering students and the skills required by the industries. Views of engineering students and academicians are obtained through questionnaires and analyzed using statistical tools. The results revealed that strong analytical ability, able to adapt and learn new technology, problem-solving within stipulated period or deadlines, and work promotion are the most important factors for a successful future job performance. The study also reveals that a significant gap exists between learning skills like communication, systematic work plan, and furtherance of work done. It is also seen that the use of modern tools and knowledge up-gradation is important to acquire many required industrial skills for a successful job career and the present curriculum is not effective to impart training on these aspects.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"4 1","pages":"173 - 186"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48532198","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}
Saehful Amri, C. Budiyanto, K. Fenyvesi, R. Yuana, I. Widiastuti
Abstract Educational Robotics (ER) has gained prominence in the literature on Computational Thinking (CT) because of its modularity, a feature that potentially facilitates the development of abstract thinking through complex robotic parts. The field of robotics encompasses the characteristics of technology, intelligence, embodiment, and interaction, and these characteristics can serve as means of instruction for CT. Essential 21st Century Skills include decomposition, pattern recognition, abstraction, and the use of algorithms; which are fundamental to effective problem-solving skills. Although CT is believed to be the key to developing 21st Century Skills, its role in doing so is significantly underexplored. This paper investigates the influence of CT ability on students’ efficacy in imbibing 21st Century Skills. The study implemented a qualitative case study design, in which students of an Indonesian vocationaleducation school were engaged in ER activities. CT skills and the associated 21st Century Skills were evaluated through several phases of observation and interviews. The findings reveal that CT paves the way for the development of 21st Century Skills. Analysing the development of CT can be a major way in which individuals are empowered to take full advantage of the developments brought about by rapid changes in technology.
{"title":"Educational Robotics: Evaluating the Role of Computational Thinking in Attaining 21st Century Skills","authors":"Saehful Amri, C. Budiyanto, K. Fenyvesi, R. Yuana, I. Widiastuti","doi":"10.1515/edu-2022-0174","DOIUrl":"https://doi.org/10.1515/edu-2022-0174","url":null,"abstract":"Abstract Educational Robotics (ER) has gained prominence in the literature on Computational Thinking (CT) because of its modularity, a feature that potentially facilitates the development of abstract thinking through complex robotic parts. The field of robotics encompasses the characteristics of technology, intelligence, embodiment, and interaction, and these characteristics can serve as means of instruction for CT. Essential 21st Century Skills include decomposition, pattern recognition, abstraction, and the use of algorithms; which are fundamental to effective problem-solving skills. Although CT is believed to be the key to developing 21st Century Skills, its role in doing so is significantly underexplored. This paper investigates the influence of CT ability on students’ efficacy in imbibing 21st Century Skills. The study implemented a qualitative case study design, in which students of an Indonesian vocationaleducation school were engaged in ER activities. CT skills and the associated 21st Century Skills were evaluated through several phases of observation and interviews. The findings reveal that CT paves the way for the development of 21st Century Skills. Analysing the development of CT can be a major way in which individuals are empowered to take full advantage of the developments brought about by rapid changes in technology.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"4 1","pages":"322 - 338"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44799657","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}
Francisco Iniesto, Koula Charitonos, A. Littlejohn
Abstract Studies using co-design methods require the meaningful involvement of stakeholders in creating new knowledge and harnessing, mobilising, and transferring existing knowledge to support comprehensive and long-term solutions. In the health sector, co-design methodology is seen as a way of supporting and engaging local communities in critical decision-making about their health. However, little is known about which specific co-design methods have been adopted, used, and implemented within health education contexts. To address this gap, this paper presents a literature review of co-design methods used to design and implement health education interventions. This rapid evidence assessment (REA) was carried out by identifying 53 papers categorised into four themes: methods, stages, stakeholders, and outcomes. We examined specific co-design methods used in health education stages to support the involvement of stakeholders, second, we reviewed the outcomes of the application of these methods. Based on the review findings, the paper reflects two areas: first, the review shows that there are a wide number of co-design methods being used to support stakeholder collaboration to design health care services as products and processes. Second, there is no clear way co-design methods are evaluated for their outcomes. This review of literature contributes an evidence base to support the future development and use of co-design in health contexts by organising relevant literature into coherent themes in ways that can inform future research.
{"title":"A review of research with co-design methods in health education","authors":"Francisco Iniesto, Koula Charitonos, A. Littlejohn","doi":"10.1515/edu-2022-0017","DOIUrl":"https://doi.org/10.1515/edu-2022-0017","url":null,"abstract":"Abstract Studies using co-design methods require the meaningful involvement of stakeholders in creating new knowledge and harnessing, mobilising, and transferring existing knowledge to support comprehensive and long-term solutions. In the health sector, co-design methodology is seen as a way of supporting and engaging local communities in critical decision-making about their health. However, little is known about which specific co-design methods have been adopted, used, and implemented within health education contexts. To address this gap, this paper presents a literature review of co-design methods used to design and implement health education interventions. This rapid evidence assessment (REA) was carried out by identifying 53 papers categorised into four themes: methods, stages, stakeholders, and outcomes. We examined specific co-design methods used in health education stages to support the involvement of stakeholders, second, we reviewed the outcomes of the application of these methods. Based on the review findings, the paper reflects two areas: first, the review shows that there are a wide number of co-design methods being used to support stakeholder collaboration to design health care services as products and processes. Second, there is no clear way co-design methods are evaluated for their outcomes. This review of literature contributes an evidence base to support the future development and use of co-design in health contexts by organising relevant literature into coherent themes in ways that can inform future research.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"4 1","pages":"273 - 295"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47635186","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}
Abstract In this paper, we present 3D printing examples that we developed and unitized for hybrid teaching during the global pandemic. We highlight the benefits of 3D printing in classrooms and opportunities for developing different knowledge and skills, starting from mathematical and technological knowledge to communication and collaboration skills. During our activities, we used GeoGebra for 3D printing preparations, it was also utilized for online students’ activities, while supporting theoretical background students gained in real classrooms. Since 3D printing technology in the classroom is at its beginnings, the presented observations are highlighting teaching new kinds of strategies supported by 3D printing.
{"title":"Opportunities for 3D printing in Hybrid Education","authors":"Natalija Budinski, Z. Lavicza, T. Houghton","doi":"10.1515/edu-2022-0175","DOIUrl":"https://doi.org/10.1515/edu-2022-0175","url":null,"abstract":"Abstract In this paper, we present 3D printing examples that we developed and unitized for hybrid teaching during the global pandemic. We highlight the benefits of 3D printing in classrooms and opportunities for developing different knowledge and skills, starting from mathematical and technological knowledge to communication and collaboration skills. During our activities, we used GeoGebra for 3D printing preparations, it was also utilized for online students’ activities, while supporting theoretical background students gained in real classrooms. Since 3D printing technology in the classroom is at its beginnings, the presented observations are highlighting teaching new kinds of strategies supported by 3D printing.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"4 1","pages":"339 - 344"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46701245","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}
Abstract Adaptive learning is provided in intelligent tutoring systems (ITS) to enable learners with varying abilities to meet their expected learning outcomes. Despite the personalized learning afforded by ITSes using adaptive learning, learners are still susceptible to shallow learning. Introducing metacognitive tutoring to teach learners how to be aware of their knowledge can enable deeper learning. However, metacognitive tutoring on top of cognitive tutoring can lead to unsustainable cognitive loads. Using metacognitive inputs for knowledge tracing was explored for managing cognitive loads. Hidden Markov models (HMM) and artificial neural networks were used to train models on a synthetic dataset created from predetermined learner personas. The models created with metacognitive inputs were compared with the models created without said inputs. The models using metacognitive inputs performed better than the standard models while still following learning intuitions. This indicates that combining knowledge tracing and metacognitive tutoring is a viable option for improving learning outcomes. This is an important finding since online learning, which demands metacognitive skills, is becoming popular for various topics, including those that are challenging even with immediate teacher assistance.
{"title":"Knowledge tracing for adaptive learning in a metacognitive tutor","authors":"M. Carlon, J. Cross","doi":"10.1515/edu-2022-0013","DOIUrl":"https://doi.org/10.1515/edu-2022-0013","url":null,"abstract":"Abstract Adaptive learning is provided in intelligent tutoring systems (ITS) to enable learners with varying abilities to meet their expected learning outcomes. Despite the personalized learning afforded by ITSes using adaptive learning, learners are still susceptible to shallow learning. Introducing metacognitive tutoring to teach learners how to be aware of their knowledge can enable deeper learning. However, metacognitive tutoring on top of cognitive tutoring can lead to unsustainable cognitive loads. Using metacognitive inputs for knowledge tracing was explored for managing cognitive loads. Hidden Markov models (HMM) and artificial neural networks were used to train models on a synthetic dataset created from predetermined learner personas. The models created with metacognitive inputs were compared with the models created without said inputs. The models using metacognitive inputs performed better than the standard models while still following learning intuitions. This indicates that combining knowledge tracing and metacognitive tutoring is a viable option for improving learning outcomes. This is an important finding since online learning, which demands metacognitive skills, is becoming popular for various topics, including those that are challenging even with immediate teacher assistance.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"4 1","pages":"206 - 224"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46512765","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}
Abstract This introduction presents Active Learning Methodology, surveying its history, main existing tools and supporting evidence, with an emphasis on mathematics and higher education, in particular engineering studies. This work is part of the DrIVE-Math project, developing innovative mathematical teaching strategies in engineering studies.
{"title":"Introduction to Active Learning Techniques","authors":"C. Mercat","doi":"10.1515/edu-2022-0010","DOIUrl":"https://doi.org/10.1515/edu-2022-0010","url":null,"abstract":"Abstract This introduction presents Active Learning Methodology, surveying its history, main existing tools and supporting evidence, with an emphasis on mathematics and higher education, in particular engineering studies. This work is part of the DrIVE-Math project, developing innovative mathematical teaching strategies in engineering studies.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"4 1","pages":"161 - 172"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47758706","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}
Abstract The School of Engineering of the Polytechnic of Porto (ISEP) has embraced the DrIVE-MATH project, since September 2017. Active-learning (AL) techniques were implemented in several Math courses, namely Linear Algebra and Analytic Geometry, Probability and Statistics, Statistical Models, Computational Mathematics, and Differential and Integral Calculus I. In this paper, we will share the strengths, weaknesses, opportunities and threats of the implementation of the active-learning (AL) environment in these courses. We will detail the courses’ plans, emphasizing the syllabus, pedagogical methodologies, assessment methods, students’ perceptions, and other related issues. Several questionnaires were posed to the students enrolled in these Math courses during the last three academic years. The statistical analysis of the gathered data provided valuable indications of students’ perceptions on the effectiveness of several AL methods, on the development of their own essential (soft+hard) skills. These skills will be a valuable resource to their future professional and personal lives. The 5th Industrial Revolution is just around the corner.
{"title":"DrIVE-MATH Project: Case Study from the Polytechnic of Porto, PT","authors":"Carla M. A. Pinto, Jorge Mendonça, S. Nicola","doi":"10.1515/edu-2022-0001","DOIUrl":"https://doi.org/10.1515/edu-2022-0001","url":null,"abstract":"Abstract The School of Engineering of the Polytechnic of Porto (ISEP) has embraced the DrIVE-MATH project, since September 2017. Active-learning (AL) techniques were implemented in several Math courses, namely Linear Algebra and Analytic Geometry, Probability and Statistics, Statistical Models, Computational Mathematics, and Differential and Integral Calculus I. In this paper, we will share the strengths, weaknesses, opportunities and threats of the implementation of the active-learning (AL) environment in these courses. We will detail the courses’ plans, emphasizing the syllabus, pedagogical methodologies, assessment methods, students’ perceptions, and other related issues. Several questionnaires were posed to the students enrolled in these Math courses during the last three academic years. The statistical analysis of the gathered data provided valuable indications of students’ perceptions on the effectiveness of several AL methods, on the development of their own essential (soft+hard) skills. These skills will be a valuable resource to their future professional and personal lives. The 5th Industrial Revolution is just around the corner.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"4 1","pages":"1 - 20"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48047510","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}
Abstract The purpose of this paper is to provide an overview of approaches to and insights for impact assessment on open educational resources (OER) in higher education and building on this to sketch a framework for university focussed OER impact assessment. The authors describe the literature on impact assessment in the OER context and the existing contributions to OER impact assessment in higher education. Findings of the analysis are that there are few contributions on the effects of OER in general or of specific OER initiatives. Four contributions are presented in more detail. From these examples and the literature analysis, derivations, and challenges for OER impact assessment are drawn, such as the large diversity in OER purposes and the invisibility of the re-usage of OER. The contribution sketches a framework model for describing OER-relevant results, outcomes, and impact, and more specifically demonstrates how this can be done for exemplary OER-related objectives. This contribution is thus of relevance to funding bodies and institutions working in the context of higher education that wish to systematically evaluate and monitor statements about the effectiveness of OER activities according to the UNESCO (2019) OER recommendation.
{"title":"OER Impact Assessment: A framework for higher education institutions and beyond. Approaches to assess the impact of Open Educational Resources","authors":"Martin Ebner, Dominic Orr, Sandra Schön","doi":"10.1515/edu-2022-0018","DOIUrl":"https://doi.org/10.1515/edu-2022-0018","url":null,"abstract":"Abstract The purpose of this paper is to provide an overview of approaches to and insights for impact assessment on open educational resources (OER) in higher education and building on this to sketch a framework for university focussed OER impact assessment. The authors describe the literature on impact assessment in the OER context and the existing contributions to OER impact assessment in higher education. Findings of the analysis are that there are few contributions on the effects of OER in general or of specific OER initiatives. Four contributions are presented in more detail. From these examples and the literature analysis, derivations, and challenges for OER impact assessment are drawn, such as the large diversity in OER purposes and the invisibility of the re-usage of OER. The contribution sketches a framework model for describing OER-relevant results, outcomes, and impact, and more specifically demonstrates how this can be done for exemplary OER-related objectives. This contribution is thus of relevance to funding bodies and institutions working in the context of higher education that wish to systematically evaluate and monitor statements about the effectiveness of OER activities according to the UNESCO (2019) OER recommendation.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"4 1","pages":"296 - 309"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43230292","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}
Abstract With the introduction of digital technologies in education and the diversification of learning modalities, research has sought to identify the characteristics of each modality in order to develop successful learning. The Personal Learning Environment (PLE) is a developing concept that takes advantage of digital technologies and their implications in different modalities. This research aims to identify how the educational modality contributes to the development of PLEs in higher education. We compared two case studies in online and face-to-face contexts in Mexican higher education through a case survey methodology using a questionnaire and a descriptive statistical analysis of five categories: self-perception, management of information, management of the learning process, communication and learning experience. Results show that online students focus on the use of information management skills and on self-regulation of the learning process, whereas face-to-face students are oriented towards the use of communication skills. In conclusion, we identify two PLE profiles whose main differences arise from the students’ learning approaches, one based on social interaction and the other guided by learning aims, two aspects that may contribute to the development of learning strategies for transition between modalities. Finally, we contribute to the support of face-to-face learning in virtual environments and emergency remote teaching.
{"title":"Personal Learning Environments in Online and Face-to-Face Contexts in Mexican Higher Education","authors":"Urith Ramírez-Mera, G. Tur, Victoria I. Marín","doi":"10.1515/edu-2022-0009","DOIUrl":"https://doi.org/10.1515/edu-2022-0009","url":null,"abstract":"Abstract With the introduction of digital technologies in education and the diversification of learning modalities, research has sought to identify the characteristics of each modality in order to develop successful learning. The Personal Learning Environment (PLE) is a developing concept that takes advantage of digital technologies and their implications in different modalities. This research aims to identify how the educational modality contributes to the development of PLEs in higher education. We compared two case studies in online and face-to-face contexts in Mexican higher education through a case survey methodology using a questionnaire and a descriptive statistical analysis of five categories: self-perception, management of information, management of the learning process, communication and learning experience. Results show that online students focus on the use of information management skills and on self-regulation of the learning process, whereas face-to-face students are oriented towards the use of communication skills. In conclusion, we identify two PLE profiles whose main differences arise from the students’ learning approaches, one based on social interaction and the other guided by learning aims, two aspects that may contribute to the development of learning strategies for transition between modalities. Finally, we contribute to the support of face-to-face learning in virtual environments and emergency remote teaching.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"4 1","pages":"148 - 160"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44463152","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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