Pub Date : 2019-07-01DOI: 10.21125/EDULEARN.2019.0250
N. Byrne, Helen C. Cowley, S. Speight
This paper investigates the impact of Evaluate, an in-class electronic collection of Student Evaluation of Teaching (SET) data, across a large UK university. It focuses on how Evaluate has enhanced the data provided to teachers and managers. Key features include immediate access to data and provision of mean and aggregate scores for individuals, schools and faculties. The results of this study showed a lower response rate for Evaluate compared to paper-based questionnaires, although this difference was small and the Evaluate response rate increased each year. Mean scores dropped initially but rapidly returned to a similar level. There was a significant difference between schools in the response rates achieved indicating that practice varies in terms of how Evaluate is used and promoted. The number of student responses and number of surveys completed increased by over a third with Evaluate compared to paper. A large number of written comments have been received which are now available to managers as well as teachers. Feedback from managers shows strong support for the enhanced data provided, but further improvements in both functionality and use are needed. Evaluate has transformed the processing and speed of release of results as well as improving the comparative data provided.
{"title":"HOW IN-CLASS ELECTRONIC COLLECTION OF STUDENT EVALUATIONS IS PROVIDING TEACHERS AND MANAGERS WITH BETTER INFORMATION FOR THE DEVELOPMENT OF TEACHING","authors":"N. Byrne, Helen C. Cowley, S. Speight","doi":"10.21125/EDULEARN.2019.0250","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0250","url":null,"abstract":"This paper investigates the impact of Evaluate, an in-class electronic collection of Student Evaluation of Teaching (SET) data, across a large UK university. It focuses on how Evaluate has enhanced the data provided to teachers and managers. Key features include immediate access to data and provision of mean and aggregate scores for individuals, schools and faculties. The results of this study showed a lower response rate for Evaluate compared to paper-based questionnaires, although this difference was small and the Evaluate response rate increased each year. Mean scores dropped initially but rapidly returned to a similar level. There was a significant difference between schools in the response rates achieved indicating that practice varies in terms of how Evaluate is used and promoted. The number of student responses and number of surveys completed increased by over a third with Evaluate compared to paper. A large number of written comments have been received which are now available to managers as well as teachers. Feedback from managers shows strong support for the enhanced data provided, but further improvements in both functionality and use are needed. Evaluate has transformed the processing and speed of release of results as well as improving the comparative data provided.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117028656","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 : 2019-07-01DOI: 10.21125/EDULEARN.2019.0921
Sally Sun, Martin Smith
This research aimed to re-design the flipped learning framework for Business students at undergraduate level. Flipped learning pedagogy appears to be increasingly popular overall the world in the last several years. However, these frameworks might be unsuitable for Business students at different levels. Therefore, we revisited the flipped learning frameworks and amended it according to quantitative and qualitative data received from our Business undergraduates from their last two years of flipped learning. With the possible disruption impact of digital technology on higher education for the next 10-15 years, the shape of business & management education can be dramatically different, as predicted by the Chartered Association of Business Schools (2019). We have tried to utilise these technologies (such as online video, quizzes, discussion forum, social media, integrated learning platforms) to delivery knowledge and information to allow students studying anytime and anywhere, but students’ engagement was inconsistent among groups and throughout the year. Consequently, this research provides a new framework focuses on Business undergraduate students, and it can be used to facilitate module leaders to develop teaching plan and activities for students who may require higher level of personalised interactivities.
{"title":"REVISITING FLIPPED LEARNING FRAMEWORK – DISRUPTION AND CHANGES","authors":"Sally Sun, Martin Smith","doi":"10.21125/EDULEARN.2019.0921","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0921","url":null,"abstract":"This research aimed to re-design the flipped learning framework for Business students at undergraduate level. Flipped learning pedagogy appears to be increasingly popular overall the world in the last several years. However, these frameworks might be unsuitable for Business students at different levels. Therefore, we revisited the flipped learning frameworks and amended it according to quantitative and qualitative data received from our Business undergraduates from their last two years of flipped learning. With the possible disruption impact of digital technology on higher education for the next 10-15 years, the shape of business & management education can be dramatically different, as predicted by the Chartered Association of Business Schools (2019). We have tried to utilise these technologies (such as online video, quizzes, discussion forum, social media, integrated learning platforms) to delivery knowledge and information to allow students studying anytime and anywhere, but students’ engagement was inconsistent among groups and throughout the year. Consequently, this research provides a new framework focuses on Business undergraduate students, and it can be used to facilitate module leaders to develop teaching plan and activities for students who may require higher level of personalised interactivities.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117231779","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 : 2019-07-01DOI: 10.21125/EDULEARN.2019.1607
Katerina Rysova, Magdaléna Rysová
The paper introduces a lexical database covering anaphoric discourse connectives. The database contains 80 most frequently used connective units consisting of (in their current use or historically) a preposition and an anaphoric element, cf. the connective thereafter containing a preposition after and an anaphoric part there. The database has two parts. The first part includes German anaphoric connectives and their most common equivalents in Czech and English. The second one consists of Czech anaphoric connectives and their counterparts in German and English. The involvement of German, Czech and English enables the use of the database in foreign language teaching with a focus on deepening the productive language skills of students. In addition, the database can be used by translators as well as in the machine translation area.
{"title":"ANAPHORIC CONNECTIVE DATABASE","authors":"Katerina Rysova, Magdaléna Rysová","doi":"10.21125/EDULEARN.2019.1607","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1607","url":null,"abstract":"The paper introduces a lexical database covering anaphoric discourse connectives. The database contains 80 most frequently used connective units consisting of (in their current use or historically) a preposition and an anaphoric element, cf. the connective thereafter containing a preposition after and an anaphoric part there. The database has two parts. The first part includes German anaphoric connectives and their most common equivalents in Czech and English. The second one consists of Czech anaphoric connectives and their counterparts in German and English. The involvement of German, Czech and English enables the use of the database in foreign language teaching with a focus on deepening the productive language skills of students. In addition, the database can be used by translators as well as in the machine translation area.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120921657","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 : 2019-07-01DOI: 10.21125/EDULEARN.2019.2105
A. Lima, G. Aparício
Introduction: Inclusive Education is defined as a school model that promotes the inclusion of all students in a single schooling system. Particularly regarding inclusive physical education, or Adapted Physical Education, this is applied under special conditions, targeting a particular population that needs special motor and functional stimuli for adequate development. Objective: To understand the teaching methods of Inclusive Physical Education in public schools at Maceió, Brazil, namely: To analyze the teachers and pedagogical managers perception on inclusive education and Inclusive Physical Education; To know school strategies and structures for its implementation; Identify teachers competence to develop inclusive physical education; to understand what benefits are recognized in its implementation; to describe the support provided by the school and municipality. Methods: A Qualitative study with phenomenological approach was carried out in a sample of four physical education teachers and four educational managers aged between 33 and 50 years old, who were part of the active board of public schools in the city of Maceio, Brazil, during 2014-2015 academic year. The data collection used was a semi-structured one-to-one interview and data interpreted using content analysis method. Results: In general teachers agree with the inclusive school and recognize the psychosocial and social benefits; however they report not to have adequate preparation to work with special needs students. Some of them invested in personal special training and adapted the contents and teaching methodologies. Lack of appropriate material for teaching and the precarious structural facilities for students that public schools provide are other negative aspects they face as well as not participating in the constitution of the school's legal document. Managers pointed out as the main difficulties: the lack of support from the Municipality (council) towards professionals who work directly with these students; the lack of training in the field of inclusion and consequently the inadequate education provided by them. Professionals believe that this discipline has an important role in the process of inclusion of special needs students as it contributes to the socialization, enhances self-esteem, life quality, and supports cognitive, affective and psychomotor development. Conclusions: The process of inclusion is developing at a slow pace, particularly in physical education classes. In this region of Brazil, few students with special needs attend regular schools and even less participates in physical education classes. Through the content analysis it's clear that changes are necessary for the inclusion of special need students in physical education classes. It's important to emphasize that physical education is not the basis for school inclusion. However an improvement in this area can have significant positive effects in this field and on the quality of life of these students.
{"title":"INCLUSIVE PHYSICAL EDUCATION: AN ANALYSIS OF THE PUBLIC SCHOOLS NETWORK IN A BRAZILIAN MUNICIPALITY","authors":"A. Lima, G. Aparício","doi":"10.21125/EDULEARN.2019.2105","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.2105","url":null,"abstract":"Introduction: Inclusive Education is defined as a school model that promotes the inclusion of all students in a single schooling system. Particularly regarding inclusive physical education, or Adapted Physical Education, this is applied under special conditions, targeting a particular population that needs special motor and functional stimuli for adequate development. Objective: To understand the teaching methods of Inclusive Physical Education in public schools at Maceió, Brazil, namely: To analyze the teachers and pedagogical managers perception on inclusive education and Inclusive Physical Education; To know school strategies and structures for its implementation; Identify teachers competence to develop inclusive physical education; to understand what benefits are recognized in its implementation; to describe the support provided by the school and municipality. Methods: A Qualitative study with phenomenological approach was carried out in a sample of four physical education teachers and four educational managers aged between 33 and 50 years old, who were part of the active board of public schools in the city of Maceio, Brazil, during 2014-2015 academic year. The data collection used was a semi-structured one-to-one interview and data interpreted using content analysis method. Results: In general teachers agree with the inclusive school and recognize the psychosocial and social benefits; however they report not to have adequate preparation to work with special needs students. Some of them invested in personal special training and adapted the contents and teaching methodologies. Lack of appropriate material for teaching and the precarious structural facilities for students that public schools provide are other negative aspects they face as well as not participating in the constitution of the school's legal document. Managers pointed out as the main difficulties: the lack of support from the Municipality (council) towards professionals who work directly with these students; the lack of training in the field of inclusion and consequently the inadequate education provided by them. Professionals believe that this discipline has an important role in the process of inclusion of special needs students as it contributes to the socialization, enhances self-esteem, life quality, and supports cognitive, affective and psychomotor development. Conclusions: The process of inclusion is developing at a slow pace, particularly in physical education classes. In this region of Brazil, few students with special needs attend regular schools and even less participates in physical education classes. Through the content analysis it's clear that changes are necessary for the inclusion of special need students in physical education classes. It's important to emphasize that physical education is not the basis for school inclusion. However an improvement in this area can have significant positive effects in this field and on the quality of life of these students.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127194257","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 : 2019-07-01DOI: 10.21125/EDULEARN.2019.1375
S. Radović, Kristina Bojović
The main goal of the Project was to assess the competences of key employees in our company and to introduce the assessment methodology into human resource function as a tool for planning the educational and development needs based on their competences. The benefits of the Project are multiple. Planning and designing the educational needs and career development is highly important because the Organization faces up with high attrition rate of key personnel. Also, there is the necessity to plan and prepare employees having potentials for managerial positions. In addition, it was also interested to see which motivational programs we could use in business environment where monetary incentives are restricted by legal regulations. Based on results of the Project, we divided key employees in four categories depend on measured competencies and created specific training programs for each category.
{"title":"AN ASSESSMENT OF EDUCATIONAL NEEDS OF EMPLOYEES IN ORGANIZATION","authors":"S. Radović, Kristina Bojović","doi":"10.21125/EDULEARN.2019.1375","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1375","url":null,"abstract":"The main goal of the Project was to assess the competences of key employees in our company and to introduce the assessment methodology into human resource function as a tool for planning the educational and development needs based on their competences. The benefits of the Project are multiple. Planning and designing the educational needs and career development is highly important because the Organization faces up with high attrition rate of key personnel. Also, there is the necessity to plan and prepare employees having potentials for managerial positions. In addition, it was also interested to see which motivational programs we could use in business environment where monetary incentives are restricted by legal regulations. Based on results of the Project, we divided key employees in four categories depend on measured competencies and created specific training programs for each category.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127445540","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 : 2019-07-01DOI: 10.21125/EDULEARN.2019.0950
C. Kaur, M. Raghavan
Over the last two decades, Australian universities have seen a large increase in the number of international student enrolments. This growth has exacerbated the problem surrounding student engagement and performance, given that students in large classes are reluctant to participate in answering questions. In-class passivity of international student cohorts stemming from language and cultural factors coupled with heterogeneity in statistical abilities set the scene for this case study. In order to encourage student participation in a large, culturally diverse cohort with varying statistical abilities, we propose a collaborative approach. We combine two pedagogical methods, namely team based learning (TBL) and personal response system (PRS) in an effort to enhance peer collaboration. We implemented these methods in multiple tutorials for students enrolled in a Business Statistics unit in an Australian university. We employed a case study with a mixed methods study design to assess the students’ learning experience and performance following the implementation of the collaborative approach. Both quantitative and qualitative data are collected across two semesters. We collected data from student surveys and group discussions as well as marks obtained from questions delivered in team-based polling through PRS. Overall, the results from a large sample data indicate that the use of team-based polling within small group settings has had a positive impact on student learning. The data suggests that a collaborative approach improves students’ understanding of key statistical concepts. The students acknowledged that through group work, they are able to learn from their peers, especially when all members within the group contribute to the discussion. The analysis of the data collected through the polling system further shows an improved student results and better understanding of the subject matter when questions are answered collectively compared as compared to those answered individually.
{"title":"TEACHING STATISTICS USING TEAM-BASED POLLING","authors":"C. Kaur, M. Raghavan","doi":"10.21125/EDULEARN.2019.0950","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0950","url":null,"abstract":"Over the last two decades, Australian universities have seen a large increase in the number of international student enrolments. This growth has exacerbated the problem surrounding student engagement and performance, given that students in large classes are reluctant to participate in answering questions. In-class passivity of international student cohorts stemming from language and cultural factors coupled with heterogeneity in statistical abilities set the scene for this case study. In order to encourage student participation in a large, culturally diverse cohort with varying statistical abilities, we propose a collaborative approach. We combine two pedagogical methods, namely team based learning (TBL) and personal response system (PRS) in an effort to enhance peer collaboration. We implemented these methods in multiple tutorials for students enrolled in a Business Statistics unit in an Australian university. We employed a case study with a mixed methods study design to assess the students’ learning experience and performance following the implementation of the collaborative approach. Both quantitative and qualitative data are collected across two semesters. We collected data from student surveys and group discussions as well as marks obtained from questions delivered in team-based polling through PRS. Overall, the results from a large sample data indicate that the use of team-based polling within small group settings has had a positive impact on student learning. The data suggests that a collaborative approach improves students’ understanding of key statistical concepts. The students acknowledged that through group work, they are able to learn from their peers, especially when all members within the group contribute to the discussion. The analysis of the data collected through the polling system further shows an improved student results and better understanding of the subject matter when questions are answered collectively compared as compared to those answered individually.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124711429","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 : 2019-07-01DOI: 10.21125/EDULEARN.2019.0522
Nieri Araujo
New technologies are expanding and collaborating with quality and reliability in the process of academic education. The ease to obtain the results of the projects by using graphics from Build Information Modeling's (BIM) software plataform (for example, Revit/ArchCAD) and generative modeling software (such as Rhinoceros / Grasshooper), have shown positive changes in student's project activities of the couse of architecture and urbanism at Mackenzie Presbiterian University. A positive aspect of the course, beyond the simulation at the virtual environment, is offering the tangibility of the virtual models with rapid prototyping. The research aims to report the importance of experimentation in the learning process through new technologies. The experiment consists on researching hollow elements used in brazilian architectural walls, just as the existent "cobogós" (hollow elements) in the projects of the architect Oswaldo Bratke (1907-1997), identifying it's historical and cultural process. By means of the 2D and 3D graphics software, students will analyze the existing geometry on components and propose new models of "cobogós", thus understanding the structure of the models surveyed. Finally, the new "cobogós" will be prototyped by 3D printers and laser cutters. As a reflective learning process for the students, there shall be held a comparative analysis using parameters and criteria of the results obtained through digital modeling and manufacturing of new "cobogós" built by laser cutter and 3D printer.
{"title":"NEW TECHNOLOGIES IN THE STUDY OF ARCHITECTURE: LEARNING BY MAKING VIRTUAL MODELS AND DIGITAL FABRICATION","authors":"Nieri Araujo","doi":"10.21125/EDULEARN.2019.0522","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0522","url":null,"abstract":"New technologies are expanding and collaborating with quality and reliability in the process of academic education. The ease to obtain the results of the projects by using graphics from Build Information Modeling's (BIM) software plataform (for example, Revit/ArchCAD) and generative modeling software (such as Rhinoceros / Grasshooper), have shown positive changes in student's project activities of the couse of architecture and urbanism at Mackenzie Presbiterian University. A positive aspect of the course, beyond the simulation at the virtual environment, is offering the tangibility of the virtual models with rapid prototyping. The research aims to report the importance of experimentation in the learning process through new technologies. The experiment consists on researching hollow elements used in brazilian architectural walls, just as the existent \"cobogós\" (hollow elements) in the projects of the architect Oswaldo Bratke (1907-1997), identifying it's historical and cultural process. By means of the 2D and 3D graphics software, students will analyze the existing geometry on components and propose new models of \"cobogós\", thus understanding the structure of the models surveyed. Finally, the new \"cobogós\" will be prototyped by 3D printers and laser cutters. As a reflective learning process for the students, there shall be held a comparative analysis using parameters and criteria of the results obtained through digital modeling and manufacturing of new \"cobogós\" built by laser cutter and 3D printer.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124955588","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 : 2019-07-01DOI: 10.21125/EDULEARN.2019.1190
M. Cavia-Saiz, M. D. Rivero-Pérez, M. Ortega-Heras, Inmaculada Gómez-Bastida, M. González-Sanjosé, P. Muñiz
{"title":"SELF-ASSESSMENT EXPERIENCE IN FIRST YEAR NURSING STUDENTS","authors":"M. Cavia-Saiz, M. D. Rivero-Pérez, M. Ortega-Heras, Inmaculada Gómez-Bastida, M. González-Sanjosé, P. Muñiz","doi":"10.21125/EDULEARN.2019.1190","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1190","url":null,"abstract":"","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124971773","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 : 2019-07-01DOI: 10.21125/EDULEARN.2019.0576
M. A. Á. Ramos, Lilyan Vega Ramírez
The evaluation proposed as a learning situation, allows us to know the evolution of students and make judgments about their teaching and learning process. In this line, the initial evaluation acquires a primordial role so that the teacher can optimize the teaching and thus be able to face the challenge of promoting suitable educational environments. In the context of physical education and, especially in the field of gymnastic skills, we find learning situations where not only the motor action itself influences, but also the evolution in the teaching-learning processes can be determined and influenced by the differences in the initial levels of motor competence, by specific previous experiences and by the emotional states of the students. In this sense, the role of the teacher and how it addresses the first meetings of learning evaluation is crucial to optimize teaching and deal not only with the technical aspects of the motor gesture but also with the emotional reactions that can trigger the initial evaluation. Thus, the emotions perceived by students in an educational gymnastic context can be considered a determining component; Moreover, how students experience and face the first technical assessments can revert directly to their subsequent learning and generate in them, a greater or lesser assimilation of knowledge depending on how the educational environment is involved. The initial evaluation of gymnastic skills, therefore, is necessary to be able to assign each student and the group-class a starting point in their process and be able to adapt it to their needs. The aim of this study is to analyze and assess how students of the first degree of Physical Activity and Sports Science deal with the initial assessment of basic acrobatics, in order to identify the type of emotion perceived in the acrobatics evaluated and the causes that trigger them. This study is developed in a descriptive context and with a qualitative approach. The tool for the collection of information has been an open survey for the identification of emotions. For the processing and counting of the different categories the AQUAD 7 computer program has been used. The main findings show that the students identify in the initial evaluation, satisfactory emotions such as interest and enthusiasm in the cartwheel, the forward roll and the handstand. Being able to successfully overcome the proposed tests of execution mainly and the future expectations of acrobatic learning, generated in this first evaluative meeting are causes these positive perceptions. Likewise, the students also point out negative emotions such as anger and insecurity, in the technical test of backward roll and in the execution of a jump in extension with 360o rotation. These sensations are generated, by being unable to perform the execution of these acrobatics and by the uncertainty that supposes the students face them. The identification not only of the initial technical level of specific motor skills but also o
{"title":"DIAGNOSTIC EVALUATION AS A LEARNING PROCESS FOR BASIC ACROBATICS SKILLS","authors":"M. A. Á. Ramos, Lilyan Vega Ramírez","doi":"10.21125/EDULEARN.2019.0576","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0576","url":null,"abstract":"The evaluation proposed as a learning situation, allows us to know the evolution of students and make judgments about their teaching and learning process. In this line, the initial evaluation acquires a primordial role so that the teacher can optimize the teaching and thus be able to face the challenge of promoting suitable educational environments. In the context of physical education and, especially in the field of gymnastic skills, we find learning situations where not only the motor action itself influences, but also the evolution in the teaching-learning processes can be determined and influenced by the differences in the initial levels of motor competence, by specific previous experiences and by the emotional states of the students. In this sense, the role of the teacher and how it addresses the first meetings of learning evaluation is crucial to optimize teaching and deal not only with the technical aspects of the motor gesture but also with the emotional reactions that can trigger the initial evaluation. Thus, the emotions perceived by students in an educational gymnastic context can be considered a determining component; Moreover, how students experience and face the first technical assessments can revert directly to their subsequent learning and generate in them, a greater or lesser assimilation of knowledge depending on how the educational environment is involved. The initial evaluation of gymnastic skills, therefore, is necessary to be able to assign each student and the group-class a starting point in their process and be able to adapt it to their needs. The aim of this study is to analyze and assess how students of the first degree of Physical Activity and Sports Science deal with the initial assessment of basic acrobatics, in order to identify the type of emotion perceived in the acrobatics evaluated and the causes that trigger them. This study is developed in a descriptive context and with a qualitative approach. The tool for the collection of information has been an open survey for the identification of emotions. For the processing and counting of the different categories the AQUAD 7 computer program has been used. The main findings show that the students identify in the initial evaluation, satisfactory emotions such as interest and enthusiasm in the cartwheel, the forward roll and the handstand. Being able to successfully overcome the proposed tests of execution mainly and the future expectations of acrobatic learning, generated in this first evaluative meeting are causes these positive perceptions. Likewise, the students also point out negative emotions such as anger and insecurity, in the technical test of backward roll and in the execution of a jump in extension with 360o rotation. These sensations are generated, by being unable to perform the execution of these acrobatics and by the uncertainty that supposes the students face them. The identification not only of the initial technical level of specific motor skills but also o","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124982763","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 : 2019-07-01DOI: 10.21125/EDULEARN.2019.1562
Dulce Melão
In recent years, reading has been the focus of attention in Portugal, regarding the training of teachers. The implementation of the Portuguese National Teaching Program (2006-2010), the development of the National Reading Plan (in progress, until 2027) and other initiatives, at national level, namely concerning primary education, have contributed to innovate reading practices. However, despite the importance of these programs to make reading a priority of the Portuguese curriculum, few studies in Portugal investigate the conceptions on reading of future teachers' and their impact on educational practices, mainly regarding reading motivation and reading comprehension, recognized as increasingly relevant for the development of literacy. The purpose of this study was twofold: to characterize and to identify the conceptions on reading of future teachers and to determine the influence of these conceptions on their future educational practices, concerning reading motivation and the development of competencies in reading comprehension. Participants were 53 future teachers enrolled in a first degree in Education (third year) of a polytechnic institute in the centre of Portugal. Considering the aims of this study, we took a qualitative approach, based on a case study framework. To increase the credibility and the reliability of the study, as recommended in the literature, several instruments were used to gather data: a questionnaire, a written essay and two worksheets for data on students’ conceptions; a written report on lesson planning with individual and collective components, for data concerning students’ competencies on reading comprehension. Students’ conceptions on reading emerged as a complex and multidimensional construct, mainly based on the valorisation of knowledge and vocabulary acquisition. Although most students enjoyed reading, due to both intrinsic and extrinsic motivation, they mostly valued it in classroom contexts and depreciated reading for pleasure, which was not the activity of their choice for their spare time. Conceptions on reading motivation were related mainly to family literacy practices, reading for academic purposes and reading habits (most students preferred to read novels, newspapers and magazines). Results also showed that: i) when choosing books to motivate children to read, the importance of paratextual elements was strongly emphasized but students gave little attention to the importance of creating a literacy-rich environment in the classroom; ii) students had difficulties in establishing criteria to choose those books and to justify the choices they made as well. As far as students’ competencies on reading comprehension were concerned, we concluded that they were mainly related to the strategies they were able to use while reading for different purposes. Important strategies such as activating prior knowledge and making inferences were not considered relevant by these students. Results on their lesson planning allowed
{"title":"FUTURE TEACHERS’ CONCEPTIONS ON READING - A CASE STUDY","authors":"Dulce Melão","doi":"10.21125/EDULEARN.2019.1562","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1562","url":null,"abstract":"In recent years, reading has been the focus of attention in Portugal, regarding the training of teachers. The implementation of the Portuguese National Teaching Program (2006-2010), the development of the National Reading Plan (in progress, until 2027) and other initiatives, at national level, namely concerning primary education, have contributed to innovate reading practices. However, despite the importance of these programs to make reading a priority of the Portuguese curriculum, few studies in Portugal investigate the conceptions on reading of future teachers' and their impact on educational practices, mainly regarding reading motivation and reading comprehension, recognized as increasingly relevant for the development of literacy. The purpose of this study was twofold: to characterize and to identify the conceptions on reading of future teachers and to determine the influence of these conceptions on their future educational practices, concerning reading motivation and the development of competencies in reading comprehension. Participants were 53 future teachers enrolled in a first degree in Education (third year) of a polytechnic institute in the centre of Portugal. Considering the aims of this study, we took a qualitative approach, based on a case study framework. To increase the credibility and the reliability of the study, as recommended in the literature, several instruments were used to gather data: a questionnaire, a written essay and two worksheets for data on students’ conceptions; a written report on lesson planning with individual and collective components, for data concerning students’ competencies on reading comprehension. Students’ conceptions on reading emerged as a complex and multidimensional construct, mainly based on the valorisation of knowledge and vocabulary acquisition. Although most students enjoyed reading, due to both intrinsic and extrinsic motivation, they mostly valued it in classroom contexts and depreciated reading for pleasure, which was not the activity of their choice for their spare time. Conceptions on reading motivation were related mainly to family literacy practices, reading for academic purposes and reading habits (most students preferred to read novels, newspapers and magazines). Results also showed that: i) when choosing books to motivate children to read, the importance of paratextual elements was strongly emphasized but students gave little attention to the importance of creating a literacy-rich environment in the classroom; ii) students had difficulties in establishing criteria to choose those books and to justify the choices they made as well. As far as students’ competencies on reading comprehension were concerned, we concluded that they were mainly related to the strategies they were able to use while reading for different purposes. Important strategies such as activating prior knowledge and making inferences were not considered relevant by these students. Results on their lesson planning allowed","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125069990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：