Nuria Falla-Falcón, Eloy López-Meneses, Miguel Baldomero Ramírez-Fernández, Samuel Crespo-Ramos
Esta investigación analiza la comparativa de indicadores de supervisión de calidad en la formación no presencial debida al escenario de la docencia virtual sobrevenida originada por el COVID-19, a través de los instrumentos EduTOOL@ y SulodiTOOL®. Surge como línea de Investigación de la Cátedra de Educación y Tecnologías Emergentes, Gamificación e Inteligencia Artificial de la Universidad Pablo de Olavide (Sevilla). Esta comparativa arroja que hay dimensiones, subfactores e indicadores que son comunes a las dos herramientas, con una diferencia de ponderaciones del 30% superior en el primer instrumento, y viceversa, es decir, indicadores que no son comunes a ambas, con una ponderación del 30% superior en el segundo instrumento. En esta línea, la investigación realiza un análisis gráfico de áreas de importancia de las dimensiones e indicadores de ambas herramientas, creadas por las ponderaciones de dichos indicadores.
{"title":"Comparativa de indicadores de supervisión de calidad en la formación no presencial","authors":"Nuria Falla-Falcón, Eloy López-Meneses, Miguel Baldomero Ramírez-Fernández, Samuel Crespo-Ramos","doi":"10.46661/ijeri.7326","DOIUrl":"https://doi.org/10.46661/ijeri.7326","url":null,"abstract":"Esta investigación analiza la comparativa de indicadores de supervisión de calidad en la formación no presencial debida al escenario de la docencia virtual sobrevenida originada por el COVID-19, a través de los instrumentos EduTOOL@ y SulodiTOOL®. Surge como línea de Investigación de la Cátedra de Educación y Tecnologías Emergentes, Gamificación e Inteligencia Artificial de la Universidad Pablo de Olavide (Sevilla). Esta comparativa arroja que hay dimensiones, subfactores e indicadores que son comunes a las dos herramientas, con una diferencia de ponderaciones del 30% superior en el primer instrumento, y viceversa, es decir, indicadores que no son comunes a ambas, con una ponderación del 30% superior en el segundo instrumento. En esta línea, la investigación realiza un análisis gráfico de áreas de importancia de las dimensiones e indicadores de ambas herramientas, creadas por las ponderaciones de dichos indicadores.","PeriodicalId":506511,"journal":{"name":"IJERI: International Journal of Educational Research and Innovation","volume":"275 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139177638","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}
The aim of the current study is to explore the direct and indirect relationships between emerging technology and cognitive development. This study utilized a cross-sectional research design, employing a questionnaire survey approach for data collection from students in higher education. The multi-point Likert scale was used to measure emerging technology, cognitive development, and digital social support. Data were collected from 500 students, both male and female, studying at Chinese universities. The PLS-SEM approach was applied to analyze the structural relationship among the given variables in this research study. Findings of the study indicated that emerging technology has a positive and significant relationship with cognitive development, and that digital social support positively and significantly mediates the connection between emerging technology and cognitive development among higher education students. It was concluded that both emerging technology and digital social support are predictors of students' cognitive development at the higher education level. The study contributes to the literature on emerging technology, cognitive development, and digital social support in the context of higher education. This study provides valuable theoretical and practical implications for teachers, psychologists, and curriculum developers at the higher education level.
{"title":"Impact of emerging technologies on cognitive development","authors":"Aashiq, Irum Zeb, Yan Zhang, Tahir","doi":"10.46661/ijeri.8362","DOIUrl":"https://doi.org/10.46661/ijeri.8362","url":null,"abstract":"The aim of the current study is to explore the direct and indirect relationships between emerging technology and cognitive development. This study utilized a cross-sectional research design, employing a questionnaire survey approach for data collection from students in higher education. The multi-point Likert scale was used to measure emerging technology, cognitive development, and digital social support. Data were collected from 500 students, both male and female, studying at Chinese universities. The PLS-SEM approach was applied to analyze the structural relationship among the given variables in this research study. Findings of the study indicated that emerging technology has a positive and significant relationship with cognitive development, and that digital social support positively and significantly mediates the connection between emerging technology and cognitive development among higher education students. It was concluded that both emerging technology and digital social support are predictors of students' cognitive development at the higher education level. The study contributes to the literature on emerging technology, cognitive development, and digital social support in the context of higher education. This study provides valuable theoretical and practical implications for teachers, psychologists, and curriculum developers at the higher education level.","PeriodicalId":506511,"journal":{"name":"IJERI: International Journal of Educational Research and Innovation","volume":"893 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139177410","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}
Google Classroom is practical for teachers and students as it makes the teaching and learning process more manageable. It is one of the practical pedagogical tools used by various higher educational institutions, as supported by previous studies. In line with this, the study is focused on exploring the factors that affect students’ acceptance of Google Classroom as an effective tool in learning Physical Education, adapting the Technology Acceptance Model (TAM). After obtaining data from 1,916 students currently taking minor PE in an online setting at City College of Angeles and after performing Partial Least Square-Structural Equation Modeling (PLS-SEM), the results revealed that students perceived ease of use positively predict their perceived usefulness of the LMS. Moreover, perceived ease of use positively influences students’ behavioral intention to use. Also, the students’ perceived usefulness increases behavioral intention to use Google Classroom in learning PE. Lastly, behavioral intent to use leverages students’ actual use of the educational platform. The findings of this study help the academic council and higher administration to decide if the said LMS can continuously be used as the college is still in a full-online learning modality. Recommendations and future research directions are also presented.
{"title":"Students’ acceptance of google classroom as an effective pedagogical tool for Physical Education","authors":"Joseph Lobo","doi":"10.46661/ijeri.7535","DOIUrl":"https://doi.org/10.46661/ijeri.7535","url":null,"abstract":"Google Classroom is practical for teachers and students as it makes the teaching and learning process more manageable. It is one of the practical pedagogical tools used by various higher educational institutions, as supported by previous studies. In line with this, the study is focused on exploring the factors that affect students’ acceptance of Google Classroom as an effective tool in learning Physical Education, adapting the Technology Acceptance Model (TAM). After obtaining data from 1,916 students currently taking minor PE in an online setting at City College of Angeles and after performing Partial Least Square-Structural Equation Modeling (PLS-SEM), the results revealed that students perceived ease of use positively predict their perceived usefulness of the LMS. Moreover, perceived ease of use positively influences students’ behavioral intention to use. Also, the students’ perceived usefulness increases behavioral intention to use Google Classroom in learning PE. Lastly, behavioral intent to use leverages students’ actual use of the educational platform. The findings of this study help the academic council and higher administration to decide if the said LMS can continuously be used as the college is still in a full-online learning modality. Recommendations and future research directions are also presented.","PeriodicalId":506511,"journal":{"name":"IJERI: International Journal of Educational Research and Innovation","volume":"427 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139177961","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}
Silvia Natividad Moral-Sánchez, Francisco José Ruiz Rey, Manuel Cebrián-de-la-Serna
The use of artificial intelligence (AI) is becoming increasingly widespread in today's society. This type of technology, and more specifically chatbots as virtual assistants, can be implemented and integrated as a support tool in educational environments. This article proposes the creation of chatbots in the subject of didactic of geometry of the Degree of Primary Education of the Faculty of Education at the University of Málaga, carried out by 120 students in two groups. The aim is to analyse these chatbots, as well as the students' evaluation and satisfaction with them. To this end, the students were given brief training so that they could generate their own bots and know how to integrate them into a social network and then use them. The results of the questionnaire show that the students have shown interest in the generation of their chatbot and its integration into the social network, have improved their digital competence, as well as demonstrating a high degree of satisfaction with their AI creations, along with the idea that this type of experience can be transferred to other subjects and educational contexts.
{"title":"Analysis of artificial intelligence chatbots and satisfaction for learning in mathematics education","authors":"Silvia Natividad Moral-Sánchez, Francisco José Ruiz Rey, Manuel Cebrián-de-la-Serna","doi":"10.46661/ijeri.8196","DOIUrl":"https://doi.org/10.46661/ijeri.8196","url":null,"abstract":"The use of artificial intelligence (AI) is becoming increasingly widespread in today's society. This type of technology, and more specifically chatbots as virtual assistants, can be implemented and integrated as a support tool in educational environments. This article proposes the creation of chatbots in the subject of didactic of geometry of the Degree of Primary Education of the Faculty of Education at the University of Málaga, carried out by 120 students in two groups. The aim is to analyse these chatbots, as well as the students' evaluation and satisfaction with them. To this end, the students were given brief training so that they could generate their own bots and know how to integrate them into a social network and then use them. The results of the questionnaire show that the students have shown interest in the generation of their chatbot and its integration into the social network, have improved their digital competence, as well as demonstrating a high degree of satisfaction with their AI creations, along with the idea that this type of experience can be transferred to other subjects and educational contexts.","PeriodicalId":506511,"journal":{"name":"IJERI: International Journal of Educational Research and Innovation","volume":"182 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139178480","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}
Á. Rodríguez-Torres, N. Cargua-García, J. Marín-Marín, Antonio-José Moreno-Guerrero, Jesús López-Belmonte
Hoy día los estudiantes se enfrentan a problemas cada vez más complejos que requieren enfoques que trascienden las disciplinas, ya que no se pueden abordar de manera aislada. La interdisciplinariedad se concibe como un acto de intercambio, de reciprocidad entre las disciplinas y una posibilidad de enriquecer e integrar los elementos del conocimiento. El objetivo de este estudio se focaliza en diseñar, validar y fiabilizar un instrumento que permita valorar las competencias interdisciplinares de los estudiantes. Se ha utilizado un diseño instrumental de investigación en el que participaron 600 estudiantes universitarios de Ecuador. Para conocer las propiedades psicométricas de la escala se efectuaron diferentes análisis con el software estadístico JASP. Se realizaron diversos análisis, obteniendo valores pertinentes. Las correlaciones entre las dimensiones fueron positivas en todos los casos y los pesos factoriales de cada una de ellas mostraron adecuación de cada ítem con respecto a la dimensión de la que forma parte. Finalmente, el análisis de confiabilidad del instrumento basado en el coeficiente Alfa de Cronbach y Omega de McDonald arrojó resultados aceptables, tanto para la confiabilidad global como para cada una de las dimensiones que componen el instrumento. Se concluye que el instrumento diseñado es pertinente para valorar las competencias interdisciplinares en estudiantes ecuatorianos de educación superior.
{"title":"Diseño y validación de la escala para evaluar el trabajo interdisciplinario en estudiantes universitarios de Ecuador","authors":"Á. Rodríguez-Torres, N. Cargua-García, J. Marín-Marín, Antonio-José Moreno-Guerrero, Jesús López-Belmonte","doi":"10.46661/ijeri.7698","DOIUrl":"https://doi.org/10.46661/ijeri.7698","url":null,"abstract":"Hoy día los estudiantes se enfrentan a problemas cada vez más complejos que requieren enfoques que trascienden las disciplinas, ya que no se pueden abordar de manera aislada. La interdisciplinariedad se concibe como un acto de intercambio, de reciprocidad entre las disciplinas y una posibilidad de enriquecer e integrar los elementos del conocimiento. El objetivo de este estudio se focaliza en diseñar, validar y fiabilizar un instrumento que permita valorar las competencias interdisciplinares de los estudiantes. Se ha utilizado un diseño instrumental de investigación en el que participaron 600 estudiantes universitarios de Ecuador. Para conocer las propiedades psicométricas de la escala se efectuaron diferentes análisis con el software estadístico JASP. Se realizaron diversos análisis, obteniendo valores pertinentes. Las correlaciones entre las dimensiones fueron positivas en todos los casos y los pesos factoriales de cada una de ellas mostraron adecuación de cada ítem con respecto a la dimensión de la que forma parte. Finalmente, el análisis de confiabilidad del instrumento basado en el coeficiente Alfa de Cronbach y Omega de McDonald arrojó resultados aceptables, tanto para la confiabilidad global como para cada una de las dimensiones que componen el instrumento. Se concluye que el instrumento diseñado es pertinente para valorar las competencias interdisciplinares en estudiantes ecuatorianos de educación superior.","PeriodicalId":506511,"journal":{"name":"IJERI: International Journal of Educational Research and Innovation","volume":"284 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139177836","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}
Yujie Cao, Azhan Abdul Aziz, Wan Nur Rukiah Mohd Arshard
This study explores interior architecture students' perspectives on artificial intelligence (AI) technologies and their implications for future career prospects. A survey of 230 third-year interior architecture students in China utilized a Technology Acceptance Model (TAM)-based questionnaire, yielding 158 valid responses. The investigation aimed to gauge students' familiarity with recent AI advancements (e.g., ChatGPT, Stable Diffusion, Midjourney) and their readiness to incorporate AI into their future careers. Findings unveiled limited awareness of cutting-edge AI technologies and concerns about AI's impact on employment opportunities. Nonetheless, students exhibited receptiveness to integrating AI for enhanced productivity and creativity. The structural equation modeling verified TAM's efficacy in forecasting students' AI acceptance intentions, highlighting perceived usefulness and ease of use as pivotal factors. The study's insights offer guidance for educational institutions to cultivate emerging technology competence among students, enabling them to excel in a design industry undergoing AI-driven transformations. The study's contribution lies in the application of TAM to evaluate AI acceptance within the distinct domain of interior design education.
本研究探讨了室内建筑系学生对人工智能（AI）技术的看法及其对未来职业前景的影响。本研究采用基于技术接受模型（TAM）的问卷对中国 230 名室内建筑系三年级学生进行了调查，共收到 158 份有效答卷。调查旨在了解学生对近期人工智能发展（如 ChatGPT、Stable Diffusion、Midjourney）的熟悉程度，以及他们将人工智能融入未来职业生涯的意愿。调查结果显示，学生对人工智能前沿技术的认识有限，并担心人工智能对就业机会的影响。尽管如此，学生们还是表现出了对整合人工智能以提高生产力和创造力的接受能力。结构方程建模验证了 TAM 在预测学生接受人工智能意向方面的有效性，强调了感知有用性和易用性是关键因素。本研究的见解为教育机构培养学生的新兴技术能力提供了指导，使他们能够在人工智能驱动的设计行业变革中脱颖而出。本研究的贡献在于将 TAM 应用于评估室内设计教育这一独特领域的人工智能接受度。
{"title":"University students' perspectives on Artificial Intelligence","authors":"Yujie Cao, Azhan Abdul Aziz, Wan Nur Rukiah Mohd Arshard","doi":"10.46661/ijeri.8429","DOIUrl":"https://doi.org/10.46661/ijeri.8429","url":null,"abstract":"This study explores interior architecture students' perspectives on artificial intelligence (AI) technologies and their implications for future career prospects. A survey of 230 third-year interior architecture students in China utilized a Technology Acceptance Model (TAM)-based questionnaire, yielding 158 valid responses. The investigation aimed to gauge students' familiarity with recent AI advancements (e.g., ChatGPT, Stable Diffusion, Midjourney) and their readiness to incorporate AI into their future careers. Findings unveiled limited awareness of cutting-edge AI technologies and concerns about AI's impact on employment opportunities. Nonetheless, students exhibited receptiveness to integrating AI for enhanced productivity and creativity. The structural equation modeling verified TAM's efficacy in forecasting students' AI acceptance intentions, highlighting perceived usefulness and ease of use as pivotal factors. The study's insights offer guidance for educational institutions to cultivate emerging technology competence among students, enabling them to excel in a design industry undergoing AI-driven transformations. The study's contribution lies in the application of TAM to evaluate AI acceptance within the distinct domain of interior design education.","PeriodicalId":506511,"journal":{"name":"IJERI: International Journal of Educational Research and Innovation","volume":"650 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139178299","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}
The purpose of this study was to develop a scale to assess the frequency of using classroom assessment tools and methods for mathematics teachers. This study was conducted on 320 Turkish mathematics teachers. The data were analysed using the SPSS 17.0 and LISREL 8.8 statistical software packages. EFA and CFA, item-total correlations, and convergent and discriminant validities were used to assess the construct validity. EFA and item analysis were performed with 170 mathematics teachers. After EFA, a four-factor scale with 25 items was identified, explaining 52.38% of the variance. The CFA was carried out with 150 mathematics teachers. The first and second-order CFA results indicated that the scale model had good fit indices, and the convergent and discriminant validity of the scale was confirmed. The Cronbach's alpha and composite reliability (CR) coefficients were satisfactory. The results of this study showed that the scale is a reliable and valid instrument for assessing the frequency of mathematics teachers’ use of classroom assessment tools and methods.
{"title":"Development and validation of a scale to assess the frequency of using classroom assessment tools and methods for mathematics teachers","authors":"Osman Birgin, Murat Yılmaz","doi":"10.46661/ijeri.8075","DOIUrl":"https://doi.org/10.46661/ijeri.8075","url":null,"abstract":"The purpose of this study was to develop a scale to assess the frequency of using classroom assessment tools and methods for mathematics teachers. This study was conducted on 320 Turkish mathematics teachers. The data were analysed using the SPSS 17.0 and LISREL 8.8 statistical software packages. EFA and CFA, item-total correlations, and convergent and discriminant validities were used to assess the construct validity. EFA and item analysis were performed with 170 mathematics teachers. After EFA, a four-factor scale with 25 items was identified, explaining 52.38% of the variance. The CFA was carried out with 150 mathematics teachers. The first and second-order CFA results indicated that the scale model had good fit indices, and the convergent and discriminant validity of the scale was confirmed. The Cronbach's alpha and composite reliability (CR) coefficients were satisfactory. The results of this study showed that the scale is a reliable and valid instrument for assessing the frequency of mathematics teachers’ use of classroom assessment tools and methods.","PeriodicalId":506511,"journal":{"name":"IJERI: International Journal of Educational Research and Innovation","volume":"711 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139178574","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}
Dea Mae Ciudad, Majed Mañgulamas, Sairah Mañgulamas, C. Toquero
The spread of the COVID-19 virus has affected many organizations across the globe and has forced them to adapt and make use of a variety of emerging online communication technologies. However, because of the abrupt shift, the education sector has experienced challenges such as relative to students’ interaction and engagement with their peers and teachers. This study aimed to test the association among students’ (n=189) social needs, social interaction, and student engagement in emergency online learning platforms. Inferential statistics for this correlational study included Pearson correlation analysis, linear regression analysis, and analysis of variance. The results show a positive correlation among the variables, which means the engagement (cognitive, behavioral, and emotional) forms a set of indicators or predictors that can influence the student's social needs and social interaction in this emergency online learning platform. Thus, attaining engagement would create strong communication and meet the needs of the students, which will lead to good academic performance despite the challenges of emergency online learning.
{"title":"Analysis of online engagement of students in emergency online learning","authors":"Dea Mae Ciudad, Majed Mañgulamas, Sairah Mañgulamas, C. Toquero","doi":"10.46661/ijeri.7746","DOIUrl":"https://doi.org/10.46661/ijeri.7746","url":null,"abstract":"The spread of the COVID-19 virus has affected many organizations across the globe and has forced them to adapt and make use of a variety of emerging online communication technologies. However, because of the abrupt shift, the education sector has experienced challenges such as relative to students’ interaction and engagement with their peers and teachers. This study aimed to test the association among students’ (n=189) social needs, social interaction, and student engagement in emergency online learning platforms. Inferential statistics for this correlational study included Pearson correlation analysis, linear regression analysis, and analysis of variance. The results show a positive correlation among the variables, which means the engagement (cognitive, behavioral, and emotional) forms a set of indicators or predictors that can influence the student's social needs and social interaction in this emergency online learning platform. Thus, attaining engagement would create strong communication and meet the needs of the students, which will lead to good academic performance despite the challenges of emergency online learning.","PeriodicalId":506511,"journal":{"name":"IJERI: International Journal of Educational Research and Innovation","volume":"179 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139178460","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}
Sugey Montoya Sandí, J. J. Carrión Martínez, María del Mar Martínez Fernández, María Dolores Pérez-Esteban
The different accreditation processes of undergraduate degrees are the object of research due to the value of international recognition based on their accreditation. Thus, accreditation has become the preferred means of monitoring and evaluating the quality of higher education and observing universities' impact on society. The present study is part of a broader research focused on developing a doctoral thesis. It is framed in the qualitative interpretative paradigm of an emergent exploratory type. The main objective is to identify the public value generated by accreditation in the continuous improvement of undergraduate programs accredited by SINAES (an anagram of Sistema Nacional de Acreditación de la Educación Superior, National System of Higher Education Acceditation), in the field of education in Costa Rica. Five in-depth interviews were conducted to learn the perceptions of the key informants who participated in the accreditation process of the six selected degree programs. The results show the public value that accreditation produces in the continuous improvement of Education Degree Programs through ten categories that cover the achievements, benefits, results and effects of the contribution of SINAES in the continuous improvement processes of higher education. In conclusion, accreditation has become one of the determining factors when selecting an Education Degree Program in Costa Rica. The processes carried out by SINAES are perceived as legitimate and of excellence in developing these types of quality certifications.
本科学位的不同认证过程是研究的对象，因为基于其认证的国际认可价值。因此，认证已成为监督和评估高等教育质量以及观察大学对社会影响的首选手段。本研究是以撰写博士论文为重点的广泛研究的一部分。本研究采用定性阐释范式，属于新兴探索型研究。主要目的是在哥斯达黎加的教育领域中，确定在不断改进经 SINAES（Sistema Nacional de Acreditación de la Educación Superior，国家高等教育认证系统的缩写）认证的本科课程时，认证所产生的公共价值。我们进行了五次深入访谈，以了解参与六个选定学位课程认证过程的关键信息提供者的看法。访谈结果通过十个类别显示了认证在不断改进学位教育课程方面所产生的公共价值，这些类别涵盖了国家教育认证体系在不断改进高等教育过程中所做贡献的成就、益处、结果和影响。总之，在哥斯达黎加，认证已成为选择教育学位课程的决定性因素之一。国家高等教育研究所所开展的工作被认为是合法的，在开发此类质量认证方面也是卓越的。
{"title":"public value of accreditation in the continuous improvement of Education Degree Programs in Costa Rica","authors":"Sugey Montoya Sandí, J. J. Carrión Martínez, María del Mar Martínez Fernández, María Dolores Pérez-Esteban","doi":"10.46661/ijeri.8333","DOIUrl":"https://doi.org/10.46661/ijeri.8333","url":null,"abstract":"The different accreditation processes of undergraduate degrees are the object of research due to the value of international recognition based on their accreditation. Thus, accreditation has become the preferred means of monitoring and evaluating the quality of higher education and observing universities' impact on society. The present study is part of a broader research focused on developing a doctoral thesis. It is framed in the qualitative interpretative paradigm of an emergent exploratory type. The main objective is to identify the public value generated by accreditation in the continuous improvement of undergraduate programs accredited by SINAES (an anagram of Sistema Nacional de Acreditación de la Educación Superior, National System of Higher Education Acceditation), in the field of education in Costa Rica. Five in-depth interviews were conducted to learn the perceptions of the key informants who participated in the accreditation process of the six selected degree programs. The results show the public value that accreditation produces in the continuous improvement of Education Degree Programs through ten categories that cover the achievements, benefits, results and effects of the contribution of SINAES in the continuous improvement processes of higher education. In conclusion, accreditation has become one of the determining factors when selecting an Education Degree Program in Costa Rica. The processes carried out by SINAES are perceived as legitimate and of excellence in developing these types of quality certifications.","PeriodicalId":506511,"journal":{"name":"IJERI: International Journal of Educational Research and Innovation","volume":"32 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139178854","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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