Pub Date : 2022-11-08DOI: 10.1080/11356405.2022.2121130
Sheila Queralt, Jordi Cicres
ABSTRACT The objective of this study is to characterize writing samples in Catalan written by boys and girls in primary school (from seven to 12 years old) using syntactic patterns. The corpus contains 169 writings divided by sex (76 boys and 93 girls) with an average of 200 words and a total length of 33,763 words. From this corpus, we calculated the 40 n-grams of the most frequent morphological categories (bigrams, trigrams). The data were statistically analysed using ANOVA and Linear Discriminant Analysis, and the accuracy in predicting the writer’s gender in a cross-validation experiment was 60.4% using both bigrams and trigrams. When the children’s age was taken into account, the percentage of accuracy was higher than 70% in both the original classification and the cross-validation. The identification of the most discriminating bigrams and trigrams allowed us to determine that girls show a greater expressive capacity and superior syntactic maturity, and greater lexical and syntactic richness.
{"title":"Do boys and girls write the same? Analysis of n-grams of morphological categories (¿Niños y niñas escriben igual? Análisis de n-gramas de categorías morfológicas)","authors":"Sheila Queralt, Jordi Cicres","doi":"10.1080/11356405.2022.2121130","DOIUrl":"https://doi.org/10.1080/11356405.2022.2121130","url":null,"abstract":"ABSTRACT The objective of this study is to characterize writing samples in Catalan written by boys and girls in primary school (from seven to 12 years old) using syntactic patterns. The corpus contains 169 writings divided by sex (76 boys and 93 girls) with an average of 200 words and a total length of 33,763 words. From this corpus, we calculated the 40 n-grams of the most frequent morphological categories (bigrams, trigrams). The data were statistically analysed using ANOVA and Linear Discriminant Analysis, and the accuracy in predicting the writer’s gender in a cross-validation experiment was 60.4% using both bigrams and trigrams. When the children’s age was taken into account, the percentage of accuracy was higher than 70% in both the original classification and the cross-validation. The identification of the most discriminating bigrams and trigrams allowed us to determine that girls show a greater expressive capacity and superior syntactic maturity, and greater lexical and syntactic richness.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"11 1","pages":"33 - 63"},"PeriodicalIF":1.1,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77760292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-08DOI: 10.1080/11356405.2022.2121131
Anna Sánchez-Caballé, Juan González-Martínez
ABSTRACT This article deals with the concept of transmedia learning, which has emerged from Jenkins’ approaches, with an important echo on cultural approaches, research and education. Transmedia educational experiences cause interest in the scientific community; however, it is difficult to find a univocal understanding of transmedia learning. Therefore, this research aims to address the conceptual background of transmedia educational practices through a systematic literature review. The research process starts with the searching of keywords referring to transmedia learning and without time limitation, with 38 documents yielded in the initial search. After following the PRISMA guidelines, the process ends with 24 documents that have been qualitatively analysed in depth using NVivo 12. Among the main results obtained, it is highlighted that transmedia learning, from a narrative, allows us to concretize the pedagogical principles of constructivism or connectivism in proposals that are motivating for students and in a relatively personalized way that is close to their daily lives. However, its integration into teaching-learning processes is complex due to the large number of factors that must be considered.
{"title":"Transmedia learning: fact or fiction? A systematic review (Aprendizaje transmedia: ¿realidad o ficción? Una revisión sistemática)","authors":"Anna Sánchez-Caballé, Juan González-Martínez","doi":"10.1080/11356405.2022.2121131","DOIUrl":"https://doi.org/10.1080/11356405.2022.2121131","url":null,"abstract":"ABSTRACT This article deals with the concept of transmedia learning, which has emerged from Jenkins’ approaches, with an important echo on cultural approaches, research and education. Transmedia educational experiences cause interest in the scientific community; however, it is difficult to find a univocal understanding of transmedia learning. Therefore, this research aims to address the conceptual background of transmedia educational practices through a systematic literature review. The research process starts with the searching of keywords referring to transmedia learning and without time limitation, with 38 documents yielded in the initial search. After following the PRISMA guidelines, the process ends with 24 documents that have been qualitatively analysed in depth using NVivo 12. Among the main results obtained, it is highlighted that transmedia learning, from a narrative, allows us to concretize the pedagogical principles of constructivism or connectivism in proposals that are motivating for students and in a relatively personalized way that is close to their daily lives. However, its integration into teaching-learning processes is complex due to the large number of factors that must be considered.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"10 1","pages":"1 - 32"},"PeriodicalIF":1.1,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88711443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-27DOI: 10.1080/11356405.2022.2121133
Evaristo Barrera-Algarín, J. Sarasola-Sánchez-Serrano, A. García-González, María Ruiz-Herrera
ABSTRACT Aim: to determine whether there is a relationship between attention to the special educational needs of gifted children in public, private and charter schools (concertados) in Andalusia and scholastic failure, as perceived by families. The GITTECALTASCAPACIDADESCAPACIDADESPA questionnaire (α = .901), with 71 variables, was used in a sample of N = 454 families in the Autonomous Community of Andalusia with gifted children attending primary schools. Frequency and correlation analysis (Pearson type) were applied, obtaining p values < .001, along with crosses of variables through contingency tables and a regression analysis with the main hypothesis, together with ANOVA tests. The data obtained from the families indicate that inadequate attention to the special educational needs of gifted children is closely related to academic failure and disappointing experiences at school suffered by gifted children generate in them negative associations with academics.
{"title":"Neglecting gifted students: its impact on scholastic failure: perception from the families (La no atención de las Altas Capacidades en la escuela y su relación con el fracaso escolar: percepción desde las familias)","authors":"Evaristo Barrera-Algarín, J. Sarasola-Sánchez-Serrano, A. García-González, María Ruiz-Herrera","doi":"10.1080/11356405.2022.2121133","DOIUrl":"https://doi.org/10.1080/11356405.2022.2121133","url":null,"abstract":"ABSTRACT Aim: to determine whether there is a relationship between attention to the special educational needs of gifted children in public, private and charter schools (concertados) in Andalusia and scholastic failure, as perceived by families. The GITTECALTASCAPACIDADESCAPACIDADESPA questionnaire (α = .901), with 71 variables, was used in a sample of N = 454 families in the Autonomous Community of Andalusia with gifted children attending primary schools. Frequency and correlation analysis (Pearson type) were applied, obtaining p values < .001, along with crosses of variables through contingency tables and a regression analysis with the main hypothesis, together with ANOVA tests. The data obtained from the families indicate that inadequate attention to the special educational needs of gifted children is closely related to academic failure and disappointing experiences at school suffered by gifted children generate in them negative associations with academics.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"4 1","pages":"120 - 154"},"PeriodicalIF":1.1,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91258527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-26DOI: 10.1080/11356405.2022.2121129
Lady-Yohanna Villabona, R. Villalón
ABSTRACT University writing practices have primarily been researched at universities with face-to-face classes. The purpose of this study is to describe the writing practices in an undergraduate psychology programme taught in the distance-learning modality based on the vision of both students and instructors. To do so, a survey was administered that inquired into aspects like the presence of writing in the curriculum, the type of feedback provided and received and the genres that are written and read. The data reveal that there is not much difference with the face-to-face learning environment, as writing practices were found with very few spaces of verbal interaction on what has been read or written, a stronger emphasis on the written product than on the composition process and the predominance of note-taking as the consequence of a monologic teaching style. To transform these practices, academic literacy processes that promote the epistemic use of writing and allow for Legitimate Peripheral Participation (LPP) are proposed.
{"title":"Academic writing practices in a psychology degree in the distance learning modality (Prácticas de escritura académica en el pregrado de psicología en modalidad a distancia)","authors":"Lady-Yohanna Villabona, R. Villalón","doi":"10.1080/11356405.2022.2121129","DOIUrl":"https://doi.org/10.1080/11356405.2022.2121129","url":null,"abstract":"ABSTRACT University writing practices have primarily been researched at universities with face-to-face classes. The purpose of this study is to describe the writing practices in an undergraduate psychology programme taught in the distance-learning modality based on the vision of both students and instructors. To do so, a survey was administered that inquired into aspects like the presence of writing in the curriculum, the type of feedback provided and received and the genres that are written and read. The data reveal that there is not much difference with the face-to-face learning environment, as writing practices were found with very few spaces of verbal interaction on what has been read or written, a stronger emphasis on the written product than on the composition process and the predominance of note-taking as the consequence of a monologic teaching style. To transform these practices, academic literacy processes that promote the epistemic use of writing and allow for Legitimate Peripheral Participation (LPP) are proposed.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"1 1","pages":"64 - 93"},"PeriodicalIF":1.1,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76056030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-24DOI: 10.1080/11356405.2022.2121132
Héctor García-Rodicio
ABSTRACT We examined two factors that influence the effect of relevance instructions on memory for text, namely, instruction specificity and text length. In Experiment 1, 111 undergraduate students read a 1,182-word-long text describing an exotic country. Some students were provided with a general instruction (to focus on one subtopic of the text), others were provided with specific instructions (what-questions inserted into the text), and the rest were provided with a neutral instruction (they were asked just to read for understanding). Those receiving specific instructions recalled the relevant information better; those in the general instruction condition did not show better memory for the relevant information. In Experiment 2, 170 undergraduate students read either the long version of the exotic country text, comprising 1,182 words, or a shortened, 603-word-long version. Half of the students received the general instruction, whereas the rest received the neutral instruction. When the text was short, the participants receiving the general instruction recalled the relevant information better; when the text was long, they did not show better memory for the relevant information.
{"title":"Relevance instructions and memory for text. The role of instruction specificity and text length (Instrucciones de relevancia y recuerdo de textos. El rol de la especificidad de la instrucción y de la longitud del texto)","authors":"Héctor García-Rodicio","doi":"10.1080/11356405.2022.2121132","DOIUrl":"https://doi.org/10.1080/11356405.2022.2121132","url":null,"abstract":"ABSTRACT We examined two factors that influence the effect of relevance instructions on memory for text, namely, instruction specificity and text length. In Experiment 1, 111 undergraduate students read a 1,182-word-long text describing an exotic country. Some students were provided with a general instruction (to focus on one subtopic of the text), others were provided with specific instructions (what-questions inserted into the text), and the rest were provided with a neutral instruction (they were asked just to read for understanding). Those receiving specific instructions recalled the relevant information better; those in the general instruction condition did not show better memory for the relevant information. In Experiment 2, 170 undergraduate students read either the long version of the exotic country text, comprising 1,182 words, or a shortened, 603-word-long version. Half of the students received the general instruction, whereas the rest received the neutral instruction. When the text was short, the participants receiving the general instruction recalled the relevant information better; when the text was long, they did not show better memory for the relevant information.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"36 1","pages":"94 - 119"},"PeriodicalIF":1.1,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77316882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/11356405.2022.2102293
Mark Brown, Mairéad Nic-Giolla-Mhichil
ABSTRACT Micro-credentials are the latest shiny new thing attracting the attention of politicians, policy-makers and educational leaders. This paper endeavours to ‘unbox’ the micro-credential by peeling away inherent tensions in competing definitions and underlying drivers. It reports the tripartite methodology adopted for a state-of-the-art literature review which offers an inside, upside and downside view on the micro-credential. Selected findings illustrate how the growth of the micro-credential needs to be understood in a wider socio-cultural context. The micro-credential movement is part of a complex credential ecology steeped in history, politics and cultural norms. In response to major societal and technological change forces, the paper invites debate on what counts as valued skill and knowledge in today’s rapidly changing digital society. It challenges existing business models for higher and further education and the traditional status of the university degree. Therefore, the micro-credential is not just another passing educational fad, as it brings into question much bigger issues concerning employability, the changing nature of work and new models of life-long learning.
{"title":"Unboxing micro-credentials: an inside, upside and downside view (Descifrando las microcredenciales: en qué consisten, ventajas e inconvenientes)","authors":"Mark Brown, Mairéad Nic-Giolla-Mhichil","doi":"10.1080/11356405.2022.2102293","DOIUrl":"https://doi.org/10.1080/11356405.2022.2102293","url":null,"abstract":"ABSTRACT Micro-credentials are the latest shiny new thing attracting the attention of politicians, policy-makers and educational leaders. This paper endeavours to ‘unbox’ the micro-credential by peeling away inherent tensions in competing definitions and underlying drivers. It reports the tripartite methodology adopted for a state-of-the-art literature review which offers an inside, upside and downside view on the micro-credential. Selected findings illustrate how the growth of the micro-credential needs to be understood in a wider socio-cultural context. The micro-credential movement is part of a complex credential ecology steeped in history, politics and cultural norms. In response to major societal and technological change forces, the paper invites debate on what counts as valued skill and knowledge in today’s rapidly changing digital society. It challenges existing business models for higher and further education and the traditional status of the university degree. Therefore, the micro-credential is not just another passing educational fad, as it brings into question much bigger issues concerning employability, the changing nature of work and new models of life-long learning.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"30 1","pages":"938 - 973"},"PeriodicalIF":1.1,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85987325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/11356405.2022.2109266
Iris Estévez, Alba Souto-Seijo, Mercedes González-Sanmamed, Albert Sangrá
ABSTRACT Professional learning processes occur in many scenarios in which there are a variety of different elements that play key roles. The concept of learning ecologies is particularly useful for understanding how these complex processes happen, although it is still an embryonic line of research whose potential has not been fully explored. The objective of this study was to identify the elements of the contextual dimension of learning ecologies. This qualitative research was performed via a case study. Five professors of the health sciences field at the University of A Coruña constitute the case. Data were collected via in-depth interviews and analysed using Atlas.ti software. The results showed that there were three key elements in the contextual dimension: Activities, Interactions and Resources. Being aware of the components that make up their own ecology will help professors maintain and enhance it and, therefore, help them achieve their learning objectives.
{"title":"Combining education scenarios and modalities: the contextual dimension of health sciences professors’ learning ecologies (Combinando escenarios y modalidades de formación: la dimensión contextual de las ecologías de aprendizaje del docente universitario de ciencias de la salud)","authors":"Iris Estévez, Alba Souto-Seijo, Mercedes González-Sanmamed, Albert Sangrá","doi":"10.1080/11356405.2022.2109266","DOIUrl":"https://doi.org/10.1080/11356405.2022.2109266","url":null,"abstract":"ABSTRACT Professional learning processes occur in many scenarios in which there are a variety of different elements that play key roles. The concept of learning ecologies is particularly useful for understanding how these complex processes happen, although it is still an embryonic line of research whose potential has not been fully explored. The objective of this study was to identify the elements of the contextual dimension of learning ecologies. This qualitative research was performed via a case study. Five professors of the health sciences field at the University of A Coruña constitute the case. Data were collected via in-depth interviews and analysed using Atlas.ti software. The results showed that there were three key elements in the contextual dimension: Activities, Interactions and Resources. Being aware of the components that make up their own ecology will help professors maintain and enhance it and, therefore, help them achieve their learning objectives.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"17 1","pages":"767 - 799"},"PeriodicalIF":1.1,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81834223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/11356405.2022.2102728
Alfredo Bautista, Athena Ho, Kerry Lee, Jin Sun
ABSTRACT We reviewed the empirical research literature in which videos of classroom practice had been used to foster the learning of pre-service and/or in-service early childhood education (ECE) teachers. The first goal was to identify research trends and gaps to inform the work of ECE researchers. Most studies have been conducted with in-service teachers within professional development programmes and stand-alone projects. No research has investigated how ECE teachers’ learning is affected by the situation type featured in videos, the teachers showcased, the length of videos or the age of the children videotaped. The field needs more large-scale studies focusing on the impact of specific video-related variables and conducted in diverse learning settings. The second goal was to illustrate diverse ways in which classroom videos have been used to foster ECE teachers’ learning. Key studies showcasing effective approaches are presented. The significance of this article relies on being the first systematic review focusing on classroom videos in the field of ECE, thereby contributing to raising ECE teachers’ awareness of their learning ecologies.
{"title":"Classroom video in early childhood teacher education: reviewing the literature to inform research and practice (Videos de clase en la formación de docentes de infantil: revisión de la literatura para guiar la investigación y la práctica)","authors":"Alfredo Bautista, Athena Ho, Kerry Lee, Jin Sun","doi":"10.1080/11356405.2022.2102728","DOIUrl":"https://doi.org/10.1080/11356405.2022.2102728","url":null,"abstract":"ABSTRACT We reviewed the empirical research literature in which videos of classroom practice had been used to foster the learning of pre-service and/or in-service early childhood education (ECE) teachers. The first goal was to identify research trends and gaps to inform the work of ECE researchers. Most studies have been conducted with in-service teachers within professional development programmes and stand-alone projects. No research has investigated how ECE teachers’ learning is affected by the situation type featured in videos, the teachers showcased, the length of videos or the age of the children videotaped. The field needs more large-scale studies focusing on the impact of specific video-related variables and conducted in diverse learning settings. The second goal was to illustrate diverse ways in which classroom videos have been used to foster ECE teachers’ learning. Key studies showcasing effective approaches are presented. The significance of this article relies on being the first systematic review focusing on classroom videos in the field of ECE, thereby contributing to raising ECE teachers’ awareness of their learning ecologies.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"110 6","pages":"836 - 876"},"PeriodicalIF":1.1,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72604041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/11356405.2022.2109267
Oswaldo Lorenzo-Quiles
ABSTRACT The press is one of the lifelong learning tools forming part of the context of citizens’ learning ecologies in every area of human knowledge. This work examines the characteristics of the general-interest written press as a vehicle for unintentional learning about music by the public at large. The first objective of the study was to identify the formal characteristics of the musical content messages found in the general-interest written press. The second objective was to analyse the type of music-related messages disseminated by the press in relation to its sociocultural links. The methodology used was both quantitative and qualitative, applying both to analyse the content. The data source consisted of 60 weekend pull-outs found in three of the most widely read newspapers in Spain, covering a six-month period of data collection. The results indicate that it is possible to create a taxonomy of informal music learning that the press can promote in the general population. This learning is strongly shaped by variables related to the socio-cultural context surrounding it, giving rise to trends towards the dissemination of content more related to general aspects of popular urban culture than to music itself.
{"title":"The written press as an instrument of informal music education in the general population: content analysis of three Spanish newspapers (La prensa escrita como instrumento de educación musical informal en la población general: análisis de contenido de tres diarios españoles)","authors":"Oswaldo Lorenzo-Quiles","doi":"10.1080/11356405.2022.2109267","DOIUrl":"https://doi.org/10.1080/11356405.2022.2109267","url":null,"abstract":"ABSTRACT The press is one of the lifelong learning tools forming part of the context of citizens’ learning ecologies in every area of human knowledge. This work examines the characteristics of the general-interest written press as a vehicle for unintentional learning about music by the public at large. The first objective of the study was to identify the formal characteristics of the musical content messages found in the general-interest written press. The second objective was to analyse the type of music-related messages disseminated by the press in relation to its sociocultural links. The methodology used was both quantitative and qualitative, applying both to analyse the content. The data source consisted of 60 weekend pull-outs found in three of the most widely read newspapers in Spain, covering a six-month period of data collection. The results indicate that it is possible to create a taxonomy of informal music learning that the press can promote in the general population. This learning is strongly shaped by variables related to the socio-cultural context surrounding it, giving rise to trends towards the dissemination of content more related to general aspects of popular urban culture than to music itself.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"22 1","pages":"1002 - 1030"},"PeriodicalIF":1.1,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90904914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/11356405.2022.2109268
Mercedes González-Sanmamed, A. Sangrà, Oswaldo Lorenzo-Quiles
ABSTRACT In the networked society, because of the possibilities provided by digitization, the expansion of learning contexts is being promoted lifelong but also life wide. Potential learning scenarios are expanded, either by considering the formal to informal continuum or by measuring up options for learning that move from face-to-face to online education, passing through hybrid or blended models. As a result of this, there is an agreement in considering that, thanks to digital technologies, opportunities to learn have been expanded and diversified: learning can be found and can happen wherever, whenever and between very varied people. This special issue contains eight articles that delve into the learning possibilities the digital society provides by describing and explaining how different people, belonging to different groups, develop on a personal and professional level at different times of their lifespan. This is done by considering the convergence of formal, non-formal and informal learning opportunities in the expanded environments of the digital society, and through the analysis framework provided by the concept of learning ecologies.
{"title":"Extended learning in the digital society: combining formal and informal settings (Aprendizaje extendido en la sociedad digital: combinación de entornos formales e informales)","authors":"Mercedes González-Sanmamed, A. Sangrà, Oswaldo Lorenzo-Quiles","doi":"10.1080/11356405.2022.2109268","DOIUrl":"https://doi.org/10.1080/11356405.2022.2109268","url":null,"abstract":"ABSTRACT In the networked society, because of the possibilities provided by digitization, the expansion of learning contexts is being promoted lifelong but also life wide. Potential learning scenarios are expanded, either by considering the formal to informal continuum or by measuring up options for learning that move from face-to-face to online education, passing through hybrid or blended models. As a result of this, there is an agreement in considering that, thanks to digital technologies, opportunities to learn have been expanded and diversified: learning can be found and can happen wherever, whenever and between very varied people. This special issue contains eight articles that delve into the learning possibilities the digital society provides by describing and explaining how different people, belonging to different groups, develop on a personal and professional level at different times of their lifespan. This is done by considering the convergence of formal, non-formal and informal learning opportunities in the expanded environments of the digital society, and through the analysis framework provided by the concept of learning ecologies.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"127 1","pages":"755 - 766"},"PeriodicalIF":1.1,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73366733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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