Pub Date : 2023-01-15DOI: 10.7821/naer.2023.1.1231
Anabel Bethencourt-Aguilar, Dagoberto Castellanos-Nieves, Juan José Sosa-Alonso, Manuel Area-Moreira
In the context of Artificial Intelligence, Generative Adversarial Nets (GANs) allow the creation and reproduction of artificial data from real datasets. The aims of this work are to seek to verify the equivalence of synthetic data with real data and to verify the possibilities of GAN in educational research. The research methodology begins with the creation of a survey that collects data related to the self-perceptions of university teachers regarding their digital competence and technological-pedagogical knowledge of the content (TPACK model). Once the original dataset is generated, twenty-nine different synthetic samples are created (with an increasing N) using the COPULA-GAN procedure. Finally, a two-stage cluster analysis is applied to verify the interchangeability of the synthetic samples with the original, in addition to extracting descriptive data of the distribution characteristics, thereby checking the similarity of the qualitative results. In the results, qualitatively very similar cluster structures have been obtained in the 150 tests carried out, with a clear tendency to identify three types of teaching profiles, based on their level of technical-pedagogical knowledge of the content. It is concluded that the use of synthetic samples is an interesting way of improving data quality, both for security and anonymization and for increasing sample sizes.
{"title":"Use of Generative Adversarial Networks (GANs) in Educational Technology Research","authors":"Anabel Bethencourt-Aguilar, Dagoberto Castellanos-Nieves, Juan José Sosa-Alonso, Manuel Area-Moreira","doi":"10.7821/naer.2023.1.1231","DOIUrl":"https://doi.org/10.7821/naer.2023.1.1231","url":null,"abstract":"In the context of Artificial Intelligence, Generative Adversarial Nets (GANs) allow the creation and reproduction of artificial data from real datasets. The aims of this work are to seek to verify the equivalence of synthetic data with real data and to verify the possibilities of GAN in educational research. The research methodology begins with the creation of a survey that collects data related to the self-perceptions of university teachers regarding their digital competence and technological-pedagogical knowledge of the content (TPACK model). Once the original dataset is generated, twenty-nine different synthetic samples are created (with an increasing N) using the COPULA-GAN procedure. Finally, a two-stage cluster analysis is applied to verify the interchangeability of the synthetic samples with the original, in addition to extracting descriptive data of the distribution characteristics, thereby checking the similarity of the qualitative results. In the results, qualitatively very similar cluster structures have been obtained in the 150 tests carried out, with a clear tendency to identify three types of teaching profiles, based on their level of technical-pedagogical knowledge of the content. It is concluded that the use of synthetic samples is an interesting way of improving data quality, both for security and anonymization and for increasing sample sizes.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41538528","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 : 2022-07-15DOI: 10.7821/naer.2022.7.1002
A. Infante-Moro, J. Infante-Moro, Julia Gallardo-Pérez
The virtualization of university teaching in Spain caused by the pandemic was a success, but the urgent nature of the transition from face-to-face teaching to online teaching meant that some peculiarities that should have been taken into account were omitted. Thus, in order to find out and analyze the factors causing the success of this virtualization and take measures to address the weak points of this process as teachers may want to maintain the use of online teaching as support for their face-to-face teaching, these factors were located through a literature review and were classified according to their level of importance in this success through a causal study carried out with the methodology of fuzzy cognitive maps. The results achieved indicated the determining factors in students, involving their attitude, aptitude and predisposition, which are factors where the work of the teacher is of main relevance (as it exerts the greatest influence on these factors). For this reason, technological attitude and aptitude, teaching style, and the creation and structuring of content should be reinforced in teachers.
{"title":"Key Factors in the Success of Virtualization of Teaching in Spanish Universities During the COVID-19 Pandemic","authors":"A. Infante-Moro, J. Infante-Moro, Julia Gallardo-Pérez","doi":"10.7821/naer.2022.7.1002","DOIUrl":"https://doi.org/10.7821/naer.2022.7.1002","url":null,"abstract":"The virtualization of university teaching in Spain caused by the pandemic was a success, but the urgent nature of the transition from face-to-face teaching to online teaching meant that some peculiarities that should have been taken into account were omitted. Thus, in order to find out and analyze the factors causing the success of this virtualization and take measures to address the weak points of this process as teachers may want to maintain the use of online teaching as support for their face-to-face teaching, these factors were located through a literature review and were classified according to their level of importance in this success through a causal study carried out with the methodology of fuzzy cognitive maps. The results achieved indicated the determining factors in students, involving their attitude, aptitude and predisposition, which are factors where the work of the teacher is of main relevance (as it exerts the greatest influence on these factors). For this reason, technological attitude and aptitude, teaching style, and the creation and structuring of content should be reinforced in teachers.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45141990","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 : 2022-07-15DOI: 10.7821/naer.2022.7.1053
Francisco David Guillen Gamez, M. J. Mayorga-Fernández
Teachers’ communication with the educational community (students, families and teachers) may be different depending on the place where they reside. We ask ourselves whether teachers in rural areas are sufficiently prepared to carry out this communication through digital media. Thus, this study had as its aims to: (1) ascertain teachers’ digital competence self-assessment about the utilisation of ICT resources to communicate with other teachers, students and families, according to gender, type of school, age and years of teaching experience; (2) analyse comparatively if significant differences exist in terms of digital competence level between the internal categories of each variable; (3) identify which digital resources are significant predictors. A non-experimental design was used with 847 rural teachers from different rural areas in Spain. The results showed an integrating attitude of every teacher-expert in their digital skills, regarding communication both with students and their families and with the other colleagues at the educational centre. We found differences in teachers' scores when comparing by gender and type of centre. Furthermore, we checked those applications such as Blogs, TikTok, Twitter and Moodle served were relevant predictors.
{"title":"Measuring Rural Teachers’ Digital Competence to Communicate with the Educational Community","authors":"Francisco David Guillen Gamez, M. J. Mayorga-Fernández","doi":"10.7821/naer.2022.7.1053","DOIUrl":"https://doi.org/10.7821/naer.2022.7.1053","url":null,"abstract":"Teachers’ communication with the educational community (students, families and teachers) may be different depending on the place where they reside. We ask ourselves whether teachers in rural areas are sufficiently prepared to carry out this communication through digital media. Thus, this study had as its aims to: (1) ascertain teachers’ digital competence self-assessment about the utilisation of ICT resources to communicate with other teachers, students and families, according to gender, type of school, age and years of teaching experience; (2) analyse comparatively if significant differences exist in terms of digital competence level between the internal categories of each variable; (3) identify which digital resources are significant predictors. A non-experimental design was used with 847 rural teachers from different rural areas in Spain. The results showed an integrating attitude of every teacher-expert in their digital skills, regarding communication both with students and their families and with the other colleagues at the educational centre. We found differences in teachers' scores when comparing by gender and type of centre. Furthermore, we checked those applications such as Blogs, TikTok, Twitter and Moodle served were relevant predictors.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42571523","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}
Erasmus Mundus Joint Master’s Degrees (EMJMD) offer a unique opportunity to jointly design and deliver an integrated curriculum of excellence in an international context. This study analyses the case of a Master's Degree specialised in Education: PETaL “Play, Education, Toys and Languagesˮ. This is the first EMJMD obtained by the University of Cordoba (Spain) within the framework of the Erasmus+ Program (2014-2020), in coordination with the Polytechnic Institute of Lisbon (Portugal) and Marmara University (Turkey). Through the design, validation and distribution of an online questionnaire, this research aims to examine teachers’ opinions on the place of integration in their teaching, as well as on the level of interdisciplinarity in the programme based on Harden’s model ($). This pioneering course represents a favourable context in which to evaluate the “jointnessˮ in the curriculum and other aspects of the teaching-learning process, little explored so far in this context. The results reveal that, foreseeably, the conditions for greater integration in the successive editions are in place. Thus, it is necessary to continue strengthening teaching coordination and the aspects leading to further curricular integration. The study also serves as a reflection on teaching practice and the possibilities for interdisciplinarity in postgraduate education.
Erasmus Mundus联合硕士学位(EMJMD)提供了一个独特的机会，在国际背景下共同设计和提供卓越的综合课程。本研究分析了教育学硕士学位的案例:PETaL“Play, Education, Toys and Languages”。这是西班牙科尔多瓦大学与里斯本理工学院(葡萄牙)和马尔马拉大学(土耳其)合作，在伊拉斯谟+计划(2014-2020)框架内获得的第一个EMJMD。通过设计、验证和分发一份在线问卷，本研究旨在根据哈登模型($)检验教师对整合在其教学中的地位的看法，以及对该项目跨学科水平的看法。这门开创性的课程为评估课程和教学过程其他方面的“联合性”提供了有利的环境，迄今为止在这方面的探索很少。结果表明，可以预见的是，在后续版本中进行更大整合的条件已经具备。因此，有必要继续加强教学协调和导致课程进一步整合的方面。本研究也对教学实践和研究生教育跨学科的可能性进行了反思。
{"title":"Open to Better? Teachers’ Perceptions of Curriculum Integration in the Erasmus Mundus PETaL Master’s Degree","authors":"Natividad Aguayo-Arrabal, M. Gómez-Parra","doi":"10.7821/naer.2022.7.826","DOIUrl":"https://doi.org/10.7821/naer.2022.7.826","url":null,"abstract":"Erasmus Mundus Joint Master’s Degrees (EMJMD) offer a unique opportunity to jointly design and deliver an integrated curriculum of excellence in an international context. This study analyses the case of a Master's Degree specialised in Education: PETaL “Play, Education, Toys and Languagesˮ. This is the first EMJMD obtained by the University of Cordoba (Spain) within the framework of the Erasmus+ Program (2014-2020), in coordination with the Polytechnic Institute of Lisbon (Portugal) and Marmara University (Turkey). Through the design, validation and distribution of an online questionnaire, this research aims to examine teachers’ opinions on the place of integration in their teaching, as well as on the level of interdisciplinarity in the programme based on Harden’s model ($). This pioneering course represents a favourable context in which to evaluate the “jointnessˮ in the curriculum and other aspects of the teaching-learning process, little explored so far in this context. The results reveal that, foreseeably, the conditions for greater integration in the successive editions are in place. Thus, it is necessary to continue strengthening teaching coordination and the aspects leading to further curricular integration. The study also serves as a reflection on teaching practice and the possibilities for interdisciplinarity in postgraduate education.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49005458","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}
This paper’s objective was to teach the Equivalence Testing applied to Educational Research to emphasize recommendations and to increase quality of research. Equivalence Testing is a technique used to compare effect sizes or means of two different studies to ascertain if they would be statistically equivalent. For making accessible Equivalence Testing, this technique was explained with two examples by conducting manual calculations, using an online calculator, the software R, the software SPSS, and a t table. Furthermore, the software R with an Equivalence Testing code was used, and its results were graphed and discussed with details. Among other recommendations given, Equivalence Testing can be a useful tool for comparing means and effects within certain bounds that could hopefully imply a practical significance to provide meaning to findings. The results of Equivalence Testing can indicate that two treatments´ effects are statistically equivalent or not. Thus, the Equivalence Testing can be a channel to replicate studies and observe if there is a possible pattern regarding the appearance of a phenomenon.
{"title":"Comparing Effect Sizes and their Confidence Intervals: A Primer on Equivalence Testing in Educational Research","authors":"Hector F. Ponce-Renova","doi":"10.7821/naer.2022.7.930","DOIUrl":"https://doi.org/10.7821/naer.2022.7.930","url":null,"abstract":"This paper’s objective was to teach the Equivalence Testing applied to Educational Research to emphasize recommendations and to increase quality of research. Equivalence Testing is a technique used to compare effect sizes or means of two different studies to ascertain if they would be statistically equivalent. For making accessible Equivalence Testing, this technique was explained with two examples by conducting manual calculations, using an online calculator, the software R, the software SPSS, and a t table. Furthermore, the software R with an Equivalence Testing code was used, and its results were graphed and discussed with details. Among other recommendations given, Equivalence Testing can be a useful tool for comparing means and effects within certain bounds that could hopefully imply a practical significance to provide meaning to findings. The results of Equivalence Testing can indicate that two treatments´ effects are statistically equivalent or not. Thus, the Equivalence Testing can be a channel to replicate studies and observe if there is a possible pattern regarding the appearance of a phenomenon.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47278594","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 : 2022-07-15DOI: 10.7821/naer.2022.7.1003
F. Pedró, Débora Ramos Torres
Latin American universities have struggled to ensure pedagogical continuity since the beginning of the pandemic. The objective of this research is to find out how Latin American universities responded to the many challenges posed by their commitment to pedagogical continuity, namely in the technological, pedagogical, financial, and socio-emotional domains, and the support received from their governments. Data was collected through a survey sampling 100 universities in the region covering 16 different countries. The results suggest that many of the challenges faced by universities were more related to the lack of pedagogical skills, from both students and teachers, than to the pitfalls of technological capacity. The survey results are also indicative that the forms of teaching and learning that have begun as emergency formulas to guarantee pedagogical continuity will evolve and consolidate from the time of the reopening, as part of the hybrid model with which we will have to coexist for the time being, and which may become the new pedagogical norm in higher education in the context of a foreseeable restructuring of its provision.
{"title":"Closing Now to Reopen Better Tomorrow? Pedagogical Continuity in Latin American Universities During the Pandemic","authors":"F. Pedró, Débora Ramos Torres","doi":"10.7821/naer.2022.7.1003","DOIUrl":"https://doi.org/10.7821/naer.2022.7.1003","url":null,"abstract":"Latin American universities have struggled to ensure pedagogical continuity since the beginning of the pandemic. The objective of this research is to find out how Latin American universities responded to the many challenges posed by their commitment to pedagogical continuity, namely in the technological, pedagogical, financial, and socio-emotional domains, and the support received from their governments. Data was collected through a survey sampling 100 universities in the region covering 16 different countries. The results suggest that many of the challenges faced by universities were more related to the lack of pedagogical skills, from both students and teachers, than to the pitfalls of technological capacity. The survey results are also indicative that the forms of teaching and learning that have begun as emergency formulas to guarantee pedagogical continuity will evolve and consolidate from the time of the reopening, as part of the hybrid model with which we will have to coexist for the time being, and which may become the new pedagogical norm in higher education in the context of a foreseeable restructuring of its provision.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":"120 3","pages":""},"PeriodicalIF":4.5,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41288601","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 : 2022-07-15DOI: 10.7821/naer.2022.7.1025
Santiago Pozo-Sánchez, G. Lampropoulos, J. López-Belmonte
Gamification is a training model that encourages the inclusion of active methodologies into learning environments. The objective of this study is to analyze the effects of a gamified experience through virtual and face-to-face escape rooms as well as to determine the generated levels of fun, absorption, creative thinking, mastery, activation, absence of negative effects and student grades. A descriptive and correlational experimental design has been used. In total, 105 Spanish university students participated. The data was collected using a scale validated in the Spanish context called Gameful Experience in Gamification (GAMEX). The results reveal significant variability according to the training environment. In face-to-face environments, students’ fun and activation were promoted, generating pleasant entertainment experiences. In virtual environments, influence, autonomy, creativity, and exploration by students increased. Similarly, these environments shared high levels of spatio-temporal absorption and an absence of negative effects. Regarding the ratings, no statistically significant results that confirm their effectiveness depending on the environment were determined, but good scores were obtained. It is concluded that the choice of the gamified environment will depend on the dimensions and the goals that the teacher intends to achieve during the learning process.
{"title":"Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms","authors":"Santiago Pozo-Sánchez, G. Lampropoulos, J. López-Belmonte","doi":"10.7821/naer.2022.7.1025","DOIUrl":"https://doi.org/10.7821/naer.2022.7.1025","url":null,"abstract":"Gamification is a training model that encourages the inclusion of active methodologies into learning environments. The objective of this study is to analyze the effects of a gamified experience through virtual and face-to-face escape rooms as well as to determine the generated levels of fun, absorption, creative thinking, mastery, activation, absence of negative effects and student grades. A descriptive and correlational experimental design has been used. In total, 105 Spanish university students participated. The data was collected using a scale validated in the Spanish context called Gameful Experience in Gamification (GAMEX). The results reveal significant variability according to the training environment. In face-to-face environments, students’ fun and activation were promoted, generating pleasant entertainment experiences. In virtual environments, influence, autonomy, creativity, and exploration by students increased. Similarly, these environments shared high levels of spatio-temporal absorption and an absence of negative effects. Regarding the ratings, no statistically significant results that confirm their effectiveness depending on the environment were determined, but good scores were obtained. It is concluded that the choice of the gamified environment will depend on the dimensions and the goals that the teacher intends to achieve during the learning process.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42382207","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}
Marcos Cabezas-González, Sonia Casillas-Martín, Ana García-Valcárcel Muñoz-Repiso
Technology has become invaluable and digital competence has turned into a necessity for students. The research presented here aims to propose mediation models that explain the influence of attitudinal, technology use, and family factors on the level of digital problem-solving skills of compulsory education students (12-14 years old). A quantitative methodology with a cross-sectional design was used. We worked with a sample of 772 students from 18 Spanish educational centres according to a stratified random sampling method. For data collection, an objective assessment test was used for knowledge and skills, and a Likert scale for attitudes. Regression analyses were carried out by creating theoretical reference models based on the bootstrapping technique. The results showed that students who expressed a favourable attitude towards digital problem solving demonstrated a better level of competence, which was also positively influenced by the possession of technological devices and the frequency of their use for school and non-school activities at home.
{"title":"Mediation Models Predicting the Level of Digital Competence of 12-14 Year Old Schoolchildren in the Area of Digital Problem Solving","authors":"Marcos Cabezas-González, Sonia Casillas-Martín, Ana García-Valcárcel Muñoz-Repiso","doi":"10.7821/naer.2022.7.789","DOIUrl":"https://doi.org/10.7821/naer.2022.7.789","url":null,"abstract":"Technology has become invaluable and digital competence has turned into a necessity for students. The research presented here aims to propose mediation models that explain the influence of attitudinal, technology use, and family factors on the level of digital problem-solving skills of compulsory education students (12-14 years old). A quantitative methodology with a cross-sectional design was used. We worked with a sample of 772 students from 18 Spanish educational centres according to a stratified random sampling method. For data collection, an objective assessment test was used for knowledge and skills, and a Likert scale for attitudes. Regression analyses were carried out by creating theoretical reference models based on the bootstrapping technique. The results showed that students who expressed a favourable attitude towards digital problem solving demonstrated a better level of competence, which was also positively influenced by the possession of technological devices and the frequency of their use for school and non-school activities at home.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47915924","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}
P. Crespí, Jose Manuel García-Ramos, Marián Queiruga-Dios
In response to globalisation, and the cultural, socio-economic, and educational changes it implies, higher education must offer a comprehensive education that favours personal and professional growth. To do this, it must promote competence-based learning through active teaching methodologies. This study will analyse the use of Project-Based Learning (PBL) methodologies in the context of transversal subjects, as an efficient technique to develop interpersonal communication and teamworking skills. This research is quasi-experimental, with a pre-test/post-test design with an equivalent control group. The sample consists of 610 university students from the Community of Madrid, of whom 387 participated in the PBL (Experimental Group: EG) and 223 did not (Control Group: CG). A reliable and validated questionnaire on personal competences was used as a measurement instrument. The hypotheses on the effectiveness of PBL as a technique for the development of interpersonal communication and teamworking skills in the context of transversal subjects are confirmed. The results suggest that greater use of active methodologies to promote the development of transversal or generic competences is highly recommended and that the insertion of transversal subjects into university curricula may be highly beneficial.
{"title":"Project-Based Learning (PBL) and Its Impact on the Development of Interpersonal Competences in Higher Education","authors":"P. Crespí, Jose Manuel García-Ramos, Marián Queiruga-Dios","doi":"10.7821/naer.2022.7.993","DOIUrl":"https://doi.org/10.7821/naer.2022.7.993","url":null,"abstract":"In response to globalisation, and the cultural, socio-economic, and educational changes it implies, higher education must offer a comprehensive education that favours personal and professional growth. To do this, it must promote competence-based learning through active teaching methodologies. This study will analyse the use of Project-Based Learning (PBL) methodologies in the context of transversal subjects, as an efficient technique to develop interpersonal communication and teamworking skills. This research is quasi-experimental, with a pre-test/post-test design with an equivalent control group. The sample consists of 610 university students from the Community of Madrid, of whom 387 participated in the PBL (Experimental Group: EG) and 223 did not (Control Group: CG). A reliable and validated questionnaire on personal competences was used as a measurement instrument. The hypotheses on the effectiveness of PBL as a technique for the development of interpersonal communication and teamworking skills in the context of transversal subjects are confirmed. The results suggest that greater use of active methodologies to promote the development of transversal or generic competences is highly recommended and that the insertion of transversal subjects into university curricula may be highly beneficial.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42226802","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}
E. Crisol-Moya, M. Romero-López, Antonio Burgos García, Yessica Sánchez-Hernández
Distributed and pedagogical leadership plays a key role in the creation and upholding of inclusive school practices as a strategy for improvement and success in the management of quality education for students. Aims: describe, through an inclusive perspective, the actions and initiatives implemented to promote attention to diversity by school leadership teams, from the point of view of families. Methodology: Descriptive-exploratory design with a cross-sectional, quantitative focus. Sample: 25 schools (public schools, N = 18, and charter schools, N = 7) with 631 families. These families completed the questionnaire, “Leading inclusive education in compulsory-education schools-families”. Results: identifying actions and strategies aimed at the prevention of truancy through a school environment that generates respect, recognition and appreciation of the different needs of their students. Conclusions: Actions taken are advancing the development of a school culture where the family plays a key role. Some of the actions implemented focus on respecting the different needs of students and the educational community in order to develop an inclusive school climate. However, schools should both make families aware of the importance and benefits and promote the participation of students and the educational community in the school.
{"title":"Inclusive Leadership From the Family Perspective in Compulsory Education","authors":"E. Crisol-Moya, M. Romero-López, Antonio Burgos García, Yessica Sánchez-Hernández","doi":"10.7821/naer.2022.7.937","DOIUrl":"https://doi.org/10.7821/naer.2022.7.937","url":null,"abstract":"Distributed and pedagogical leadership plays a key role in the creation and upholding of inclusive school practices as a strategy for improvement and success in the management of quality education for students. Aims: describe, through an inclusive perspective, the actions and initiatives implemented to promote attention to diversity by school leadership teams, from the point of view of families. Methodology: Descriptive-exploratory design with a cross-sectional, quantitative focus. Sample: 25 schools (public schools, N = 18, and charter schools, N = 7) with 631 families. These families completed the questionnaire, “Leading inclusive education in compulsory-education schools-families”. Results: identifying actions and strategies aimed at the prevention of truancy through a school environment that generates respect, recognition and appreciation of the different needs of their students. Conclusions: Actions taken are advancing the development of a school culture where the family plays a key role. Some of the actions implemented focus on respecting the different needs of students and the educational community in order to develop an inclusive school climate. However, schools should both make families aware of the importance and benefits and promote the participation of students and the educational community in the school.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47063374","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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