This work describes a pedagogical proposal for the dictation of a degree course, which originally had a face-to-face modality, sustained with the e-learning modality in the 2020 school year due to the social health situation caused by Covid-19. An analytical framework based on the pedagogical model of dimensions was applied, adapted for the virtual design of the Medical Informatics subject, of the Medicine career of the National University of Santiago del Estero, Argentina. The proposed dimensioning in the field of the pedagogical accompaniment process projected by the authorities of the faculty, allowed to program the active participation of the students and organize the monitoring of learning, through the axes proposed by the chair: individual work, group work, interactions and interventions. Regarding the results obtained on educational mediation in the virtual classroom, it was possible to identify and propose the guidelines and resources in a new pedagogical dimension on didactic strategies; thus, this proposed dimension is considered a highly usable component for teaching work in search of an autonomous student, in terms of achieving goals in their teaching and learning process, as shown by the presented experience.
{"title":"Teaching and learning experience with a virtual classroom in the field of pedagogical support due to Covid-19","authors":"L. Digión, M. Álvarez","doi":"10.32870/AP.V13N1.1957","DOIUrl":"https://doi.org/10.32870/AP.V13N1.1957","url":null,"abstract":"This work describes a pedagogical proposal for the dictation of a degree course, which originally had a face-to-face modality, sustained with the e-learning modality in the 2020 school year due to the social health situation caused by Covid-19. An analytical framework based on the pedagogical model of dimensions was applied, adapted for the virtual design of the Medical Informatics subject, of the Medicine career of the National University of Santiago del Estero, Argentina. The proposed dimensioning in the field of the pedagogical accompaniment process projected by the authorities of the faculty, allowed to program the active participation of the students and organize the monitoring of learning, through the axes proposed by the chair: individual work, group work, interactions and interventions. Regarding the results obtained on educational mediation in the virtual classroom, it was possible to identify and propose the guidelines and resources in a new pedagogical dimension on didactic strategies; thus, this proposed dimension is considered a highly usable component for teaching work in search of an autonomous student, in terms of achieving goals in their teaching and learning process, as shown by the presented experience.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84257386","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 objective of this research was to document experiences on tutorials from the perspective of tutors of the Polivirtual system at the National Polytechnic Institute. The work opted for a qualitative methodology and followed the research question: What challenges do tutors face in the Polivirtual system? The study was non-experimental, with a cross-sectional and exploratory design, and used a nonprobabilistic and heterogeneou sample. The results obtained showed that the tutorial action is based on constant challenges, skills, strategies, digital media and the experiences of the tutors themselves. In addition, the research provided useful information about the tutor and their challenges in the Polivirtual system, while finding new trends and data whitin this topic, relevant for future and more introspective investigations. It is concluded that the tutorial activity alternates with other academic, administrative, training and even personal activities, which should be understood as challenges faced by tutors, although not generalizable or definitive.
{"title":"Challenges faced by the tutors of the Polivirtual system","authors":"José de Jesús Peinado Camacho","doi":"10.32870/AP.V13N1.1938","DOIUrl":"https://doi.org/10.32870/AP.V13N1.1938","url":null,"abstract":"The objective of this research was to document experiences on tutorials from the perspective of tutors of the Polivirtual system at the National Polytechnic Institute. The work opted for a qualitative methodology and followed the research question: What challenges do tutors face in the Polivirtual system? The study was non-experimental, with a cross-sectional and exploratory design, and used a nonprobabilistic and heterogeneou sample. The results obtained showed that the tutorial action is based on constant challenges, skills, strategies, digital media and the experiences of the tutors themselves. In addition, the research provided useful information about the tutor and their challenges in the Polivirtual system, while finding new trends and data whitin this topic, relevant for future and more introspective investigations. It is concluded that the tutorial activity alternates with other academic, administrative, training and even personal activities, which should be understood as challenges faced by tutors, although not generalizable or definitive.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81798438","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}
Araceli Celina Justo López, Lorena Castro García, Wendolyn Elizabeth Aguilar Salinas, Maximiliano de las Fuentes Lara
In this paper there are described some educational strategies based on virtual learning environments, which were implemented in engineering programs with the purpose of mitigating failure rates in basic stage subjects. Based on a case study at the University of Baja California, the causes of failure for the period 2013 to 2016 were diagnosed, and subsequently, from 2017 to 2019, the implementation of four support strategies began. An analysis of the behavior of the failure rates before and after the implementation of the strategies was made, and the results show up that both the failure levels in five subjects as well as the student lag decreased. Even though the strategies applied in this study are replicable, and the use of virtual learning environments supports students’ academic performance, it is still necessary to expand the research to measure the impact of additional strategies that were put in to practice simultaneously.
{"title":"Digital educational strategies to support basic engineering science courses","authors":"Araceli Celina Justo López, Lorena Castro García, Wendolyn Elizabeth Aguilar Salinas, Maximiliano de las Fuentes Lara","doi":"10.32870/AP.V13N1.1983","DOIUrl":"https://doi.org/10.32870/AP.V13N1.1983","url":null,"abstract":"In this paper there are described some educational strategies based on virtual learning environments, which were implemented in engineering programs with the purpose of mitigating failure rates in basic stage subjects. Based on a case study at the University of Baja California, the causes of failure for the period 2013 to 2016 were diagnosed, and subsequently, from 2017 to 2019, the implementation of four support strategies began. An analysis of the behavior of the failure rates before and after the implementation of the strategies was made, and the results show up that both the failure levels in five subjects as well as the student lag decreased. Even though the strategies applied in this study are replicable, and the use of virtual learning environments supports students’ academic performance, it is still necessary to expand the research to measure the impact of additional strategies that were put in to practice simultaneously.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81461949","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}
Rosa María Rodríguez Aguilar, Yedid Erandini Niño Membrillo, Rocío Selene Razo Sánchez
The purpose of the present study was to evaluate the impact of a training program on the level of working memory in a sample of university students. For this, a quasi-experimental study with an active control group was implemented in 29 students of basic teaching and computer systems, applying complex span tasks before and after the intervention. For training, multimídia routines were used for the experimental group and an academic essay elaboration workshop for the control group. The pre-test confirmed intergroup statistical equality for all the measurements used and the post-test, in favor of the experimental group, detected significant difference and large effect size in visuospatial memory and non-significant with medium size, for verbal memory. Additionally, the Raven’s Matrices test was applied to determine effects of training on intelligence, finding no significant difference. Therefore, it is concluded that training based on multimedia routines did not generate gains in intelligence or in working memory, in its verbal domain, although it did in its visual-spatial domain. However, the results must be taken with reservations, due to the limitation represented by the size of the sample, which, if corrected in future interventions, may enrich the findings on the means to improve working memory.
{"title":"Coaching Tutorial System: use case matter of degree seminar","authors":"Rosa María Rodríguez Aguilar, Yedid Erandini Niño Membrillo, Rocío Selene Razo Sánchez","doi":"10.32870/AP.V13N1.1934","DOIUrl":"https://doi.org/10.32870/AP.V13N1.1934","url":null,"abstract":"The purpose of the present study was to evaluate the impact of a training program on the level of working memory in a sample of university students. For this, a quasi-experimental study with an active control group was implemented in 29 students of basic teaching and computer systems, applying complex span tasks before and after the intervention. For training, multimídia routines were used for the experimental group and an academic essay elaboration workshop for the control group. The pre-test confirmed intergroup statistical equality for all the measurements used and the post-test, in favor of the experimental group, detected significant difference and large effect size in visuospatial memory and non-significant with medium size, for verbal memory. Additionally, the Raven’s Matrices test was applied to determine effects of training on intelligence, finding no significant difference. Therefore, it is concluded that training based on multimedia routines did not generate gains in intelligence or in working memory, in its verbal domain, although it did in its visual-spatial domain. However, the results must be taken with reservations, due to the limitation represented by the size of the sample, which, if corrected in future interventions, may enrich the findings on the means to improve working memory.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"158 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77885495","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}
Formative models related to the theory of connectivism are increasingly flexible, open and participatory. Under this trend, ideas such as virtual teaching communities (VCT) or Open Educational Resources (OER) have been Widespread, which lead us to talk about online educational opportunities. Accordingly, this work seeks and analyzes the uses and potentialities of educational resources of free access in a VCT, while examining the meaning that members of that community give to the OER. In addition, a qualitative research procedure endorsed the development and validation of data-collection instruments, such as an interview and an indicator guide to analyze and evaluate the OER shared in a VCT, through participant observation, which is characterized by exchange processes and collaborative work among teachers. Among the main findings, it is observed that virtual communities have a greater presence in teacher training, where the impulse and expansion of OER is verified. These facts highlight the importance of the research field of flexible and open education with technology and particularly, the potential use of VCT, where OER have a special relevance in teacher training.
{"title":"Open Educational Resources in virtual teaching communities","authors":"Joaquín Recio Mayorga, Prudencia Gutiérrez-Esteban, Cristóbal Suárez-Guerrero","doi":"10.32870/AP.V13N1.1921","DOIUrl":"https://doi.org/10.32870/AP.V13N1.1921","url":null,"abstract":"Formative models related to the theory of connectivism are increasingly flexible, open and participatory. Under this trend, ideas such as virtual teaching communities (VCT) or Open Educational Resources (OER) have been Widespread, which lead us to talk about online educational opportunities. Accordingly, this work seeks and analyzes the uses and potentialities of educational resources of free access in a VCT, while examining the meaning that members of that community give to the OER. In addition, a qualitative research procedure endorsed the development and validation of data-collection instruments, such as an interview and an indicator guide to analyze and evaluate the OER shared in a VCT, through participant observation, which is characterized by exchange processes and collaborative work among teachers. Among the main findings, it is observed that virtual communities have a greater presence in teacher training, where the impulse and expansion of OER is verified. These facts highlight the importance of the research field of flexible and open education with technology and particularly, the potential use of VCT, where OER have a special relevance in teacher training.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87887099","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}
A diagnosis of the digital competencies of high school teachers applied at the beginning of emergency remote teaching due to Covid-19 is presented. The degree of knowledge was analyzed from the resignations of technological literacy and communication tools, the use of educational methodologies with information and communication technologies (ICT), the attitude towards the use of technology in teaching and the levels of teacher training. The present study is of a quantitative descriptive correlate nature; as an instrument a Likert-type survey was used, applied to 508 subjects from the technological baccalaureate subsystem. The results show that at the beginning of the pandemic the teacher had knowledge regarding the use of social networks, email and the word processors, however, they were unaware of the use of educational platforms for virtual teaching. The levels of association between the variables show that the development of their digital skills is related to both the institution of origin and the age of the teachers. This work help to understand that teachers went through in the development of fundamental teaching competencies for distance learning through technological means.
{"title":"Digital skills of the high school teacher in the face of emergency remote teaching","authors":"María Obdulia González Fernández","doi":"10.32870/AP.V13N1.1991","DOIUrl":"https://doi.org/10.32870/AP.V13N1.1991","url":null,"abstract":"A diagnosis of the digital competencies of high school teachers applied at the beginning of emergency remote teaching due to Covid-19 is presented. The degree of knowledge was analyzed from the resignations of technological literacy and communication tools, the use of educational methodologies with information and communication technologies (ICT), the attitude towards the use of technology in teaching and the levels of teacher training. The present study is of a quantitative descriptive correlate nature; as an instrument a Likert-type survey was used, applied to 508 subjects from the technological baccalaureate subsystem. The results show that at the beginning of the pandemic the teacher had knowledge regarding the use of social networks, email and the word processors, however, they were unaware of the use of educational platforms for virtual teaching. The levels of association between the variables show that the development of their digital skills is related to both the institution of origin and the age of the teachers. This work help to understand that teachers went through in the development of fundamental teaching competencies for distance learning through technological means.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80230060","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 : 2021-01-01DOI: 10.31176/apertura.2021.16.2.2
Christian Ferencz-Flatz
A tanulmány a videóchatek valóságtapasztalatát vizsgálja. Edmund Husserl azon fenomenológiai reflexióiból indul ki, amelyek a valóság kérdését az interakcióval és az interszubjektív kommunikációval kötik össze. Ezek a megfontolások teremtik meg az elméleti keretet a videóhívások sajátos esetére vonatkozó tíz tézis megfogalmazásához. Ezek olyan kérdéseket taglalnak, mint a nyilvános-privát felosztás, a kortárs videóhívások sajátos képformája, az általuk létrehozott kölcsönös interszubjektív viszonyok, valamint specifikus térbeli és időbeli vonatkozásaik.
{"title":"Tíz tétel a videóchat realitásáról : Egy fenomenológiai leírás","authors":"Christian Ferencz-Flatz","doi":"10.31176/apertura.2021.16.2.2","DOIUrl":"https://doi.org/10.31176/apertura.2021.16.2.2","url":null,"abstract":"A tanulmány a videóchatek valóságtapasztalatát vizsgálja. Edmund Husserl azon fenomenológiai reflexióiból indul ki, amelyek a valóság kérdését az interakcióval és az interszubjektív kommunikációval kötik össze. Ezek a megfontolások teremtik meg az elméleti keretet a videóhívások sajátos esetére vonatkozó tíz tézis megfogalmazásához. Ezek olyan kérdéseket taglalnak, mint a nyilvános-privát felosztás, a kortárs videóhívások sajátos képformája, az általuk létrehozott kölcsönös interszubjektív viszonyok, valamint specifikus térbeli és időbeli vonatkozásaik.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74201247","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 : 2021-01-01DOI: 10.31176/apertura.2021.16.2.9
Teréz Vincze
A dolgozat a fenomenológiai filmelmélet, azon belül is elsősorban Vivian Sobchack elgondolásaiból kiindulva női alkotók női főszereplős alkotásainak fenomenológiai szempontú olvasására tesz kísérletet. A Merleau-Ponty egzisztenciális fenomenológiáját a filmelmélet számára továbbgondoló Sobchack a testiesült filmbefogadást, a film és a néző teste közötti értelemképző kapcsolatot vizsgálta. Olyan filmelemzést javasolt, mely a szokásos, a jelentésstruktúrákra koncentráló elemző beszédtől elmozdul a tapasztalat „sűrű és radikális leírása” felé. A szöveg, miután röviden összefoglalja a fenomenológia filmelméletben elfoglalt helyének kérdését és a feminista szempont és a fenomenológia összekapcsolhatóságának problémáját, a Sobchack által javasolt sűrű leírásra tesz kísérletet két, a közelmúltban készült film kapcsán (Kocsis Ágnes: Éden, 2020; Céline Sciamma: Portré a lángoló fiatal lányról, 2019). Az elemzések vizsgálják a nézőknek a haptikus képek által előidézett testi megszólítottságát; a szenzuális és a formális-strukturális filmszerkesztés egymáshoz viszonyított dinamikáját; a test és tér viszonyát a diegézisben és a nézőkhöz fűződő kapcsolatban; a térbeli trópusok kidolgozását; a nők egymás közötti nézésének szerkezetét. Mindezek alapján, az általánosítás igénye nélkül, a sűrű leírás segítségével a szöveg megkísérli megragadni e filmek sajátosan női szenzibilitását.
{"title":"Női érzékek : Rendezőnők nőalakjainak fenomenológiai olvasata","authors":"Teréz Vincze","doi":"10.31176/apertura.2021.16.2.9","DOIUrl":"https://doi.org/10.31176/apertura.2021.16.2.9","url":null,"abstract":"A dolgozat a fenomenológiai filmelmélet, azon belül is elsősorban Vivian Sobchack elgondolásaiból kiindulva női alkotók női főszereplős alkotásainak fenomenológiai szempontú olvasására tesz kísérletet. A Merleau-Ponty egzisztenciális fenomenológiáját a filmelmélet számára továbbgondoló Sobchack a testiesült filmbefogadást, a film és a néző teste közötti értelemképző kapcsolatot vizsgálta. Olyan filmelemzést javasolt, mely a szokásos, a jelentésstruktúrákra koncentráló elemző beszédtől elmozdul a tapasztalat „sűrű és radikális leírása” felé. A szöveg, miután röviden összefoglalja a fenomenológia filmelméletben elfoglalt helyének kérdését és a feminista szempont és a fenomenológia összekapcsolhatóságának problémáját, a Sobchack által javasolt sűrű leírásra tesz kísérletet két, a közelmúltban készült film kapcsán (Kocsis Ágnes: Éden, 2020; Céline Sciamma: Portré a lángoló fiatal lányról, 2019). Az elemzések vizsgálják a nézőknek a haptikus képek által előidézett testi megszólítottságát; a szenzuális és a formális-strukturális filmszerkesztés egymáshoz viszonyított dinamikáját; a test és tér viszonyát a diegézisben és a nézőkhöz fűződő kapcsolatban; a térbeli trópusok kidolgozását; a nők egymás közötti nézésének szerkezetét. Mindezek alapján, az általánosítás igénye nélkül, a sűrű leírás segítségével a szöveg megkísérli megragadni e filmek sajátosan női szenzibilitását.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79055890","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 : 2021-01-01DOI: 10.31176/apertura.2021.17.1.10
Jitka Lanšperková
The paradoxical relations between Czech documentary filmmakers and institutions established after the Velvet revolution are identified as key aspects of a new ecosystem characterizing Czech documentary in the 90s. This paper focuses on the field which – together with the Czech film industry as a whole – lost state support in 1989. The documentaries were produced only due to efforts of individual entrepreneurs who started their own film businesses, although such activity remained illegal till 1993. Also, young FAMU students started to develop a new structure for supporting Czech documentary production in the late 90s. The main methodology of the paper relies on Bruno Latour’s actor-network theory, enriched by the ethnographic approach of John Caldwell, using semi-structured interviews with key personnel and analysing un/published texts. Emotional layers of interviews and personal relationships are considered as the most important attributes for the articulation of key paradoxes and conflicts within the Czech documentary field.
{"title":"A New Ecosystem of Czech Documentary Production in the 90s","authors":"Jitka Lanšperková","doi":"10.31176/apertura.2021.17.1.10","DOIUrl":"https://doi.org/10.31176/apertura.2021.17.1.10","url":null,"abstract":"The paradoxical relations between Czech documentary filmmakers and institutions established after the Velvet revolution are identified as key aspects of a new ecosystem characterizing Czech documentary in the 90s. This paper focuses on the field which – together with the Czech film industry as a whole – lost state support in 1989. The documentaries were produced only due to efforts of individual entrepreneurs who started their own film businesses, although such activity remained illegal till 1993. Also, young FAMU students started to develop a new structure for supporting Czech documentary production in the late 90s. The main methodology of the paper relies on Bruno Latour’s actor-network theory, enriched by the ethnographic approach of John Caldwell, using semi-structured interviews with key personnel and analysing un/published texts. Emotional layers of interviews and personal relationships are considered as the most important attributes for the articulation of key paradoxes and conflicts within the Czech documentary field.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88871428","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 : 2021-01-01DOI: 10.31176/apertura.2021.17.1.8
Lóránt Stőhr, Ervin Török
{"title":"Introduction to the thematic issue “Contemporary Documentary in Central and Eastern Europe”","authors":"Lóránt Stőhr, Ervin Török","doi":"10.31176/apertura.2021.17.1.8","DOIUrl":"https://doi.org/10.31176/apertura.2021.17.1.8","url":null,"abstract":"","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84691637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：