scholarly journals Teaching ethics in the university through multicultural online dialogue

Comunicar ◽  
2016 ◽  
Vol 24 (47) ◽  
pp. 99-107 ◽  
Author(s):  
Elena Briones ◽  
Laura Lara
Keyword(s):  
Higher Education ◽  
Administrative Support ◽  
Course Design ◽  
Communication Technologies ◽  
Moral Dilemmas ◽  
Control Group ◽  
Program Support ◽  
Nuevas Tecnologías ◽  
Quasi Experimental ◽  
Ethics Teaching

This paper presents the results of an international collaboration on ethics teaching for personal and professional values within the area of formal higher education using new communication technologies. The course design was based on the dialogic technique and was aimed at clarifying the students’ own values, defining their own positions related to ethical dilemmas, developing argumentative strategies and an ethical commitment to their profession and contribution to society. The online dialogue between heterogeneous groups of students based on their cultural background –the main innovation of this training– was possible thanks to the technological and administrative support of the participating universities. To analyze the effect of this innovative training we employed a quasi-experimental design using a control group, i.e., without the option of online dialogue with students from another culture. University students from Spain (University of Cantabria) and Chile (Universidad Autónoma de Chile) participated in this study. The positive results, which included better scores and positive assessments of both debate involvement and intercultural contact by students who participated in the new teaching program, support the main conclusion that the opening of international dialogue on moral dilemmas through new communication technologies contributes significantly to improve ethics training in higher education. En este trabajo se presentan los resultados de una colaboración internacional para la formación ética centrada en valores personales y profesionales dentro de la educación formal superior empleando las nuevas tecnologías de la comunicación. La formación diseñada basada en la técnica dialógica pretende que el estudiante clarifique sus valores, se posicione ante dilemas éticos y desarrolle estrategias argumentativas, así como un compromiso ético con su profesión y contribución a la sociedad. La principal innovación de esta formación es la incorporación del diálogo online entre grupos de estudiantes heterogéneos por su origen cultural, esto fue posible gracias a la colaboración de dos universidades y al apoyo tecnológico y administrativo aportado por las mismas. Para analizar el efecto de esta formación innovadora se ha empleado un diseño cuasi-experimental con grupo control, en el que se formaba en valores pero no existía la posibilidad de un diálogo online con estudiantes de otra cultura. En este estudio participaron estudiantes de la Universidad Autónoma de Chile y de la Universidad de Cantabria (España). Entre los resultados obtenidos destacamos las mejores calificaciones y positiva valoración de la participación en los debates y del contacto intercultural por parte de los estudiantes que siguieron la formación más innovadora. Estos resultados permiten concluir que la apertura internacional del diálogo gracias al uso de las tecnologías de la comunicación contribuye de forma significativa a la formación ética en la educación superior.

scholarly journals Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students

2020 ◽  
Vol 12 (9) ◽  
pp. 3729 ◽  
Author(s):  
Santiago Pozo Sánchez ◽  
Jesús López-Belmonte ◽  
Antonio-José Moreno-Guerrero ◽  
José María Sola Reche ◽  
Arturo Fuentes Cabrera
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Study Groups ◽  
Three Dimensions ◽  
Bring Your Own Device ◽  
Control Group ◽  
Flipped Learning ◽  
Education Students ◽  
Training Plan ◽  
Quasi Experimental

The “bring your own device” (BYOD) program is positioned as one of the fastest-emerging methods to solve accessibility problems in the flipped learning methodology. The objective of the study is to analyze the potential of a training plan through inverted learning using the BYOD program compared to inverted learning without BYOD. A quasi-experimental design was carried out on a sample of 118 Higher Education students. A questionnaire was used as an instrument for data collection. The results show that the assessments of the study groups, both control and experimental, are at medium–high levels, which shows a significant incidence of the teaching and learning methodologies applied in both groups. There are only three dimensions in which a distance is observed between the groups’ assessments: motivation and autonomy, which were better valued by the experimental group, and class time, which was better valued by the control group. The study concludes that there are no great differences between the teaching methodologies applied in the groups that were subjected to experimentation, except in terms of motivation and autonomy, making these methodologies reliable for the development of these dimensions.

scholarly journals Graphic organizers to empower the teaching-learning process of grammar tenses in higher education

2021 ◽  
Vol 5 (3) ◽  
pp. 6-19
Author(s):  
Jazmín Marisol Medina ◽  
Jazmina Ivonne Mena Mayorga
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
English Language ◽  
Graphic Organizers ◽  
Target Population ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
Experimental Group

Introduction. The English language is a mandatory subject in elementary, secondary, and higher education in Ecuador. To become proficient, a broad knowledge of grammar is needed because it is considered the backbone of a language. Objective. This research aims to implement graphic organizers in the teaching-learning process of grammar tenses. Methodology. This inquiry took place at a university of Riobamba with a target population of 62 A2 level students. A quasi-experimental research, was carried out with 31 students that were the experimental group and the same number of students as the control group. A pre-test was applied to both groups to evaluate their grammar skills. After that, both groups were given a post-test to determine if the graphic organizers implemented made any improvement on the students’ performance regarding grammar tenses. Results. The post-test results demonstrated that the competence of the experimental group students has been enhanced after implementing graphic organizers. Conclusion. The students were able to clear up their ideas and to establish better relationships between graphical and cognitive demands.

scholarly journals Factors Affecting the Quality of E-Learning During the COVID-19 Pandemic from the Perspective of Higher Education Students

10.28945/4628 ◽  
2020 ◽  
Vol 19 ◽  
pp. 731-753
Author(s):  
Kesavan Vadakalu Elumalai ◽  
Jayendira P Sankar ◽  
Kalaichelvi R ◽  
Jeena Ann John ◽  
Nidhi Menon ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Support ◽  
Administrative Support ◽  
Course Design ◽  
Educational Institutions ◽  
Learner Characteristics ◽  
Course Content ◽  
E Learning ◽  
Instructor Characteristics

Aim/Purpose: The objective of the research was to study the relationship of seven independent factors: administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technical support on quality of e-learning in higher education during the COVID-19 pandemic. Further, the study analyzes the moderating effect(s) of gender and level of the course on the quality of e-learning in higher education during the COVID-19 pandemic. objective of the research was to study the relationship of seven independent factors: administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technical support on quality of e-learning in higher education during COVID-19 pandemic. Background: The COVID-19 pandemic situation has impacted the entire education system, especially universities, and brought a new phase in education “e-learning.” The learning supported with electronic technology like online classes and portals to access the courses outside the classroom is known as e-learning. This study aimed to point out the variables influencing the quality of e-learning, such as administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technological support. Methodology: An inferential statistics cross-sectional study was conducted of the students of higher education institutions in India and the Kingdom of Saudi Arabia with a self-administered questionnaire to learn the students’ perception of e-learning. All levels of undergraduate and postgraduate students took part in the study with a sample size of 784. Ultimately, this study used a Structural Equation Modelling (SEM) approach to find the positive relationship between the quality of e-learning and the seven independent variables and two moderating variables in the higher education sector. Contribution: The study aims to explore the quality of e-learning in higher education from the students’ perspective. The study was analyzed based on the student’s data collected from the higher educational institutions of India and Saudi Arabia. The study will support the top management and administrators of higher educational institutions in decision making. Findings: The findings revealed that there is a positive relationship between the set of variables and the quality of e-learning in the higher education sector. Also, there is a significant difference in the perception of the students between gender, level of the course, and quality of e-learning in the higher education sector during the COVID-19 pandemic. Recommendations for Practitioners: The results of the study can help top management and administrators of higher educational institutions to improve their actions. Higher educational institutions need to concentrate on the study outcomes related to administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technological support to enhance the quality of e-learning. The study revealed that there should be a difference in the procedure of providing e-learning based on the level of the course and gender of the students. Recommendation for Researchers: The results were examined and interpreted in detail, based on the perspective of the students, and concluded with a view for future research. The study will be beneficial for academic researchers from different countries with a different set of students and framework. Impact on Society: The study revealed that the positive results of the students’ perspective on the quality of e-learning would help the policy-makers of the country in providing the learning process during the COVID-19 pandemic. Also, the result explored the importance of the quality aspects of e-learning for improvement. Future Research: There is a need for future studies to expose the quality of e-learning in higher education in the post-COVID-19 pandemic. Further researchers will bring the performance level of e-learning during the COVID-19 pandemic.

scholarly journals Community of Inquiry on Facebook in a Formal Learning Setting in Higher Education

2019 ◽  
Vol 9 (1) ◽  
pp. 10 ◽  
Author(s):  
Masood Nazir ◽  
Natasa Brouwer
Keyword(s):  
Higher Education ◽  
Community Of Inquiry ◽  
Course Design ◽  
Online Course ◽  
Control Group ◽  
Formal Learning ◽  
Group Approach ◽  
Positive Effects ◽  
Student Community ◽  
Treatment Control Group

This study demonstrates an application of Facebook for higher education in science (STEM), and it clarifies its impact on students’ learning in a formal online learning setting. A combined qualitative and quantitative approach was used. Messages posted on Facebook were classified by qualitative transcript analysis. The perception and experience of students with Facebook were recorded by means of pre- and post-tests, using a treatment/control group approach. The results show that an integral Community of Inquiry (CoI) was formed on Facebook within the regular online course, encompassing all relevant CoI interactions leading to a powerful educational experience. Additionally, a type of CoI interaction “student–community” is observed, which was not reported before. The results show that the use of Facebook had positive effects on students’ learning, only when the activities on Facebook were constructively integrated in a course design, and a moderator was present. More research is needed to include larger group sizes and other course designs.

scholarly journals La formación musical del profesorado especialista en educación infantil en la era digital

2010 ◽  
pp. a141
Author(s):  
Mónica Sánchez ◽  
Nerea Muruamendiaraz
Keyword(s):  
Higher Education ◽  
Student Teachers ◽  
Information And Communication Technologies ◽  
Musical Training ◽  
Communication Technologies ◽  
University Education ◽  
New Information ◽  
Nuevas Tecnologías ◽  
Information And Communication

Presentamos una experiencia de innovación e investigación contextualizada en la enseñanza universitaria que pretende describir la influencia de las Nuevas Tecnologías de Información y Comunicación (NTIC) en la formación musical de los estudiantes de Magisterio. La experiencia se ha desarrollado en torno a la creación de un cuaderno de bitácora (blog), utilizando las técnicas del cuestionario y sondeos realizados al alumnado, al objeto de reflexionar sobre el papel creciente que las NTIC adquirirán en el EEES.The musical training of nursery teachers at the digital ageAbstractThis article presents an experience of innovation and research in higher education which seeks to elucidate the influence of New Information and Communication Technologies (NICTs) in the musical training of student teachers. By creating an experience of a logbook (blog) and through questionnaires and surveys to students sought to reflect on the growing role of ICTs in university education and the role they must spend to play both faculty and students.

scholarly journals Shipping Management Simulation Game for Teaching and Learning in Higher Education: A Quasi-Experimental Study

2018 ◽  
Vol 16 (Number 2) ◽  
pp. 125-154
Author(s):  
Shanizan Herman Mohd Radzi ◽  
Wee Hoe Tan ◽  
Amri Yusoff
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning By Doing ◽  
Simulation Game ◽  
Control Group ◽  
Board Game ◽  
Shipping Industry ◽  
Control Group Design ◽  
Quasi Experimental

Purpose – This study aims to examine the effects of a simulation board game for teaching and learning shipping management at higher education. A framework of comprehensive shipping operation was developed according to the syllabus of the Shipping Management course in Universiti Utara Malaysia. The course core content in the game covers two main services—liner service and tramp service in the shipping industry. Methodology – A quasi-experimental research design has been adopted to measure the effectiveness of the board game in post-learning. Data were gathered from a sample of 73 undergraduate students who enrolled in Shipping Management course using non-equivalent control group design. The data was analysed using McNemar Test to determine the effect of the students’ achievement. Findings – The findings of this study revealed that using board game in learning activities can contribute to the improvement of students’ knowledge and skill. Further analysis indicated that there were differences in students’ achievement for the tramp services and liner services content. This improvement has boosted their confidence in making decision in solving problem related to the tramp services and liner services knowledge. Significance – The framework for the shipping management board game aims to provide the best learning experience for students when they immerse into solving problems and making decisions in the game. The framework can be used as a benchmark in the practice of game-based learning, particularly by affording students to engage learning by doing. Furthermore, this framework introduces a tangible problem space through the board game, encouraging students to discover knowledge on their own pace in a non-threatening environment.

scholarly journals The Emotional Divergent–Convergent Thinking Program (EDICOP): Design, Implementation, and Results

2020 ◽  
Vol 10 (4) ◽  
pp. 1051-1064
Author(s):  
Goretti Soroa ◽  
Aitor Aritzeta ◽  
Alexander Muela ◽  
Nekane Balluerka ◽  
Arantxa Gorostiaga ◽  
...  
Keyword(s):  
Higher Education ◽  
Personal Development ◽  
Control Group ◽  
Self Awareness ◽  
Psychological Processes ◽  
Convergent Thinking ◽  
Positive Affectivity ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
Youth Population

In a social environment that requires young people to adapt to increasingly demanding situations, emotional education and creativity training may be key for both personal development and academic performance. Given that there are currently no known interventions that develop emotional and creative skills simultaneously in a youth population, the main objective of this study was to design, implement, and evaluate the Emotional Divergent–Convergent Thinking Program (EDICOP). The study design was quasi-experimental with a non-equivalent control group and pretest–posttest measures. The participants included 196 students between 16 and 24 years of age belonging to two centers of higher education. Our results showed that the EDICOP contributed to the improvement of the participants’ divergent-proactive style, positive affectivity, emotional predisposition, and attention, as well as to their preference for cognition. Overall, the EDICOP is, therefore, both relevant and useful, and further research on the mood–creativity link is merited to generate new contexts in higher education for the promotion of both the emotional and creativity dispositions and self-awareness, by combining three basic psychological processes (emotion, cognition, and motivation).

Impacts of Socratic questioning on moral reasoning of nursing students

2016 ◽  
Vol 25 (2) ◽  
pp. 174-185 ◽  
Author(s):  
Camellia Torabizadeh ◽  
Leyla Homayuni ◽  
Marzieh Moattari
Keyword(s):  
Nursing Students ◽  
Moral Reasoning ◽  
Moral Dilemmas ◽  
Control Group ◽  
Random Allocation ◽  
Student Centered ◽  
Socratic Questioning ◽  
Quasi Experimental ◽  
Group 2 ◽  
Group 1

Background: Nurses are often faced with complex situations that made them to make ethical decisions; and to make such decisions, they need to possess the power of moral reasoning. Studies in Iran show that the majority of nursing students lack proper ethical development. Socratic teaching is a student-centered method which is strongly opposed to the lecturing method. Objectives: This study was conducted to evaluate the impacts of Socratic questioning on the moral reasoning of the nursing students. Research design: In a quasi-experimental study, Crisham’s Nursing Dilemma Test was used to evaluate the results of three groups before, immediately after, and 2 months after intervention. The data were analyzed using the SPSS statistical software (v 15). Participants and research context: Through random allocation, 103 nursing students were divided into three groups. In experiment group 1 (37 students), intervention consisted of Socratic questioning-based sessions on ethics and how to deal with moral dilemmas; experiment group 2 (33 students) attended a 4-h workshop; and the control group (33 students) was not subject to any interventions. Signed informed consent forms: This research was approved by the Ethics Committee of the University. All the participants signed written informed consents. Findings: There were significant differences between experiment group 1 and experiment group 2’s pre-test and post-test scores on moral reasoning (p ≤ 0.001, p ≤ 0.001), nursing principled thinking (p ≤ 0.001, p ≤ 0.001), and practical considerations (p ≤ 0.001, p ≤ 0.031). Discussion: Both the teaching approaches improved the subjects’ moral reasoning; however, Socratic questioning proved more effective than lecturing. Compared to other similar studies in Iran and other countries, the students had inadequate moral reasoning competence. Conclusion: This study confirms the need for the development of an efficient course on ethics in the nursing curriculum. Also, it appears that Socratic questioning is an effective method to teach nursing ethics and develop nursing students’ competence of moral reasoning.

Using a Blended e-Learning Cooperative Approach in Higher Education

2012 ◽  
pp. 202-229
Author(s):  
Heba EL-Deghaidy
Keyword(s):  
Higher Education ◽  
Social Constructivism ◽  
Course Design ◽  
Teaching Methodology ◽  
Design Development ◽  
Cooperative Approach ◽  
Achievement Attitudes ◽  
Quasi Experimental ◽  
E Learning ◽  
Analysis Design

This chapter describes a study conducted in higher education in the Egyptian context. A blended e-learning cooperative approach (BeLCA) was utilised with pre-service teachers (PSTs) in a science teaching methodology course. The chapter introduces a literature review on blended e-learning, cooperativeness, in addition to an approach that combines the two aspects together. The proposed approach (BeLCA) is based on social interaction between participants within the blended e-learning environment, where social constructivism theories play a crucial role. The chapter illustrates the effectiveness of utilising this new approach on participants’ achievement, attitudes towards e-learning, and cooperativeness by adopting a quasi-experimental setting. The chapter also highlights on the instructional design utilised in the course development. The course design was based on Dick, Carey, and Carey’s (2001) model: Analysis, Design, Development, Implementation, Execution (ADDIE).

scholarly journals Sustainability Education and Environmental Worldviews: Shifting a Paradigm

2020 ◽  
Vol 12 (19) ◽  
pp. 8258
Author(s):  
Simon Ling ◽  
Adam Landon ◽  
Michael Tarrant ◽  
Donald Rubin
Keyword(s):  
Higher Education ◽  
Model Building ◽  
Sustainability Education ◽  
Female Gender ◽  
Political Orientation ◽  
Control Group ◽  
Environmental Worldview ◽  
Quasi Experimental ◽  
Environmental Worldviews ◽  
Central Pillar

Higher education institutions are tasked with education for sustainable development, of which the environment is a central pillar. Understanding the demographic factors that influence the establishment of environmental worldviews allows educators to better contextualize sustainability content and discussion. Identifying pedagogies capable of creating learning spaces within which worldviews can shift offers similar opportunities. Using a quasi-experimental design and model building, this study identifies important social psychological antecedents of environmental beliefs, assesses the effectiveness of outbound mobility pedagogy at changing those beliefs and identifies important predictors of the nature and magnitude of those changes. Sustainable outbound mobility courses were effective at increasing environmental worldview compared to a control group. At program commencement, political orientation and business majors were negatively associated with environmental worldview, while female gender was the reverse. For sustainability education courses, only gender was retained as a significant predictor of the nature and change of environmental worldview by the course’s end. These results suggest that the factors associated with environmental worldview upon commencement of a course do not necessarily predict the malleability of that worldview in higher education students.

Sign in / Sign up

Export Citation Format

Share Document