Human, Technologies and Quality of Education, 2021最新文献

{"title":"A Qualitative Analysis of Affect Signs in Telecommunication Dialogues","authors":"Edmunds Vanags","doi":"10.22364/htqe.2021.01","DOIUrl":"https://doi.org/10.22364/htqe.2021.01","url":null,"abstract":"There is growing evidence in the science of psychology that affective phenomena are not homogeneous and that their manifestations may vary across cultures and under the influence of contextual and demographic factors. Given that there is no clear universal expression of emotions and mood in human behavioral processes, it is necessary to continue to study the heterogeneity of the observed features in language and speech. This qualitative study analyzes the dialogues of 40 individuals in the field of telecommunications and, using a content analysis and phenomenological approach, describes lexical and non-lexical signs that could indicate features of affect. It can be observed that complete saturation has not been obtained within the framework of these data, which may indicate a wide variation of verbal and non-verbal affect features at both intra-individual and inter-individual levels and indicate different possible dialects of affect features. In addition, inter-rater reliability was determined and its results suggest that the determination of affective features may be subjective, contextual, in the absence of predefined reference criteria even in valence and activation dimensions of core affect.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130755704","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}

{"title":"Is there a Relationship Between School Factors and Students’ Citizenship Education? The Cases of Latvia and Finland Based on IEA ICCS 2016 Data","authors":"Ireta Čekse, Reinis Alksnis","doi":"10.22364/htqe.2021.18","DOIUrl":"https://doi.org/10.22364/htqe.2021.18","url":null,"abstract":"In this research, the aim was to determine teacher- and school-level factors that are associated with students’ civic knowledge, future engagement in society as a citizen, opinions about future global issues and sense of belonging to their country. For that purpose, the research took IEA International Civic and Citizenship Education Study (ICCS 2016) questionnaire data from Latvian and Finnish students (Latvia n = 3224, Finland n = 3173), teachers (Latvia n = 1933, Finland n = 2097) and schools (Latvia n = 137, Finland n = 174). The study used a subset of the teacher dataset that corresponds only to those teachers who teach civic and citizenship education lessons in school (Latvia n = 131, Finland n = 165). The research shows that there are some significant relationships with teacher- and school-level factors and four student factors: civic knowledge, future engagement, sense of belonging to their country and global problems (sustainability, violence and economy). The research supported by research application no. 1.1.1.2/VIAA/1/16/020.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"165 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132161636","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}

{"title":"Prediction of Depression by Cognitive Function Above Core Affect","authors":"Edmunds Vanags, M. Raščevska","doi":"10.22364/htqe.2021.02","DOIUrl":"https://doi.org/10.22364/htqe.2021.02","url":null,"abstract":"The association between depression and cognitive function has been observed in a large number of studies, but there are no clear and robust mechanisms for this association. The aim of this study was to investigate how cognitive functions (working memory inhibition, executive functions cognitive control and psychomotor speed) in one model predict depression above current core affect in a sample of healthy individuals. The study involved 275 adults aged between 20 and 59 years (male 32.7%) and used the depression scale from DASS-42 questionnaire, the Swedish Core affect scale, and the cognitive function task battery. The results of hierarchical regression analysis suggest that the depression is more significantly explained after controlling core affect by the working memory storage, inhibition, and executive function cognitive control processes, when performing several tasks with different valence words. This suggests that even in healthy individuals, there may be a significant association between depressive symptoms and cognitive function after controlling current core affect state which may fluctuate and not be reflected in the retrospective assessment.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126028259","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}

{"title":"Exploring Students’ Perceptions on Acquisition of Transversal Skills During an Online Social Simulation","authors":"Agnese Davidsone, Külliki Seppel, Austė Telyčėnaitė, R. Matkeviciene, Marko Uibu, V. Silkane, Anžela Jurāne-Brēmane, Õnne Allaje","doi":"10.22364/htqe.2021.57","DOIUrl":"https://doi.org/10.22364/htqe.2021.57","url":null,"abstract":"Due to the demands of the current job market, universities need to adapt their teaching approaches to provide students with opportunities to advance their transversal skills in order to succeed with their careers. Social simulations have been considered previously as a fruitful study method that helps to advance transversal skills; however, the research in this field is scarce. This study aims to explore the perceived affordances and limitations of social simulation as an online learning method for acquisition of transversal skills of graduate and undergraduate students from communication and media study programs. The empirical part draws on a set of qualitative data. All together 32 students in two universities participated in the testing of an original simulation scenario that was created in an Erasmus+ Strategic partnership project. The results indicate that students in both simulation exercises mostly applied their negotiation, strategic thinking and planning skills. During the second simulation, self-evaluation forms filled before and after the event helped the students to realize which transversal skills they need and want to develop further. Our results demonstrate that students felt pressured to intensively collaborate and coordinate with their group members, other groups and the teachers as during both testing sessions technical disruptions were experienced. We conclude that an online social simulation is a productive interactive learning and teaching method that helps to sensitize students towards their transversal skills and stimulate self-reflection. We also argue that in exercising a social simulation online there is an additional layer of pedagogical implications: the choice of the digital platform and the potential technical disruptions such as the loss of Internet connection or sudden malfunction of some of the platform’s features may divert the flow of the simulation.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115291396","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}

{"title":"Outputs of a PhD Course on the European Policy of Foreign Language Teacher Education","authors":"İ. Mirici","doi":"10.22364/htqe.2021.69","DOIUrl":"https://doi.org/10.22364/htqe.2021.69","url":null,"abstract":"The European Commission has developed several standard documents for foreign language education including teacher education and opened access for the common use of all European counterparts. This study is based on a PhD course aiming at increasing awareness of and fostering deep research about foreign language teacher education policy in Europe. The study aimed to scrutinize the opinions of the PhD students in the field of English Language Teaching (ELT) about the European foreign language teacher education policy. In the study, the case study research design was adopted, utilizing qualitative data. The participants of the study were selected via total count sampling model and covered all of the PhD students (N = 9) taking the course entitled “Foreign Language Teacher Education Policy in Europe” with the code: IDO710 within the ELT program of the Hacettepe University Graduate School of Educational Sciences in the Fall Semester of 2020–2021 academic year. The data were collected via students’ self-reflection reports after the course had been completed and were analysed using content analysis as one of the qualitative data analysis methods. The results showed that at the end of the course the participant students’ awareness was highly increased about the European foreign language teacher education policy and related documents; they decided to make use of these documents in their own contexts; they had a deeper understanding of the English as a Foreign Language (EFL) teacher education; and they became determined to carry out further research on the effectiveness of the European documents on EFL teacher education in Turkey.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125115900","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}

{"title":"Validity and Reliability of the Acceptance and Action Questionnaire-II: Latvian Version","authors":"Inese Sadauska, A. Kolesovs","doi":"10.22364/htqe.2021.05","DOIUrl":"https://doi.org/10.22364/htqe.2021.05","url":null,"abstract":"The objective of this study was to assess the psychometric properties of the Latvian version of the Acceptance and Action Questionnaire-II (AAQ-II), measuring psychological flexibility described as the ability to act according to chosen values while consciously being in contact with subjectively unpleasant present moment experiences. The scale provides a single score across 7 items. The original AAQ-II was translated to Latvian and then back to English. The Satisfaction with Life Scale, Flourishing Scale and Meaning in Life Questionnaire was applied for testing the convergent validity of the AAQ-II. Participants of the study were 191 people, ranged in age from 19 to 68 (159 women, mean age M = 30.62, SD = 9.50). Reliability analysis, exploratory and confirmatory factor analysis (EFA and CFA) of the scale were performed. EFA indicated a one-factor structure. Results showed that the Latvian version of AAQ-II has good psychometric properties and convergent validity. Testing of the original model by CFA resulted in acceptable fit indices.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128067728","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}

{"title":"Understanding of Teachers and Healthcare Professionals about their Professional Development","authors":"Oskars Kaulēns, Reinis Upenieks","doi":"10.22364/htqe.2021.64","DOIUrl":"https://doi.org/10.22364/htqe.2021.64","url":null,"abstract":"Changes in technology use and globalization are leading to significant changes in the structure of the labor market, emphasizing the need for labor market participants to learn continuously and acquire new knowledge and skills in order to adapt to a rapidly changing work environment. Economists point to the risks posed by technological development, such as the reduction of low-skilled jobs as a result of digitalization and automation processes. Although professionals working with people, such as healthcare professionals and teachers, are less exposed to the risk of automation, they are still increasingly unstable as technology and artificial intelligence compete with human experts. This means that medical and education staff will also need more targeted, regular and labor market-oriented professional development in order to remain competitive and demonstrate demand-driven performance. In line with changes in the quality standards of professional performance for healthcare professionals and teachers, changes are also taking place in how the professional development of these groups is implemented. In addition to formal development activities such as courses and seminars, the need to accept the impact of informal learning is emphasized, not only expanding the aims and content of professional development activities but also offering new learning formats. The aim of the qualitative research conducted by the authors is to study the understanding of teachers and healthcare professionals about their professional development by analyzing their answers regarding their professional development. The focus of the study has been chosen to test the assumption that healthcare professionals and teachers view their continuing education more in the context of formal training, with less emphasis on professional development through informal learning. Within the framework of the research, a survey of random respondents within the said target groups has been conducted and the answers of the respondents have been analyzed, with attention paid to the aspects of formal and informal learning. The article presents the results of the content analysis, highlighting the most important trends of study results and the problematic aspects related to the improvement of the quality of professional development.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125220650","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}

{"title":"Towards the Equality of People with Disabilities in the Health System: The Preparedness of Health Workers to Work with People with Hearing, Visual, Movement and Mental Disabilities","authors":"L. Rupšienė, Milda Ratkevičienė, Regina Saveljeva","doi":"10.22364/htqe.2021.28","DOIUrl":"https://doi.org/10.22364/htqe.2021.28","url":null,"abstract":"Even though the recent decades have witnessed extensive attempts around the world to ensure the equality of people with disabilities in the health system, it has not been achieved yet. To some extent, the problem is related to the education of health workers to work with people with disabilities. In order to gain more understanding in this regard, this paper focuses on the preparedness of health workers to work with people with hearing, visual, movement and mental disabilities: Is there a link between the studies of the health care workers in higher schools and their preparedness to deal with the specific problems that arise when working with people with hearing, visual, movement and mental disabilities? How does a specific subject / module on working with people with disabilities relate to the preparedness of health workers to address these specific issues? How is it related to the integrated preparation during the study years to work with people with disabilities? A survey of 664 health workers (doctors, nurses, kinesiotherapists, and social workers) working in Lithuania has been conducted. The research revealed that a number of health workers were not properly prepared in higher schools to work with people with hearing, visual, movement and mental disabilities. The research has also revealed that while studying a specific subject / module about working with people with disabilities or studying it in an integrated way across a variety of study activities, health professionals become better prepared to deal with the specific problems of working with people with hearing, visual, movement and mental disabilities. The results of the study suggest the necessity to pay more attention to the particularity of working with people with disabilities in health workers education, so that they are more prepared to work with people with hearing, visual, movement and mental disabilities and ensure more equality and non-discrimination in the healthcare system.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133665075","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}

{"title":"Between “Acts-And-Facts History” and “Edutainment” in the History of Education Study Courses: The Case of University of Latvia","authors":"I. Ķestere, Reinis Vējiņš","doi":"10.22364/htqe.2021.11","DOIUrl":"https://doi.org/10.22364/htqe.2021.11","url":null,"abstract":"At present, the history of education is experiencing a paradox: research in the history of education is flourishing, but the history of education as a study subject is losing its relevance in university curricula. The present research aims at examining the potential of education history in student-centred and research-based study process while addressing the experience in teaching education history in master’s study programmes at the University of Latvia from 1920 to 2020. The article comprises three sections: the first section offers an overview of the evolvement of the history of education as a study subject in Europe and Latvia; the second section, based on the experience of teaching the history of education and research in history didactics, reveals three possible approaches to the study course in the history of education; the third section foregrounds the integration of digitized historical sources in the delivery of student-centred and research-based education history courses. The research demonstrates that each of the three approaches (“acts-and-facts history,” “problem-oriented history of education,” and “edutainment”) has student-centred potential in shaping historical thinking. The student-centred study process in a modern university is closely related to research-based studies, which in the study course of education history means independent research of history aligned with students’ individual interests in the field of education.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133812102","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}

{"title":"Transformative Dimensions of Educational Change Context","authors":"Kristīne Niedre-Lathere, A. Samuseviča","doi":"10.22364/htqe.2021.20","DOIUrl":"https://doi.org/10.22364/htqe.2021.20","url":null,"abstract":"","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115602934","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}