International Journal of Educational Excellence最新文献

{"title":"Philosophy of Educational Research: New Epistemological, Methodological and Historical Approach","authors":"O. Ponce, Nellie Pagán-Maldonado, José Gómez Galán","doi":"10.18562/ijee.058","DOIUrl":"https://doi.org/10.18562/ijee.058","url":null,"abstract":"The philosophy of educational research has traditionally been one of the least studied fields in the epistemology of the social sciences and humanities. However, a philosophical reflection on education itself, in the search for an ultimate explanation of what it means in the field of human evolution, necessarily implies knowing how to obtain information for its knowledge. This, in an epistemological context, implies analyzing the research methods used in the educational sciences. Throughout its history, educational research has experienced three stages of methodological evolution in its search for scientific effectiveness: (a) research without adhering to a particular model, (b) research applied to practice, and (c) research inserted into practice. The analysis of these methodological evolutions shows a history of great academic value, of fascinating philosophical debates, which every educator and educational researcher should know, and which nevertheless remains practically unexplored and unstudied in its entirety in the academic field. Key-words: educational research; philosophy of education; epistemology; theory of education; methodology, history of education.","PeriodicalId":243145,"journal":{"name":"International Journal of Educational Excellence","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125893883","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":"Virtual Learning Environments (VLE) as Spaces for Formative Research in Postgraduate Studies in Education","authors":"Veytia Bucheli María Guadalupe","doi":"10.18562/IJEE.017","DOIUrl":"https://doi.org/10.18562/IJEE.017","url":null,"abstract":"The following work presents the result of a mixed research study, exploratory and descriptive; carried out at postgraduate studies, with a sample of 20 students enrolled in the first semester of the Master of Education. Its aim was to analyze the use of Moodle as an appropriate Virtual Learning Environment, conducive to strengthen the Virtual Learning Spaces for developing formative research. To carry out this qualitative research, the technological resources of the three first courses that correspond to the first semester of the abovementioned master were analyzed, in addition to the application of a semi-structured interview, from which key variables emerged: the students’ concept of research, its linkage to their professional field, and the use and frequency of technological tools in Moodle, as resources to create Virtual Learning Spaces that benefit the processes of formative research in the students. Among the main findings, it was found that students find a close relation between the Virtual Learning Environments and the development of research, which encourages interest for learning and collaborating with peers; however, the role of teachers in enhancing these spaces to strengthen the process of research in their students was also emphasized. Key-words: Virtual Learning Environments, Virtual Learning Spaces, Formative Research, Postgraduate Studies, Higher Education.","PeriodicalId":243145,"journal":{"name":"International Journal of Educational Excellence","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132773922","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":"University Educational Opportunities to Adults 50 Years of Age or Older: Fundamental Reasons and Characteristics","authors":"González-Raimundí Zobeida","doi":"10.18562/IJEE.019","DOIUrl":"https://doi.org/10.18562/IJEE.019","url":null,"abstract":"Venturing inside the study of the phenomenon of university education for adults in Puerto Rico, particularly after the decade of the 1980s, lets us obtain answers to many questions that are born out of observation of the marked presence of adults in the classrooms on the island. In response to that, a lot of universities started academic programs that are aimed at adults. This theme of university education for adults in the island has, during the last decade, peaked the interest of a few researchers, who have approached it from different perspectives. One study that looked into the experience of being a university student who has 50 years or more of age during their bachelor’s degree, from a phenomenological standpoint is what gave rise to this essay. The author performs a very deep analysis of the starring role the adult students, who were interviewed individually (nine participants) awarded two issues: university education as a resource to serve human beings better; and, the example they embody, specially to their family members, by reaching their academic goals.","PeriodicalId":243145,"journal":{"name":"International Journal of Educational Excellence","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122928227","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":"University Students Perceptions on the Free Mass Training Courses Online","authors":"Quelaztli Aziyadé Salas Góngora, María Belén Morales Cevallos, Wellington Villota Oyarvide, Eloy López Meneses","doi":"10.18562/ijee.043","DOIUrl":"https://doi.org/10.18562/ijee.043","url":null,"abstract":"This research explores the opinions, focused on advantages and weaknesses, which university students have about MOOCs (Massive Open Online Courses) today. The study constituted by perceptions is exposed by 53 students of Degree on Social Education of the Pablo de Olavide University. Through a methodology of qualitative quality, the following advantages were found: free (22.27%), favor the formation of disadvantaged groups (17.54%), have a flexible time (12.80%), help the development of virtual collaboration networks and communities (11.37%), with the availability of the university content and resources (7.11%), obtaining certificates (5.69%) and discussion forums to solve doubts (5.21%). The weaknesses of the results of MOOCs: the lack of an adequate tutorial follow-up (16.36%), present a saturation of information (14.09%), a high abandonment rate (11.36%) and an 11,82% indicate that generally the organization chart and the structure of these courses are related to the standard form with a poor pedagogical design. Likewise, 9.55% thought that the system of insufficient evaluation is based mainly on automated questionnaires. Key-words: Higher Education, MOOC, Virtual Education, Educational Innovation, Lifelong Education.","PeriodicalId":243145,"journal":{"name":"International Journal of Educational Excellence","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129114575","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":"Palliative Education of the Family in the Care of Terminal Patients: A Descriptive Correlational Study","authors":"Cordero Vega Wanda Ivette, Rogero Anaya Petra, Canca Sánchez José Carlos, Vega Lugo Zaida","doi":"10.18562/IJEE.030","DOIUrl":"https://doi.org/10.18562/IJEE.030","url":null,"abstract":"Palliative care (PC) education is critical for proper practice and compassionate care. The training of health professionals in PC seems insufficient and of variable quality. Studies point towards the need for training of these professionals in PC. Several authors emphasize the need to develop communication skills consistent with PC quality standards. Secondary data comes from 370 adult oncology and nononcologic patients in the terminal phase between July 2014 and June 2015. There is a statistically significant difference in 4 out of 21 criteria on education for patients and families: 1) Diagnosis, signs and symptoms, 2) Medical treatment, 3) Restrictions and, 4) Skin care. According to the results, nurses are more oriented to cancer patients than non-cancer patients. Key-Words: Nursing Competencies, Palliative Care; Family Education; Continuing Education in Nursing, Quality of Life.","PeriodicalId":243145,"journal":{"name":"International Journal of Educational Excellence","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129988598","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":"Teaching Cognitive and Metacognitive SRL Strategies in the Science Class: An Experimental Design to Determine Effect on Academic Achievement","authors":"Medina-Martínez Marilyn, Pagán-Maldonado Nellie","doi":"10.18562/IJEE.020","DOIUrl":"https://doi.org/10.18562/IJEE.020","url":null,"abstract":"The purpose of the study was to investigate the effect of teaching cognitive and metacognitive SRL strategies on the academic achievement of seventh grade students through an experimental design with a pre and posttest and a comparison group. The Reciprocal Causation Model based on Bandura’s social cognitive theory and Zimmerman ́s Model of Self-Regulation were used as the theoretical framework. The intervention provided to the experimental group (Group A; n=15) consisted of the direct and explicit instruction of cognitive and metacognitive SRL strategies. The intervention in the comparison group (Group B; n=15) consisted of self-directed learning. The effect of the intervention was determined by running a t-test to compare pre and posttest results. A significance level of .05 was established for each of the four hypotheses. The results from the t-test (.032) from the posttest of the experimental group and the comparison group show that the differences found were statistically significant. Moreover, a Cohen’s d coefficient of 0.82 was obtained, which represents a large effect size. This finding suggests that the direct and explicit instruction of cognitive and metacognitive SRL strategies has a greater effect on the academic achievement than self-directed instruction. Contrarily, the results from the t-test (.112) that compared the sample means () obtained from the pre and posttest of the experimental group (Group A) indicated that the differences found were not statistically significant. However, a Cohen’s d coefficient of 0.58 was obtained, representing a moderate effect size. This finding could suggest that the complexity of the design requires additional controls to be put into place. With regards to the comparison group (Group B), and according to student responses in the SRL strategy a Departamento de Educación, Distrito Escolar de Las Marías (Puerto Rico United States); b Universidad Metropolitana, SUAGM (Puerto Rico United States). Correspondence: Marilyn Medina Martínez, Coordinadora Regional PPAA de Mayagüez, Supervisora de Inglés, Departamento de Educación, Distrito de Las Marías, #5 Calle Palmer Suite 1. Las Marias, PR 00670. mmedina97@email.suagm.edu Medina-Martínez and Pagán-Maldonado, International Journal of Educational Excellence, (2016) Vol. 2, No. 1, 77-105. ISSN 2373-5929 DOI: 10.18562/IJEE.020 use logs, it was evidenced that these strategies were used infrequently. Recommendations for future investigations are provided. Key-Words: Self-Regulation, Self-Regulated Learning (SRL), Cognitive Strategies, Metacognitive Strategies, Direct and Explicit Instruction, Self-Directed Learning. ______________________________________________________________________","PeriodicalId":243145,"journal":{"name":"International Journal of Educational Excellence","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131986320","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":"Psychopedagogical Predecessors of Connectivism as a New Paradigm of Learning","authors":"Roberto Sánchez Cabrero, Ó. Román","doi":"10.18562/ijee.037","DOIUrl":"https://doi.org/10.18562/ijee.037","url":null,"abstract":"This article presents an historical overview of the main background theories of Connectivism, understood as a new parad igm of education. The object is to assess whether this new educational paradigm is an evolution from preceding schools or a revolutionary theory in the educationa l field. Psychoanalysis and the School of Gestalt are presented as the earliest ant ecedents, and the influence of Instructionism, Constructivism, Chaos Theory, Neuro science, Network Theory and Theory of Complex Adaptive Systems will be analysed , as they are considered direct predecessors. The article concludes by reflecting t he influences of several contemporary schools of educational theories such a s t e Theory of Conversation, the Actor-network theory, Network Learning, e-learning 2.0., Microlearning, Nanolearning, University 2.0., Curriculum 2.0., Pedagog y 2.0 and Navigationism. These schools complete the theoretical foundations on whi ch Connectivism is based. As a consequence, Connectivism is only the evolution of previous schools and not a theoretical revolution in pedagogy. Its ideas repre sent the adaptation of previous theories to the current society, where social and c ommunication technologies have changed the bases on which the knowledge and learni ng are based.. Key-words: Connectivism, Educational Paradigms, Social Netwo rk, New Technologies, e-Learning.","PeriodicalId":243145,"journal":{"name":"International Journal of Educational Excellence","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123812209","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":"Comparative Analysis of Research Skills and ICT: A Case Study in Higher Education","authors":"Octaviano García Robelo, María Guadalupe Veytia Bucheli","doi":"10.18562/IJEE.031","DOIUrl":"https://doi.org/10.18562/IJEE.031","url":null,"abstract":"The development of research skills in relation to the use of Information and Communication Technologies (ICT) is studied in two groups of the Master of Science in Education at a public university of the State of Hidalgo, with the purpose of generating strategies to foster the development of such skills. The methodology approach is a non-experimental transactional design, in which a highly reliable questionnaire with a Cronbach's alpha of .95, was applied to evaluate seven factors. A descriptive statistical analysis of the data was carried out to compare a group of applicants to the master’s program with a group of graduating students. Among the results, it was found that both groups showed a high percentage use of technology with laptops, tablets and cell phones. However, even though both groups reported having received training or having partial knowledge of the use of ICT, only a very small percentage uses these tools as a way to strengthen their research skills. It is therefore proposed to consider these results for the design of strategies that promote the development, knowledge and application of research skills supported by the use of ICT across the different courses that integrate the curriculum, in a way to ensure the best training for students while studying in the science education postgraduate program. Key-words: Research Skills, ICT, Master’s Degree, Postgraduate Program, Student Training.","PeriodicalId":243145,"journal":{"name":"International Journal of Educational Excellence","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123327562","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":"Assessing the Value and Effectiveness of Study Abroad and Exchange Programs in Foreign Language Degree Programs: A Case Study","authors":"N. Roberts","doi":"10.18562/ijee.041","DOIUrl":"https://doi.org/10.18562/ijee.041","url":null,"abstract":"As study abroad efforts take on increased importance globally, it is vital that we use the resources of the academy to research the impact and effectiveness of these programmes. This paper assesses aspects of the varied exchange (EXC) programmes and study abroad (SA) programmes which exist at the University of the West Indies, St. Augustine campus (Trinidad y Tobago). Data was collected from among students in the French and Spanish degree programmes. The study sought to assess the academic benefit of the programmes while at the same time assess the value-added aspects of the programmes. Overall, it was found that the impact of these international experiences on student learning has not to date been assessed with an aim to making interventions in the varied programmes. As some previous reseach indicates, to simply send students to a location abroad for academic study is not sufficient toward facilitating the larger goal of creating effective global citizenship. Findings from this research lend empirical support to the notion that study abroad and exchange programmes at all levels facilitate the creation of global citizens. Key-words: Study Abroad, Exchange Programmes, Student Learning, Foreign Language Learning, Global Citizens.","PeriodicalId":243145,"journal":{"name":"International Journal of Educational Excellence","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114656691","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":"Association between Knowledge, Practice and Attitude towards Nursing Care in the Neural Development of Premature Newborns","authors":"Fonseca Fonseca Madeline, M. María, García Parra Ana María","doi":"10.18562/IJEE.022","DOIUrl":"https://doi.org/10.18562/IJEE.022","url":null,"abstract":"The knowledge, practice and attitude of nursing personnel in Neonatal Intensive Care Units (NICUs) are critical in the effort to reduce sequelae in the neural development of premature newborns. This investigation aims to determine the relationship between level of knowledge, practice and attitude of nursing personnel working in NICU and the care and neural development of premature newborns. The specific objectives are the following: to obtain a profile on nursing personnel working in Neonatal Intensive Care Units (NICUs); to determine the level of knowledge of nursing personnel regarding the neural development of premature newborns; to determine the practical application of this knowledge by nursing personnel in the care of premature newborns as regards their neural development; to describe the attitude of nursing personnel when caring for premature newborns as regards their neural development; and to establish the existing relationship between the sociodemographic categories of gender and years working in the Neonatal Intensive Care Unit with the Knowledge, Attitude and Practice of the participants of this study. A questionnaire was administered to nurses working in four hospitals of the Metropolitan area of Puerto Rico. The study was descriptive and correlational with a transversal design; the Pearson Coefficient and Spearman’s Rank Correlation were used for analysis. A correlation was found between level of knowledge, practice and attitude of nurses in NICUs and care and neural development of newborns (r=.254, p < .05), revealing that updating knowledge enables personnel to maintain positive attitudes and apply appropriate nursing care. a Universidad Metropolitana (SUAGM, Puerto Rico-United States); b University of Malaga (Spain). Correspondence: Madeline Fonseca Fonseca, Universidad Metropolitana, PO Box 21150, San Juan, PR 00928 (Puerto Rico, United States) mfonseca8@suagm.edu","PeriodicalId":243145,"journal":{"name":"International Journal of Educational Excellence","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117115650","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}