Ibero-American Journal of Education & Society Research最新文献

{"title":"Gamified flipped classroom as a pedagogical strategy in higher education: From a systematic vision","authors":"Anghelo Josué Guerrero-Quiñonez, Olga Quiñónez Guagua, Rosa Graciela Barrera-Proaño","doi":"10.56183/iberoeds.v3i1.622","DOIUrl":"https://doi.org/10.56183/iberoeds.v3i1.622","url":null,"abstract":"The gamified flipped classroom is a pedagogical strategy that combines the principles of the flipped classroom model with gamification elements to improve the learning experience in higher education. From a systematic vision, this strategy is based on careful planning and the integration of different components to achieve a motivating and effective learning environment. First of all, the flipped classroom model implies that students acquire basic concepts outside of the classroom, through resources such as videos, readings or interactive materials. Then, in the classroom, time is spent applying those concepts through hands-on activities, discussion, and collaboration. This investment of class time allows students to work more actively and deeply with the contents, favoring the understanding and application of knowledge. On the other hand, gamification refers to the application of game elements and principles in the educational context. This includes the use of challenges, rewards, competitions, and immediate feedback to motivate students and encourage their engagement in learning. Gamification also promotes active participation, collaboration, and problem solving, which improves knowledge retention and the learning experience. By combining the flipped classroom with gamification, a dynamic and stimulating learning environment is created in higher education. Students have the opportunity to explore concepts on their own, before class, allowing them to arrive prepared and ready to more actively participate in classroom activities. In addition, gamification adds a playful and competitive element that motivates students to push themselves and improve themselves. From a systematic view, the gamified flipped classroom requires careful content planning, the appropriate selection of digital tools, and the design of challenging and meaningful activities. It also involves continuous assessment to measure student progress and adjust strategies accordingly.","PeriodicalId":270019,"journal":{"name":"Ibero-American Journal of Education & Society Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114386964","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":"Universidad Iberoamérica 2030: The OEI's commitment to higher education","authors":"Anghelo Josué Guerrero-Quiñonez, Rosa Graciela Barrera-Proaño, Olga Quiñónez-Guagua, Carlos Iván Rueda-Panchano","doi":"10.56183/iberoeds.v3i1.625","DOIUrl":"https://doi.org/10.56183/iberoeds.v3i1.625","url":null,"abstract":"Universidad Iberoamérica 2030 is an initiative of the Organization of Ibero-American States for Education, Science and Culture (OEI) that aims to transform and strengthen higher education in the region. The OEI's commitment is focused on promoting quality, inclusive, relevant higher education that is oriented towards sustainable development. The vision of Universidad Iberoamérica 2030 covers various aspects, such as academic quality, equity and inclusion, internationalization, innovation and the strengthening of teacher training. It also focuses on the incorporation of digital technologies, the promotion of research and the encouragement of the entrepreneurial spirit. The OEI recognizes that higher education plays a crucial role in the human, social and economic development of the region, which is why it seeks to promote significant changes in higher education institutions. It is intended to generate a meeting and collaboration space that trains committed citizens, competent professionals and agents of change in their communities. Universidad Iberoamérica 2030 is conceived as a collaborative project between Ibero-American countries, in which the exchange of experiences and cooperation is promoted. It seeks to take advantage of the opportunities offered by new technologies and innovative pedagogical approaches to improve the quality of education and expand access to it. It is concluded that the Universidad Iberoamérica 2030 represents an ambitious and transformative vision of the OEI to strengthen higher education in Ibero-America. Through this commitment, it seeks to promote an inclusive, relevant and quality education that prepares students to face the challenges of the 21st century and contribute to the sustainable development of the region.","PeriodicalId":270019,"journal":{"name":"Ibero-American Journal of Education & Society Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129009770","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":"Hybrid Education: Current Challenges","authors":"Anghelo Josué Guerrero-Quiñonez, Mirna Carolina Bedoya-Flores, Erick Fabián Mosquera-Quiñonez, Edwin Darío Ango-Ramos, Rosalba Mercedes Lara-Tambaco","doi":"10.56183/iberoeds.v3i1.629","DOIUrl":"https://doi.org/10.56183/iberoeds.v3i1.629","url":null,"abstract":"Hybrid education combines face-to-face and online teaching to provide a more flexible learning experience tailored to the needs of students. In summary, hybrid education implies; Integration of learning modalities where face-to-face learning in the classroom is combined with online learning, taking advantage of both approaches. Flexibility and customization that allows students to access online learning content and activities at their own time and pace, adapting to their individual needs. Use of technology where technological tools and resources are used, such as online learning platforms, videoconferences, multimedia materials, among others, to facilitate teaching and learning. Interaction and collaboration where interaction between students and teachers is promoted through online discussions, collaborative projects and group activities, both in the face-to-face environment and online. Feedback and assessment, where students receive regular feedback and can take online assessments to measure their progress and get continuous assessment of their learning. Challenges and opportunities to face the digital divide, teacher training and effective course design, but also offers opportunities to improve accessibility, equity and quality of education. In conclusion, hybrid education combines the best of face-to-face and online environments to create a more flexible and tailored learning experience. By leveraging technology and promoting interaction and collaboration, hybrid education seeks to improve the quality and scope of education, giving students the opportunity to develop skills relevant to the 21st century.","PeriodicalId":270019,"journal":{"name":"Ibero-American Journal of Education & Society Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115390351","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":"A look at university education in Ecuador: politics, quality and teaching","authors":"Anghelo Josué Guerrero-Quiñonez, Olga Quiñónez Guagua, Rosa Graciela Barrera-Proaño","doi":"10.56183/iberoeds.v3i1.623","DOIUrl":"https://doi.org/10.56183/iberoeds.v3i1.623","url":null,"abstract":"University education in Ecuador has experienced important advances in recent years, both in terms of educational policies and in quality and teaching. The country has implemented a National Higher Education System (SNES) that seeks to regulate and supervise higher education institutions, guaranteeing the quality and relevance of academic programs. Regarding educational quality, Ecuador has established the Higher Education Quality Assurance Agency (ACESS), in charge of evaluating and accrediting the quality of university institutions and programs. This has promoted continuous improvement and academic excellence in Ecuadorian universities. In addition, teacher training has been strengthened, with training programs and pedagogical updating, which has made it possible to improve the skills of university professors and promote research and innovation in teaching. In the field of educational policy, Ecuador has established a National Plan for the Development of the Higher Education System, which establishes goals and strategies to strengthen university education in the country. It has sought to promote inclusion, equity and quality in academic programs. However, despite the advances, there are still pending challenges. It is necessary to continue working on the relevance of academic programs, adapting them to the needs of the labor market and the development of the country. Likewise, it is necessary to strengthen the link between universities and the productive sector, promoting collaboration in research projects and the labor insertion of students.","PeriodicalId":270019,"journal":{"name":"Ibero-American Journal of Education & Society Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127047905","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":"Schuwer, R., Gil-Jaurena, I., Aydin, C. H., Costello, E., Dalsgaard, C., Brown, M., ... & Teixeira, A. (2015). Opportunities and threats of the MOOC movement for higher education: The European perspective. International review of research in open and dist","authors":"Anghelo Josué Guerrero-Quiñonez, Mirna Carolina Bedoya-Flores, Erick Fabián Mosquera-Quiñonez, Edwin Darío Ango-Ramos, Rosalba Mercedes Lara-Tambaco","doi":"10.56183/iberoeds.v3i1.630","DOIUrl":"https://doi.org/10.56183/iberoeds.v3i1.630","url":null,"abstract":"The MOOC model (Massive Open Online Course, for its acronym in English) has emerged as an innovative alternative for university education, allowing massive access to online courses taught by renowned institutions. This model is characterized by its open, flexible and autonomous nature, which has generated a significant impact on the educational landscape. One of the main advantages of the MOOC is its ability to broaden access to university education. Through online platforms, anyone can enroll in courses taught by professors from world-renowned institutions. This has democratized education by removing geographic and economic barriers that often limit access to traditional education. In addition, the MOOC model offers flexibility in terms of hours and location. Students can learn at their own pace, access course materials anytime, anywhere, and tailor their learning process to their individual needs. This promotes autonomous learning and self-regulation, valuable skills in an ever-evolving educational environment. MOOCs cover a wide range of topics and disciplines, giving students the opportunity to explore various fields of study and gain knowledge in areas of specific interest to them. This encourages the diversity of content and the personalization of learning, since students can choose the courses that best suit their needs and educational goals. However, the MOOC model also presents challenges. The lack of interaction and personalized feedback, due to the large number of participants, can make it difficult to deepen the concepts and resolve specific doubts. Additionally, MOOC course completion rates are often low, raising questions about student engagement and motivation. Despite these challenges, the MOOC as an alternative model for university education has proven to be a valuable tool. It has allowed access to education to people from all over the world, promoting flexibility, diversity of content and autonomous learning. As MOOCs continue to be explored and improved, it is expected that they will continue to play an important role in the educational landscape, providing enriching and transformative learning opportunities.","PeriodicalId":270019,"journal":{"name":"Ibero-American Journal of Education & Society Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130289624","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":"Artificial Intelligence and its scope in Latin American higher education","authors":"Anghelo Josué Guerrero-Quiñonez, Mirna Carolina Bedoya-Flores, Erick Fabián Mosquera-Quiñonez, Ángel Enrique Mesías-Simisterra, José Vicencio Bautista-Sánchez","doi":"10.56183/iberoeds.v3i1.627","DOIUrl":"https://doi.org/10.56183/iberoeds.v3i1.627","url":null,"abstract":"Artificial Intelligence (AI) is having a significant impact on Latin American higher education. Through a bibliographic methodology of a qualitative nature, it has been possible to analyze and understand the scope of AI in this area. In the first place, it is highlighted that AI in Latin American higher education has allowed expanding access to education, breaking geographical and economic barriers. This is achieved through the availability of digital educational resources and the ability to participate in online learning programs. In addition, AI has promoted the personalization of learning, adapting the educational process to the individual needs of students. Through intelligent tutoring systems and AI-based educational platforms, relevant content can be offered and adapted to each student, as well as provide instant and personalized feedback. AI has also improved the efficiency and quality of higher education. By automating administrative and repetitive tasks, time is freed up for educators to focus on more meaningful activities, such as curriculum design and individual attention to students. In addition, AI enables data analysis and pedagogical reporting, facilitating evidence-based decision making. However, ethical and privacy challenges associated with the use of AI in higher education are recognized. It is necessary to ensure the protection of students' personal data and address issues of fairness and transparency in the development and implementation of AI systems. In conclusion, AI is transforming higher education in Latin America, providing access, personalization, efficiency and quality. The qualitative bibliographic methodology has allowed us to understand the scope of AI in this area, highlighting its positive impact and the challenges that must be addressed for its responsible implementation.","PeriodicalId":270019,"journal":{"name":"Ibero-American Journal of Education & Society Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126950441","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":"Playful activities to develop language in 3-year-old children at the CDI Castillo de Colores","authors":"Anghelo Josué Guerrero-Quiñonez, Rosa Graciela Barrera-Proaño","doi":"10.56183/iberoeds.v3i1.619","DOIUrl":"https://doi.org/10.56183/iberoeds.v3i1.619","url":null,"abstract":"The objective of this essay is to recognize playful activities to develop language in 3-year-old children at the CDI Castillo de Colores. In this context, playful activities, environmental theory emphasizes the relevance of incorporating cultural and social elements in play and language. These activities must reflect the values, norms and practices of the society in which the child is immersed, providing meaningful and contextualized experiences. The applied methodology is of a bibliographic descriptive type used in this study that has allowed the collection and analysis of solid evidence that supports the importance of these activities in the development of language in this early stage of childhood. This implies that an exhaustive review of the existing literature on the subject of playful activities to develop language in 3-year-old children has been carried out, involving play, language, early stimulation and environmental theory. Through this bibliographical review, different sources and citations have been selected and analyzed that support the importance and impact of these activities in language development at this early stage. The ludic activities that are proposed to develop language in 3-year-old children include role-playing, symbolic play, songs, stories and interactive activities. These activities stimulate creativity, imagination, communication and social interaction. In addition, they promote the development of vocabulary, verbal fluency, listening comprehension and oral expression. Early stimulation, through these playful activities, provides enriched sensory and cognitive experiences that are essential for language development. These activities allow children to practice and hone their language skills, strengthening the neural connections necessary for language processing.","PeriodicalId":270019,"journal":{"name":"Ibero-American Journal of Education & Society Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132105316","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":"Políticas Públicas Educativas en América Latina: Calidad, Avances y Retos","authors":"D. C. Sánchez-Rodríguez","doi":"10.56183/iberoeds.v3i1.631","DOIUrl":"https://doi.org/10.56183/iberoeds.v3i1.631","url":null,"abstract":"Las políticas educativas en América Latina deben orientarse a promover un verdadero sistema educativo de calidad que posibilite el desarrollo de la región, y por ende de sus ciudadanos. De allí, el objetivo general de este artículo fue realizar un análisis crítico de los aspectos relacionados con las políticas públicas educativas en América Latina en cuanto a la calidad, los avances que se han venido abordando y los retos que se deben superar para lograr la excelencia en la educación. La metodología se enmarcó dentro del carácter bibliográfico y documental que significa que se requirió del uso de documentos, textos, artículos de revistas indexadas, entre otros, todo ello, con el interés de fundamentar el contenido planteado en el mismo. Para la selección del material objeto de análisis  se tomó como criterio temática, pertinencia, relevancia, idioma, año de publicación, lugar de procedencia, entre otros. Para la recopilación de las fuentes de información se utilizó una base de datos de Internet de sitios especializados de información académica de fuentes confiables. Las conclusiones más relevantes indican que los esfuerzos de las políticas públicas educacionales en Latinoamérica han estado encaminados al aumento de la cobertura, aspecto de considerable importancia, no obstante, el crecimiento no ha estado alineado con lo que supone la calidad para el logro de los conocimientos, habilidades y competencias que cualquier persona necesita para vivir en los contextos actuales.","PeriodicalId":270019,"journal":{"name":"Ibero-American Journal of Education & Society Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123241370","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":"The evaluation of teaching performance in Ecuadorian higher education","authors":"Anghelo Josué Guerrero-Quiñonez, Olga Quiñónez Guagua, Mayer Santiago Quiñonez-Alava, Rosa Graciela Barrera-Proaño","doi":"10.56183/iberoeds.v3i1.624","DOIUrl":"https://doi.org/10.56183/iberoeds.v3i1.624","url":null,"abstract":"The evaluation of teaching performance in Ecuadorian higher education plays a fundamental role in the search for educational excellence and continuous improvement in higher education institutions in the country. This periodic and systematic evaluation has as its main objective to ensure the quality of teaching, promote the academic training of teachers and guarantee an enriching learning environment for students. Through rigorous evaluation criteria and methods, it seeks to identify strengths and areas for improvement in teaching performance, thus promoting the quality and professional development of educators. At the same time, this evaluation can also have implications for the promotion and recognition of teachers, encouraging their commitment and dedication in the search for educational excellence. In this context, it is crucial to understand the process of evaluating teacher performance in Ecuadorian higher education, as well as its impact on the quality of education and the academic growth of institutions.","PeriodicalId":270019,"journal":{"name":"Ibero-American Journal of Education & Society Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121404409","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":"Higher Education 4.0: brief considerations","authors":"Anghelo Josué Guerrero-Quiñonez, Mirna Carolina Bedoya-Flores, Erick Fabián Mosquera-Quiñonez, Edwin Darío Ango-Ramos, Ángel Enrique Mesías-Simisterra","doi":"10.56183/iberoeds.v3i1.628","DOIUrl":"https://doi.org/10.56183/iberoeds.v3i1.628","url":null,"abstract":"Higher Education 4.0 is an educational approach that is based on the integration of digital technologies in all aspects of the educational process. This approach seeks to transform higher education through the personalization of learning, the focus on relevant competencies for the 21st century, the encouragement of collaborative and networked learning, and the flexibility and accessibility to adapt to the changing needs of students. Higher Education 4.0 implies the use of tools such as artificial intelligence, virtual reality and online learning, to improve the quality of teaching, learning and administrative management. This approach seeks to prepare students to face the challenges of the world of work and society, fostering skills such as critical thinking, problem solving, and collaboration. In summary, Higher Education 4.0 seeks to take advantage of the potential of digital technologies to provide a more personalized, relevant and accessible education.","PeriodicalId":270019,"journal":{"name":"Ibero-American Journal of Education & Society Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114977208","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}