Culture and Education最新文献_第5页

Learning at the university through technology-mediated activities (El aprendizaje universitario a través de actividades mediadas por tecnologías) 通过技术中介活动在大学学习(通过技术中介活动的大学学习)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-09-26 DOI: 10.1080/11356405.2022.2102292

José-Antonio García-Martínez, Noemi Cubeiro-Rodríguez, Francisco‐José Santos‐Caamaño, M. Fallas-Vargas

{"title":"Learning at the university through technology-mediated activities (El aprendizaje universitario a través de actividades mediadas por tecnologías)","authors":"José-Antonio García-Martínez, Noemi Cubeiro-Rodríguez, Francisco‐José Santos‐Caamaño, M. Fallas-Vargas","doi":"10.1080/11356405.2022.2102292","DOIUrl":"https://doi.org/10.1080/11356405.2022.2102292","url":null,"abstract":"ABSTRACT The current demands of the digital society are conditioned by the use of technologies. In the current situation, it is necessary to rethink formal higher education, in order to centre the leading role of the process on the students and to complement the formal offer with other types of learning and skills acquired in non-formal and informal contexts. The purpose of this study is to analyse the technology-mediated activities carried out by students at the National University of Costa Rica. A quantitative, non-experimental and transactional design has been carried out, using the PLEAS scale, with a sample of 1,187 final year students from 51 university degrees. The data show an intense use of ICT for activities related to accessing information, a moderate use for creating content and, to a lesser extent, for sharing information. The importance of training in technology for the use and development of personal learning environments is highlighted. It is recommended to recognize complementary inputs from informal and non-formal settings to benefit students’ personal and professional skills.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"12 1","pages":"877 - 904"},"PeriodicalIF":1.1,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87103154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Extended learning experiences in online classes: an interpretative phenomenological analysis (Experiencias de aprendizaje ampliado en las clases en línea: un análisis fenomenológico interpretativo) 在线课堂的扩展学习经验:解释性现象分析(扩展学习经验:解释性现象学分析)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-09-20 DOI: 10.1080/11356405.2022.2102724

Hiroyuki Aoki, Jan-Maia Duggan, Insung Jung

{"title":"Extended learning experiences in online classes: an interpretative phenomenological analysis (Experiencias de aprendizaje ampliado en las clases en línea: un análisis fenomenológico interpretativo)","authors":"Hiroyuki Aoki, Jan-Maia Duggan, Insung Jung","doi":"10.1080/11356405.2022.2102724","DOIUrl":"https://doi.org/10.1080/11356405.2022.2102724","url":null,"abstract":"ABSTRACT This study aimed at examining Japanese college students’ extended learning experiences in an emergency online learning environment during the Covid-19 pandemic through adopting an interpretative phenomenological analysis, or IPA. Data from 124 weekly journal entries of 15 purposefully selected students and observation notes of two instructors made during a 10-week term were analysed following the IPA approach. Results revealed that students perceived both advantages and obstacles inherent in online learning. When encountering obstacles, the students experimented with several measures to overcome the obstacles and manage their emotions and so improve learning behaviours. Students experienced different emotional and cognitive states throughout the term. The results obtained suggest that those who see extended and flexible learning opportunities in emergency online learning and have positive psychology tend to pass through the states of anxiousness and frustration rather quickly and develop confidence in online learning at an early stage, whereas others who stay mostly frustrated and do not see advantages of online learning tend not to take advantage of the extended learning opportunities offered by online learning.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"320 ","pages":"905 - 937"},"PeriodicalIF":1.1,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72427880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Gamification and support to self-regulation as a means to promote practice sharing for teacher professional development (Ludificación y fomento de la autorregulación para incentivar el intercambio de prácticas docentes en el desarrollo profesional del profesorado) 游戏化和支持自我调节作为促进教师专业发展实践分享的手段(游戏化和鼓励自我调节以鼓励教师专业发展中的教学实践交流)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-09-12 DOI: 10.1080/11356405.2022.2102291

Marcello Passarelli, Francesca-M. Dagnino, Donatella Persico, Francesca Pozzi, Flavio Manganello

{"title":"Gamification and support to self-regulation as a means to promote practice sharing for teacher professional development (Ludificación y fomento de la autorregulación para incentivar el intercambio de prácticas docentes en el desarrollo profesional del profesorado)","authors":"Marcello Passarelli, Francesca-M. Dagnino, Donatella Persico, Francesca Pozzi, Flavio Manganello","doi":"10.1080/11356405.2022.2102291","DOIUrl":"https://doi.org/10.1080/11356405.2022.2102291","url":null,"abstract":"ABSTRACT The most common form of teachers’ professional development (TPD) — one-shot courses using formal, transmissive methodologies — often fails to prepare teachers for complex challenges or build a long-term community of teachers. Indeed, the role of practice-sharing in informal learning contexts, and specifically in teachers’ communities of practice, is regarded as essential for effective TPD in the academic literature. In this paper we argue for the need to leverage gamification and self-regulated learning skills as ways for overcoming the barriers preventing teachers from engaging in practice-sharing. The paper includes a case study of a TPD pathway in which gamification and support to self-regulated learning are harnessed to bridge the gap between formal learning and informal practices in professional development. In our proposed approach, the formal component of TPD intends to ensure an evidence-based background to teachers’ competence, while the informal component intends to draw on their teaching practice to complement it.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"10 1","pages":"800 - 835"},"PeriodicalIF":1.1,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75438860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Parents’ perceptions of their children’s smartphone use (Percepciones de las familias sobre el uso infantil del móvil) 父母对孩子使用智能手机的看法(家庭对孩子使用手机的看法)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-09-05 DOI: 10.1080/11356405.2022.2102295

P. Muñoz-Carril, Isabel Dans-Álvarez-de-Sotomayor, Eduardo-José Fuentes-Abeledo, M. Platas-Ferreiro

引用次数: 1

Bilingual teaching and homework: analysis of families’ emotional variables (Enseñanza bilingüe y deberes escolares: análisis de las variables emocionales familiares) 双语教学与家庭作业:家庭情绪变量分析(双语教学与家庭作业:家庭情绪变量分析)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-06-01 DOI: 10.1080/11356405.2022.2058790

Martina-S. Ramírez-Orduña, S. Sánchez-Herrera, J. Cubero-Juánez, Ana-Belén Borrachero-Cortés

引用次数: 0

Disguising success or experiencing failure: how should we understand social and educational inclusion? (Disfrazar el éxito o vivir el fracaso: ¿cómo debería entenderse la inclusión social y educativa?) 掩盖成功还是经历失败:我们应该如何理解社会和教育包容?(伪装成功或经历失败:社会和教育包容应该如何理解?)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-06-01 DOI: 10.1080/11356405.2022.2064086

Alberto Sánchez-Rojo

引用次数: 0

Presentation and evaluation of a digital tool for sign language (Presentación y evaluación de una herramienta digital para la lengua de signos) 手语数字工具的介绍与评价(一种手语数字工具的介绍与评价)

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-06-01 DOI: 10.1080/11356405.2022.2058793

A. Rodríguez-Fuentes, Lineth Alaín-Botaccio, Francisco García-García

{"title":"Presentation and evaluation of a digital tool for sign language (Presentación y evaluación de una herramienta digital para la lengua de signos)","authors":"A. Rodríguez-Fuentes, Lineth Alaín-Botaccio, Francisco García-García","doi":"10.1080/11356405.2022.2058793","DOIUrl":"https://doi.org/10.1080/11356405.2022.2058793","url":null,"abstract":"ABSTRACT This research draws from the communicative problem of the unfamiliarity of people with deafness and the rest of the population with the learning, mastery and use of sign language. Given this situation, people with deafness are presented with a platform based on accessibility. The platform is also intended for hearing people and even for non-deaf people. There are 1,253 adaptable interactive objects registered through videos, braille lines and screen readers. The study methodology was developed under the design-based research model, which validates the construction of the design in the context where it is to become usable. Pressman’s methodology for software engineering was employed for developing the EnSenias platform. As a qualitative evaluation method, focus groups with potential users validated the process by applying content analysis to their complements and by completing quantitative analyses, resulting in the categories ‘general validation of the platform’, ‘validation of the platform to learn’ and ‘to teach’. There are no digital online resources, as far as we know, created from the model employed on this occasion neither for its context nor its language, and EnSenias has shown itself as a paradigmatic example of its necessity.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"2 1","pages":"658 - 688"},"PeriodicalIF":1.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90311085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The integration of playful approaches and story circles to build intercultural competence for children: a pedagogical intervention (La integración de enfoques lúdicos y círculos narrativos para desarrollar la competencia intercultural infantil: una intervención pedagógica) 整合游戏方法和故事圈以建立儿童跨文化能力:一种教学干预

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-05-31 DOI: 10.1080/11356405.2022.2064085

T. Hà

{"title":"The integration of playful approaches and story circles to build intercultural competence for children: a pedagogical intervention (La integración de enfoques lúdicos y círculos narrativos para desarrollar la competencia intercultural infantil: una intervención pedagógica)","authors":"T. Hà","doi":"10.1080/11356405.2022.2064085","DOIUrl":"https://doi.org/10.1080/11356405.2022.2064085","url":null,"abstract":"ABSTRACT Intercultural competence (IC) is a necessary competence that each global citizen needs to develop in the era of globalization with more different socio-cultural groups living together so as to avoid conflicts and ensure peace. Intercultural competence is not innate, nor can it be built in a short time; instead it takes time to be formed and develop. In order to do that, an intervention integrating playful approaches with story circles was designed. While play brings pleasure for participants and helps them to build their relationship and live in the cultures that appear in their play, story circles provide time for sharing personal stories to build mutual understanding and empathy as well as to practise listening, which are some goals of intercultural education. This paper presents theoretical and empirical evidence to integrate play and story circles to help children develop their IC in early childhood education, as well as steps and methodological precautions to carry out the intervention.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"23 1","pages":"726 - 753"},"PeriodicalIF":1.1,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90079767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The practice of interactive knowledge sharing in the course of music education: exchange between classmates and the teacher (Intercambio interactivo de conocimientos en la educación musical: intercambios entre el alumnado y el profesorado) 音乐教育课程中互动知识分享的实践:学生与教师之间的交流

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-05-26 DOI: 10.1080/11356405.2022.2058796

Xiao Min

{"title":"The practice of interactive knowledge sharing in the course of music education: exchange between classmates and the teacher (Intercambio interactivo de conocimientos en la educación musical: intercambios entre el alumnado y el profesorado)","authors":"Xiao Min","doi":"10.1080/11356405.2022.2058796","DOIUrl":"https://doi.org/10.1080/11356405.2022.2058796","url":null,"abstract":"ABSTRACT The purpose of the study is to determine the effectiveness of the exchange of knowledge between classmates and the teacher in the framework of interactive music education. This goal was achieved with the help of the questionnaire method, which involved measuring the effectiveness of schoolchildren’s progress and the coefficient of effectiveness of the knowledge gained. The study was attended by 120 students from three music schools in Beijing. It was found that the greatest effectiveness of interactive learning can be achieved by taking into account the following elements: the development of communication skills, the creation of a comfortable atmosphere in the classroom, the formation of teamwork, the use of modern multimedia technologies and the involvement of highly qualified teachers. After a year of study, 39% of rising musicians showed an improvement in communication skills and 32% developed their creative skills. The performance of four interactive groups turned out to be highly efficient. The results of the study are of scientific value for teachers who ensure the effectiveness of the knowledge gained.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"1 1","pages":"630 - 657"},"PeriodicalIF":1.1,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89932578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Identifying students’ mathematical and mathematics educational values in Turkish culture: a cross-sectional study (Identificación de los valores matemáticos y de la didáctica matemática de los estudiantes en la cultura turca: un estudio transversal) 确定土耳其文化中学生的数学和数学教育价值:一项横断面研究

IF 1.1 4区教育学

Culture and Education Pub Date : 2022-05-24 DOI: 10.1080/11356405.2022.2058795

Yüksel Dede, Veysel Akçakın, Gürcan Kaya

{"title":"Identifying students’ mathematical and mathematics educational values in Turkish culture: a cross-sectional study (Identificación de los valores matemáticos y de la didáctica matemática de los estudiantes en la cultura turca: un estudio transversal)","authors":"Yüksel Dede, Veysel Akçakın, Gürcan Kaya","doi":"10.1080/11356405.2022.2058795","DOIUrl":"https://doi.org/10.1080/11356405.2022.2058795","url":null,"abstract":"ABSTRACT This cross-sectional study investigates mathematical and mathematics educational values of students across grade levels in Turkey. The sample of the study consisted of 970 students, including 511 fifth-grade and 459 ninth-grade students who received education in seven geographical regions of Turkey which were determined via a proportional stratified random sampling method. The data of the study were obtained with a bipolar scale developed within the scope of the What I Find Important [WIFI] (in maths learning) project. The results revealed a statistically significant difference in the value pairs of process–product, pleasure–hardship, application–computation, facts–ideas, exposition–exploration, recalling–creating, rationalism–objectism, whereas results revealed no statistically significant difference in terms of value pairs of ability–effort, openness–mystery and control–progress. Additionally, it was determined that at the end of middle school, the pleasure–hardship value pair evolved into hardship value, the application–computation value pair evolved into computation value and finally the exposition–exploration value pair evolved into exposition value.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"358 1","pages":"597 - 629"},"PeriodicalIF":1.1,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86800540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1