Frontiers in Education最新文献_第8页

Disrupted student engagement and motivation: observations from online and face-to-face university learning environments 受干扰的学生参与和积极性：从在线和面对面的大学学习环境中观察到的问题

IF 2.3

Frontiers in Education Pub Date : 2024-01-05 DOI: 10.3389/feduc.2023.1320822

Manisha Hari Rajan, Cristan Herbert, P. Polly

{"title":"Disrupted student engagement and motivation: observations from online and face-to-face university learning environments","authors":"Manisha Hari Rajan, Cristan Herbert, P. Polly","doi":"10.3389/feduc.2023.1320822","DOIUrl":"https://doi.org/10.3389/feduc.2023.1320822","url":null,"abstract":"Student engagement is a crucial factor that can influence both the student learning experience and student success. The return to campus learning and teaching after the pandemic highlighted that many university students are still adapting to the shift to full-time online learning from hybrid or full-time on-campus learning and are still experiencing feelings of isolation, anxiety, and uncertainty. As higher education institutions adopt or embed digital methods of teaching and learning with simultaneously moving back to face-to-face learning environments, student feelings of isolation and disengagement are apparent to educators. This “transition,” in our opinion, has affected how learners engage in digital as well as face-to-face environments. Previous studies have highlighted the importance of engagement within an online setting as it brings about new factors for student learning and teaching that were not fully considered before. To address this issue, universities have sharpened the focus on improving student motivation, self-efficacy, and their sense of belonging within their learning community. As educators, it is important for us to understand this period of student disengagement and develop strategies to overcome and support students. We can acknowledge that such challenges are likely to resurface in the future; therefore, it is essential that we are able to provide frameworks to enhance student engagement within higher education. We believe that in creating an effective learning environment, whether it be online or on-campus, educators need to develop intrinsic motivation techniques and collaborative spaces to increase the sense of belonging for students and improve their overall engagement with their learning course content.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"95 7","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139383453","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}

引用次数: 0

Artistic swimming and school engagement: the mediating role of metacognition and technology 艺术游泳与学校参与：元认知和技术的中介作用

IF 2.3

Frontiers in Education Pub Date : 2024-01-05 DOI: 10.3389/feduc.2023.1271006

Gianluca Merlo, Luna Jaforte

引用次数: 0

A rubric for pre-service teachers to evaluate meaningful physical education 供职前教师评价有意义的体育教育的评分标准

IF 2.3

Frontiers in Education Pub Date : 2024-01-05 DOI: 10.3389/feduc.2023.1324349

Dolors Cañabate, Remigijus Bubnys, Esther Hernández, Jordi Colomer

引用次数: 0

Editorial: Teaching and learning in a global cultural context 社论：全球文化背景下的教与学

IF 2.3

Frontiers in Education Pub Date : 2024-01-05 DOI: 10.3389/feduc.2023.1334326

Anette Wu, Geoffroy P J C Noel, R. Wingate

引用次数: 0

Teachers’ attitudes and self-efficacy toward augmented reality in chemistry education 化学教育中教师对增强现实技术的态度和自我效能感

IF 2.3

Frontiers in Education Pub Date : 2024-01-04 DOI: 10.3389/feduc.2023.1293571

Melanie Ripsam, Claudia Nerdel

{"title":"Teachers’ attitudes and self-efficacy toward augmented reality in chemistry education","authors":"Melanie Ripsam, Claudia Nerdel","doi":"10.3389/feduc.2023.1293571","DOIUrl":"https://doi.org/10.3389/feduc.2023.1293571","url":null,"abstract":"Digital media have played a central role in everyday school life, at least since the governments in various competence frameworks define the digital competence areas. With a view to experimentation in STEM lessons, digital media offers a variety of opportunities to promote learning processes. A benefit is expected from technological progress when visually imperceptible scientific processes are made visible with software and hardware systems. Augmented reality combines the real and virtual worlds so that the viewer physically moves in a real environment that contains virtual elements. Consequently, augmented reality offers good conditions for expanding students’ subject-specific knowledge regarding substance-particle concept understanding. When a technology like augmented reality is used in the classroom, the learning environment must be accepted by teachers. Teachers are thus actively involved in the modification of digital learning environments so that they can identify, evaluate, and select digital resources. Teachers’ acceptance, therefore, presupposes an upbeat assessment of the usability of the innovation. Attitudes and self-efficacy can influence digital literacy and, thus, acceptance. The study investigates whether chemistry teachers positively embrace augmented reality and accept them as learning tools. Considering the T(D) Pack model, the teachers’ digital competencies are examined concerning the subject- and media-didactic evaluation of digital media. First, self-efficacy and attitudes of teachers (N = 157) are assessed. After processing the (non-/HMD-)augmented reality learning environment, an acceptance and usability test (N = 122) follows. The data analysis provides reliability and correlation analyses according to classical test theory. The results demonstrated that chemistry teachers saw great potential in using digital media and AR and, in particular, positively evaluated the AR learning environment on the tablet for chemistry teaching. In this context, the analyses revealed significant correlations between attitudes and acceptance.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"1 3","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139385620","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}

引用次数: 0

Administrators’ perspectives on teachers breaking contract at international schools 管理者对国际学校教师毁约的看法

IF 2.3

Frontiers in Education Pub Date : 2024-01-04 DOI: 10.3389/feduc.2023.1248229

Stefan Merchant, Marcea Ingersoll

引用次数: 0

Exploring internet inclusivity and effectiveness of e-learning initiatives during the pandemic – a comparative analysis 探讨大流行病期间互联网的包容性和电子学习倡议的有效性--比较分析

IF 2.3

Frontiers in Education Pub Date : 2024-01-04 DOI: 10.3389/feduc.2023.1301135

Muhammad Mubashir Ehsan, Esmat Zaidan

{"title":"Exploring internet inclusivity and effectiveness of e-learning initiatives during the pandemic – a comparative analysis","authors":"Muhammad Mubashir Ehsan, Esmat Zaidan","doi":"10.3389/feduc.2023.1301135","DOIUrl":"https://doi.org/10.3389/feduc.2023.1301135","url":null,"abstract":"The paper presents a cross-country analysis of 25 low and lower-middle-income countries to investigate the impact of COVID-19 on educational policymaking. The study utilises variables from the Internet Inclusive Index and the Digital Skills Gap Index to explore the relationship between internet access and digital skills gaps in these countries. A descriptive and correlation analysis is conducted to understand trends and associations between the variables from data for the selected countries. The analysis shows a positive correlation between internet domains and digital skills gap scores. The paper also presents insights from low and middle-income countries to understand the challenges and responses to e-learning policy during the Pandemic. The evidence from the analysis suggests that countries with higher scores on internet domains pre-pandemic were in a better position to absorb the external shocks caused by the Pandemic. The paper’s findings highlight the importance of addressing the digital divide and promoting internet inclusivity in these countries to improve their ability to adapt to external shocks and ensure continuity of learning during crises such as the COVID-19 Pandemic.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"50 23","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139386825","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}

引用次数: 0

Echoes of research and training with biographical narratives: ways of knowing and understanding from lived experience 研究和培训与传记叙事的呼应：从生活经验中认识和理解的方法

IF 2.3

Frontiers in Education Pub Date : 2024-01-04 DOI: 10.3389/feduc.2023.1213463

Conceição Leal da Costa, Camila Aloisio Alves, Hervé Breton

{"title":"Echoes of research and training with biographical narratives: ways of knowing and understanding from lived experience","authors":"Conceição Leal da Costa, Camila Aloisio Alves, Hervé Breton","doi":"10.3389/feduc.2023.1213463","DOIUrl":"https://doi.org/10.3389/feduc.2023.1213463","url":null,"abstract":"This article aims to present the formative results obtained through the research-action-training device “Biographical workshop: learning about life and profession” (BW), proposed and implemented as a university extension activity in a higher education institution in Northeastern Brazil. Inspired by the epistemological and methodological bases of biographically oriented approaches in Education, the device was built with the intention of promoting, through biographical narrative, a reflective exercise both individual and collective focused on the exploration and reconstitution of personal and professional trajectories of the participants. The analyses produced from the narratives in its scope allow us to understand the different elements that give body and meaning to the trajectory of the participants in the course of their academic and professional training. Moreover, it was possible to apprehend the formative process inscribed in the mobilization of the narrative records, oral and written, and its effects for the participants. We conclude that BW is a powerful research-action-training device in that it articulates and values both the subject and the professional who is formed through lived experiences, integrating the spheres of life for an implicated, reflective and conscious professional action.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"2 5","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139387385","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}

引用次数: 0

Body in the forefront, again? Distance learning drawbacks and implications for policy 身体再次走在前列？远程学习的弊端及对政策的影响

IF 2.3

Frontiers in Education Pub Date : 2024-01-03 DOI: 10.3389/feduc.2023.1247670

Alessandra Cecilia Jacomuzzi, L. E. Milani Marin

{"title":"Body in the forefront, again? Distance learning drawbacks and implications for policy","authors":"Alessandra Cecilia Jacomuzzi, L. E. Milani Marin","doi":"10.3389/feduc.2023.1247670","DOIUrl":"https://doi.org/10.3389/feduc.2023.1247670","url":null,"abstract":"The COVID-19 pandemic launched a challenge on the education system and required schools to make organizational changes in order to continue serving the local community. Essential to this process are support teachers who play a key role as agents of change. Despite their role, the perspectives, desires, and needs of these teachers have since been neglected, despite their centrality in contemporary Italy. Accordingly, the specific aim of this study revolves around supporting teachers’ experiences with digital technologies (i.e., learning applications, telecommunication media, and interactive devices) within a pandemic context, especially technologies used to maintain the educational bond with students with disabilities. Attuned to an interpretative paradigm, this qualitative research has an ethnographic design, which was implemented in a secondary school in a Northern Italian city. Throughout the article, we discuss the three main drawbacks found in fieldwork: (i) the prevailing change in bureaucratic management; (ii) the pervading mind–body binarism in teaching; and (iii) a long-term vision for inclusion being subject to a passive logic of adaptation. Finally, we reflect on some emerging implications. The first points to a necessary move from a rationalistic school management to an alternative model focused more on guaranteeing social justice among educational stakeholders. The second is that the very introduction of a new technology should be aimed at engaging actors whose work has been invisible to date in a school setting to empower them as key agents for change. The third suggests that, to overcome community disaggregation and mind-body binarism, a teacher-researcher figure is needed, a figure with holistic skills in addition to those of a technical nature delivered by institutional training programs.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"93 17","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139388225","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}

引用次数: 0

Experiences of LGBTQ+ graduate students in research-focused doctoral programs: a scoping review. LGBTQ+研究生在研究型博士课程中的经历：一项范围审查。

IF 2.6

Frontiers in Education Pub Date : 2024-01-01 Epub Date: 2024-10-20 DOI: 10.3389/feduc.2024.1472113

Carrie Baldwin-SoRelle, David A McDonald

{"title":"Experiences of LGBTQ+ graduate students in research-focused doctoral programs: a scoping review.","authors":"Carrie Baldwin-SoRelle, David A McDonald","doi":"10.3389/feduc.2024.1472113","DOIUrl":"10.3389/feduc.2024.1472113","url":null,"abstract":"<p><p>Students of sexual and gender minority (SGM) identities have long been underserved in higher education, and the limited research thus far has focused on undergraduates. There is a large gap in understanding the outcomes and experiences of LGBTQ+ graduate students, particularly in STEM. We undertook the first scoping review to examine the available literature on LGBTQ+ student experiences in research-focused doctoral programs. A scoping review methodology was utilized to compile a broad set of publications for a narrative review of emergent themes. A comprehensive search of 5 bibliographic databases yielded 1,971 unique studies, which were screened by two independent reviewers for data on LGBTQ+ doctoral students in non-clinical fields. Eighty-two publications were included in the analysis, over half of which were published in the past 5 years. Thirteen themes emerged from analyzing the included publications. LGBTQ+ ientities can continue evolving during graduate school, and some students incorporated SGM identities in their research (\"mesearch\"). Though students expected academia to be welcoming, many encountered repeated anti-LGBTQ+ bias that impacted their perceived safety for coming out. Nearly half of the studies mentioned intersectionality with other marginalized identities, including race/ethnicity, religion, disability, and others. Based on the information presented, we outline recommendations for practitioners to improve doctoral education, such as preparing teaching assistants to manage discriminatory classroom conduct.</p>","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"9 ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12858023/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146107888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0