Apertura最新文献_第9页

WhatsApp Web for academic purposes in times of covid-19 在covid-19时期用于学术目的的WhatsApp Web

Apertura Pub Date : 2021-09-23 DOI: 10.32870/ap.v13n2.2084

Nataly Guiñez-Cabrera, Katherine Mansilla-Obando

{"title":"WhatsApp Web for academic purposes in times of covid-19","authors":"Nataly Guiñez-Cabrera, Katherine Mansilla-Obando","doi":"10.32870/ap.v13n2.2084","DOIUrl":"https://doi.org/10.32870/ap.v13n2.2084","url":null,"abstract":"One of the most used communication tools is WhatsApp, which increased its use due to covid-19, along with other social networks. In the educational field, students are also increasingly adopting this application for academic purposes from their computers called WhatsApp Web. However, more knowledge is needed about the factors that influence the acceptance and use of this social network. Therefore, the purpose of this study is to understand from the perspective of students the factors of acceptance and use of WhatsApp Web for academic purposes during the covid-19 pandemic. A qualitative methodology was used to achieve this objective, through fourteen semistructural interviews with students from various disciplines and universities. The findings of this study were analyzed with the unified theory of acceptance and use of technology (UTAUT). Where a fifth factor teamworkwas incorporated, being additional to the factors already existing in this theory (the expectation of performance, the expectation of effort, the social influence and the facilitating conditions). This study provides new insights as it is a pioneering research that UTAUT uses to interpret the acceptance and use of WhatsApp Web for academic purposes.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79323164","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: 4

Diseño y validación de un caso de enseñanza electrónico sobre pensamiento crítico 批判性思维电子教学案例的设计与验证

Apertura Pub Date : 2021-09-23 DOI: 10.32870/AP.V13N2.2037

Maria Luisa Morales Bautista, F. D. Arceo

引用次数: 0

Teaching skills, an innovation in virtual learning environments in higher education 教学技能，高等教育虚拟学习环境的创新

Apertura Pub Date : 2021-09-23 DOI: 10.32870/ap.v13n2.2061

Carlos Arturo Vega Lebrún, Mariano Sánchez Cuevas, Genoveva Rosano Ortega, S. E. Amador Pérez

{"title":"Teaching skills, an innovation in virtual learning environments in higher education","authors":"Carlos Arturo Vega Lebrún, Mariano Sánchez Cuevas, Genoveva Rosano Ortega, S. E. Amador Pérez","doi":"10.32870/ap.v13n2.2061","DOIUrl":"https://doi.org/10.32870/ap.v13n2.2061","url":null,"abstract":"The emergency closure of educational institutions, in the face of the health contingency due to Covid-19, has prompted the rethinking of the models of teaching competencies to adapt to virtual learning environments (VLE). The objective of this study is to design and validate a model of teaching competencies in VLE, with the support of virtual laboratories, to ensure the quality of higher education during the covid-19 pandemic. A quantitative and correlational methodology was used in a case study. The research is divided into two methodological moments: the design of the model and its validation. The instruments used were a comparative analysis matrix and a Likert-type scale. 5 650 students and 41 teachers participated in the validation cap. The results highlight the need for teacher development, mainly in digital and research skills. One weakness of the study is the lack of weighting of the quality indicators. The proposed model represents an innovation in the definition of indicators, in the form of competencies, for the assurance of educational quality in VLE. It is concluded that the proposed model is pertinent for the assurance of educational quality in VLE.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"21 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73132227","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: 2

Una orquestación instrumental para un curso en línea a nivel universitario 大学水平的在线课程的器乐编排

Apertura Pub Date : 2021-09-23 DOI: 10.32870/AP.V13N2.2085

José Orozco-Santiago, Carlos Armando Cuevas-Vallejo

引用次数: 0

Cámara de Gesell digital: adecuaciones para prácticas profesionales en distanciamiento social 格塞尔数码相机:适应社交距离的专业实践

Apertura Pub Date : 2021-09-23 DOI: 10.32870/AP.V13N2.2026

J. G. Jimenez, Blanca Araceli Rodríguez Hernández, Eva María De León Posadas

引用次数: 0

Estudiar en la universidad virtualizada: una aproximación a perfiles tecnopedagógicos de estudiantes 在虚拟大学学习:学生的技术教学概况的方法

Apertura Pub Date : 2021-09-23 DOI: 10.32870/AP.V13N2.2055

Gabriela Sabulsky, Constanza Daniela Bosch Alessio

{"title":"Estudiar en la universidad virtualizada: una aproximación a perfiles tecnopedagógicos de estudiantes","authors":"Gabriela Sabulsky, Constanza Daniela Bosch Alessio","doi":"10.32870/AP.V13N2.2055","DOIUrl":"https://doi.org/10.32870/AP.V13N2.2055","url":null,"abstract":"This article presents some findings of ongoing investigation on preferences and activities of university students in an emergency remote education context. A qualitative research was developed through the application of two controlled instruments (questionnaires), and a more productive one (recordings of testimonies). The main contribution of this work is the identification of three student profiles based on the strategies they develop to study with technologies in their personal environments. They are known as Gutenberg, Amphibian, and Maker profiles, and some of the main characteristics of their techno-pedagogical practices are described here. The Gutenberg profile defines a group of students whose study practices and preferences are fundamentally linked to analog technologies; the Amphibian profile is defined by the combination of analogical and digital strategies, however, there is an emphasis on the emulation of analog practices. Finally, Maker profiles prefer digital technologies and they are able to recreate teaching resources into new digital objects. The results indicate that students appropriate technologies in a particular and flexible way, which puts in tension the categories native digital and millennial, since preferences and activities seem to show the presence of analogical practices along with other emerging ones.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"8 1","pages":"124-141"},"PeriodicalIF":0.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80468789","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: 2

Sociedad escolar y pandemia en México; la educación en línea: de refugio temporal a definitivo 墨西哥的学校社会和流行病;在线教育:从临时避难所到最终避难所

Apertura Pub Date : 2021-09-23 DOI: 10.32870/AP.V13N2.2006

Ivett Vilchis Torres, G. S. Lazcano

引用次数: 1

Knowledge Graph to determine the domain of learning in Higher Education 利用知识图谱来确定高等教育中的学习领域

Apertura Pub Date : 2021-03-26 DOI: 10.32870/AP.V13N1.1937

J. Hernández-Almazán, Juan Diego Lumbreras-Vega, Arturo Amaya Amaya, Rubén Machucho-Cadena

{"title":"Knowledge Graph to determine the domain of learning in Higher Education","authors":"J. Hernández-Almazán, Juan Diego Lumbreras-Vega, Arturo Amaya Amaya, Rubén Machucho-Cadena","doi":"10.32870/AP.V13N1.1937","DOIUrl":"https://doi.org/10.32870/AP.V13N1.1937","url":null,"abstract":"The representing of a student’s knowledge in an academic discipline plays an important role in boosting the student’s skills. To support stakeholders in the educational domain, it is necessary to provide them with robust assessment strategies that facilitate the teaching-learning process. Student´s mastery is determined by the degree of knowledge, which demonstrates objectively, on the topics included in the different areas that make up an academic discipline. Although there is a wide variety of techniques to represent knowledge, particularly Knowledge Graph technique is becoming relevant due to the structured approach and benefits it offers. This paper proposes a method that classifies and weights the nodes (topics) of a Knowledge Graph of a disciplinary area, which is analyzed through a case study. The method has two approaches: avoid exhaustive evaluation of the nodes and weight the nodes with adequate precision. Method´s application is illustrated by a case study. As results, a Knowledge Graph is obtained with its classified and weighted nodes through the application of the proposed method, in which 100% of the topics have been impacted through the objective evaluation of 20.8% representing 10 nodes. It is concluded that the proposed method has potential to be used in the representation and management of knowledge, being necessary to improve phases’ iteration to condition number of objective nodes.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82367869","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

Working memory: effects of its training based on multimedia routines 工作记忆:基于多媒体程序的训练效果

Apertura Pub Date : 2021-03-26 DOI: 10.32870/AP.V13N1.1941

Ismael Esquivel Gámez

{"title":"Working memory: effects of its training based on multimedia routines","authors":"Ismael Esquivel Gámez","doi":"10.32870/AP.V13N1.1941","DOIUrl":"https://doi.org/10.32870/AP.V13N1.1941","url":null,"abstract":"El propósito del presente artículo fue evaluar el impacto de un programa de entrenamiento sobre el nivel de la memoria operativa en una muestra de universitarios. Para esto, se implementó un estudio cuasi-experimental con un grupo de control activo de 29 estudiantes de docencia básica y sistemas computacionales. Se aplicaron tareas de alcance complejo previo y posterior a la intervención. Para el entrenamiento se utilizaron rutinas multimedia con el grupo experimental y un taller de elaboración de ensayo académico con el grupo control. La preprueba confirmó igualdad estadística intergrupal para todas las mediciones usadas. La posprueba, a favor del grupo experimental, detectó una diferencia significativa y un tamaño del efecto mayor en la memoria visoespacial, y no significativa con tamaño mediano para la verbal. Adicionalmente, se aplicó la prueba matrices de Raven para determinar los efectos del entrenamiento en la inteligencia, pero no se encontró una diferencia significativa. Se concluye que el entrenamiento basado en rutinas multimedia no generó ganancias en la inteligencia y tampoco en la memoria operativa en su dominio verbal, aunque sí en su dominio visoespacial; sin embargo, los resultados deben ser considerados con reservas debido a la limitación que representó el tamaño de la muestra que, de subsanarse en intervenciones futuras, podrá enriquecer los hallazgos sobre los medios para mejorar la memoria operativa.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"1 1","pages":"68-85"},"PeriodicalIF":0.0,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88405111","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

Teaching models on good teaching practices in virtual classrooms 虚拟课堂良好教学实践的教学模式

Apertura Pub Date : 2021-03-26 DOI: 10.32870/AP.V13N1.1987

Miriam Iliana Véliz Salazar, Victoria Eugenia Gutiérrez Marfileño

{"title":"Teaching models on good teaching practices in virtual classrooms","authors":"Miriam Iliana Véliz Salazar, Victoria Eugenia Gutiérrez Marfileño","doi":"10.32870/AP.V13N1.1987","DOIUrl":"https://doi.org/10.32870/AP.V13N1.1987","url":null,"abstract":"The study of good educational practices in virtual classrooms is focused on knowing the characteristics of pedagogical experiences that have been successful for the achievement of learning. However, in the studies published to date, a coincident approach that integrates the characteristics that distinguish good practices and the traits that are relevant to assess pedagogical interventions in virtual classrooms is not identified. Faced with this situation, this paper presents a comparative analysis of teaching models on good educational practices in virtual education, to identify the characteristics of effective practice. A bibliographic review consisting of 11 proposals and 25 evaluation features is synthesized; in which it was found that continuous feedback, interactivity, knowing the student’s needs, multisensory teaching materials and promoting active learning are some of the most successful practices. Based on these results, it is concluded that the characterization of good educational practices in virtual classrooms is more focused on pedagogical strategies than on the technological supports of virtual education, therefore, the interest of teachers considered effective in their practice, is inclined towards their didactic and academic specialization.","PeriodicalId":7948,"journal":{"name":"Apertura","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86367671","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: 2