Ausgaben

Zeitschriften und Ausgaben

Volumen 14 (2022): Heft 1 (June 2022)

Volumen 13 (2021): Heft 2 (December 2021)

Volumen 13 (2021): Heft 1 (June 2021)

Volumen 12 (2020): Heft 2 (December 2020)

Volumen 12 (2020): Heft 1 (June 2020)

Volumen 11 (2019): Heft 2 (December 2019)

Volumen 11 (2019): Heft 1 (June 2019)

Volumen 10 (2018): Heft 2 (December 2018)

Volumen 10 (2018): Heft 1 (June 2018)

Volumen 9 (2017): Heft 2 (December 2017)

Volumen 9 (2017): Heft 1 (June 2017)

Volumen 8 (2016): Heft 2 (December 2016)

Volumen 8 (2016): Heft 1 (June 2016)

Volumen 7 (2015): Heft 2 (December 2015)

Zeitschriftendaten
Format
Zeitschrift
eISSN
2037-0849
Erstveröffentlichung
16 Apr 2015
Erscheinungsweise
2 Hefte pro Jahr
Sprachen
Englisch

Suche

Volumen 14 (2022): Heft 1 (June 2022)

Zeitschriftendaten
Format
Zeitschrift
eISSN
2037-0849
Erstveröffentlichung
16 Apr 2015
Erscheinungsweise
2 Hefte pro Jahr
Sprachen
Englisch

Suche

13 Artikel
Uneingeschränkter Zugang

Developing a gamified system and a questionnaire for the future study of students’ motivation through gamification for learning Spanish as a foreign language in the university context

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 1 - 8

Zusammenfassung

Abstract

This article presents a research work that is aimed at developing a gamified system and a questionnaire to analyse, in a subsequent phase, how the motivation of university students of Spanish as a second language changes in a gamification context. The article is part of the data-collection phase for a doctoral thesis.

Here, we discuss the following research question: to what extent does gamification influence students’ motivation when learning Spanish as a foreign language? Firstly, there arises a need for developing the specific gamified system that will be implemented among several groups of university students of Spanish as a second language. Secondly, an instrument must be created so that the data obtained from the system implementation could be collected and sorted, with the final purpose to provide the research question an empirical response within the subsequent phases of the study.

The objective of this work involves the gathering of other comparable studies to make them the basis for a new own gamified system design and questionnaire which, in turn, would become a model for further similar works, by admitting the necessary modifications according to each specific context.

Therefore, this work enumerates the different phases of the process that has been carried out to develop the questionnaire and the gamified system, whose configuration has been adjusted to the specific environment and needs. These tools will enable us to determine, in the successive phase of the empirical study, to which extent the motivation of those university students of Spanish as a second language chosen for the gamification experiment has increased from the time they were immersed in it.

Schlüsselwörter

  • foreign language learning
  • motivation
  • questionnaire
Uneingeschränkter Zugang

Teaching and learning online: lesson learnt from the pandemic

Online veröffentlicht: 08 Jun 2022
Seitenbereich: I - II

Zusammenfassung

Uneingeschränkter Zugang

Dove sta di casa la scuola?

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 9 - 24

Zusammenfassung

Abstract

This work presents ‘Dove sta di casa la scuola’, an online course for teachers promoted by the Small School Movement during the Covid-19 emergency. The course aimed to provide alternatives to lecture-based distance learning using the domestic environment as a context for ‘low-intensity’ digital learning. Such an experience, involving 7000 Italian teachers, allowed the school system to intervene on those pupils at risk of exclusion from distance learning for reasons related to digital divide conditions. Moreover, it was an opportunity to propose alternatives to a distance model focused solely on the provision of content and video lessons. The training experience has fostered the creation of spaces for the active construction of practices that have crossed multiple and heterogeneous disciplines, ranging from math to philosophy.

Schlüsselwörter

  • teacher education
  • Covid-19
  • distance learning
  • primary and secondary school
  • homework
  • democratisation of education
  • priority area
  • computer-assisted learning
Uneingeschränkter Zugang

Distance Learning: Rethinking learning design in higher education during the Covid-19 pandemic

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 25 - 35

Zusammenfassung

Abstract

During the second semester of the 2019/2020 academic year, due to the regulatory restrictions arising from the Covid-19 pandemic, Bologna University, like many others, was compelled to stop delivering its face-to-face offering and to switch, in a very short time, to the creation of a technological architecture that would enable students to continue their education through teaching via Distance Learning. After illustrating the active teaching model adopted in two courses offered by the University of Bologna Department of Education Studies, this paper addresses future educators by focusing on the main findings from a semi-structured online questionnaire completed by 84 students. The first part of the paper considers a rethinking of educational planning at the time of Covid-19, while the second and final part analyses student perceptions (using the questionnaire’s open questions) of their Distance Learning experience in the initial phases of the pandemic scenario.

Schlüsselwörter

  • Distance Learning
  • Learning Design
  • Higher Education
Uneingeschränkter Zugang

Using learning analytics to support STEAM students’ academic achievement and self-regulated learning

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 36 - 45

Zusammenfassung

Abstract

The assessment of students’ academic achievements helps to increase learning effectiveness by encouraging each student to recognise his/her strengths and areas for improvement. To do so, pedagogical activities that encourage direct and frequent evaluation must be considered. This paper focuses on how a learning management system such as Google Classroom (GC) together with learning analytics (LA) can be used to extract and analyse learner’s data from Science, Technology, Engineering, Art and Mathematics (STEAM) course. In addition, we explore how to employ these data to support metacognitive skills such as self-regulated learning (SRL). An explanatory sequential mixed-method design research was used, and two research questions were set, discussed and analysed. Data collection involved 128 participants. Our findings confirmed the potential of using achievement-based grading rubrics data and LA tools to provide empirical evidence of how formative assessment can affect students’ SRL development. While onsite experience has revealed some important initial findings, further research is needed. To validate these results, it will be necessary to perform similar analyses on datasets obtained from other schools and subject areas. Despite the increasing interest in use of LA, there is a scarcity of research on this field for secondary school education.

Schlüsselwörter

  • Cognitive Development
  • Didactics
  • Distance Learning
  • Learning Standard
  • Secondary School
Uneingeschränkter Zugang

Service Learning and LifeComp framework: analysis of experiences in distance education

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 46 - 54

Zusammenfassung

Abstract

In the context of the COVID-19 emergency, the closure of Italian schools from March 2020 has imposed the full use of distance learning, as well as a general rethinking of time, space and teaching/learning methodologies. In this study, we will introduce the outcomes of an analysis carried out on the planning of Service Learning (SL) activities that took place during the professional training course called ‘All’Avanguardia per l’innovazione’. The course, which was designed before the pandemic, has been redesigned during the health emergency and required teachers to write a project work on didactic planning in SL. From the perspective of distance learning, didactic planning has integrated the ‘virtual’ component and become E-Service Learning or Virtual-Service Learning. This planning has been analysed in relation to the LifeComp framework because it fosters the development of the competences that are necessary to manage the complexity of the current scenario, it perfectly integrates with the identifying elements of SL and includes some indicators of the DigComp framework that aims at the development of student, teacher and school digital skills that are necessary to manage distance learning. The first outcomes of the analysis highlight how didactic planning covers the development of the different competences promoted by the LifeComp framework.

Schlüsselwörter

  • citizen participation
  • distance education
  • learning to learn
  • social competences
  • service learning
Uneingeschränkter Zugang

The body in online teaching: presence or absence of gaze and gestures

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 55 - 61

Zusammenfassung

Abstract

In this note, we analyse the use of gestures and gazes by a group of university lecturers while distance teaching. We investigated the video lessons produced and recorded by 22 lecturers, with the purpose of spotting the presence of signalling behaviours such as glances aimed at drawing the attention to parts of the screen, or pointing gestures, or ad hoc devices such as the mouse tracker or text highlighting. The guiding hypothesis behind this study is that the introduction of new tech devices for distance teaching might amplify the difficulties in signalling and attention guidance by the teachers, thus reducing the efficacy of such signalling as aids for comprehension and learning. The data we collected appear to support this hypothesis and induce interesting suggestions and guidelines towards avoiding the spotted problems.

Schlüsselwörter

  • Instructional video
  • Gesture
  • Gaze
  • Talking Head
Uneingeschränkter Zugang

University exams at the time of Covid-19 The reactions of students between emotionality and cognition

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 62 - 72

Zusammenfassung

Abstract

This research aims to explore the reactions of students in the face of the pandemic emergency in progress, also in relation to the need and novelty of distance learning, a form in which there is no physical coexistence, in the classroom of teachers and students, and which mainly uses online tools.

We asked ourselves the following questions: What is the emotional impact in facing the exam tests? What awareness do students have of the role that emotions play so much in learning and testing processes in exams? The information that we have obtained is useful in the reformulation of our didactic proposal for its consolidation in a metacognitive sense. This is the result that we expect from the research as well as that of offering a contribution to the international debate regarding the changes that the onset of Covid will bring in the ways of addressing the verification of learning in the university environment.

The perspective is constructivist–cognitivist, but does not forget the hermeneutic epistemic framework that has always accompanied our studies. The methodological approach is, therefore, quantitative because it is based on the administration of a questionnaire and on the comparative analysis of the data that emerged; but it can also be defined as qualitative due to the relevance that the analysis of their qualities assumes, or rather of the relationships that exist between the data itself as between the latter and the context.

Schlüsselwörter

  • Emotion
  • Training
  • Verify
  • Metacognition
  • Covid-19
Uneingeschränkter Zugang

Online project-based learning in the agri-food sector: a case study

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 73 - 81

Zusammenfassung

Abstract

This study investigates the differences between in-place and online project-based learning carried out over the years at the University of Macerata in the course of Economics and Marketing of Agri-food (an undergraduate degree in Cultural Heritage and Tourism). The study aimed to investigate the key elements to consider to implement online project-based learning with strong links with the place in rural settings. It reports about expectations from the teaching group about the learning experience implemented online for the first time, crossed with the outcomes of the students’ evaluation questionnaires and discussed in a focus group among the teacher and the tutors. The conclusions highlight successful aspects and critical issues between the place-based and online-based experiences.

Schlüsselwörter

  • higher education course
  • experiential learning
  • education–industry relation
Uneingeschränkter Zugang

Ethnopedagogical Examination of the Most Watched Cartoon by Primary School Students: The Example of Rafadan Tayfa

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 82 - 92

Zusammenfassung

Abstract

Ethnopedagogy is expressed as the information that a society uses in raising children, which develops from the roots of its past. According to ethnopedagogy, education begins in the family, not in school, and continues throughout life in the society. One of these educational channels is cartoons, which have an important place in children’s lives. Based on this statement, it is aimed to examine Rafadan Tayfa, the cartoon that children watch the most, in the context of the concept of ethnopedagogy. For this purpose, the first 50 episodes of the cartoon called Rafadan Tayfa were watched by the researchers, and themes and codes were extracted through content analysis. Document analysis, one of the qualitative research methods, was used in the research. According to the results of the research, although the expressions related to the concept of ethnopedagogy were not evenly distributed among the sections, it was determined that there were statements about ethnopedagogy in 27 sections within the first 50 sections. At the same time, it has been determined that some ethnopedagogical concepts are expressed in the relevant parts of the cartoon in a way that children can understand and pay attention to.

Schlüsselwörter

  • Ethnopedagogy
  • Cartoon
  • Document analysis
Uneingeschränkter Zugang

Educational poverty, digital and cultural divide: Some reflections from a case study

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 93 - 101

Zusammenfassung

Abstract

The pandemic has highlighted and accentuated some potential risks and critical issues already present in several educational contexts: the widening of educational poverty, the increase in the digital and cultural divide and the expansion of learning loss and of the implicit and explicit early school leaving. In this regard, the case study developed in a period just prior to the pandemic, on the one hand, has highlighted some critical issues of the teaching–learning relationship, while, on the other hand, it has deepened the strengths concerning the teaching–learning relationship in order to improve learning to learn and learning to teach for students and teachers in contemporary complexity. The results show that facing the current complexity means understanding the cultural aspects that guide today’s ways of learning and teaching based on technologies. The relevance of these aspects concerning meanings and practices of teaching and learning is understandable, taking into account the rapid and profound changes in the current world in which we live. In summary, the results of this educational research on the analysed teaching and learning practices can be useful both to treasure today’s lessons learned and to copy the unexpected changes that each crisis proposes like the current one.

Schlüsselwörter

  • educational research
  • teaching practices
  • cultural background
  • digital literacy
Uneingeschränkter Zugang

Developing a pastoral response to the complexities and challenges faced by disadvantaged students in the digital classroom

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 102 - 111

Zusammenfassung

Abstract

Online education was the exception rather than the norm of the English school system prior to March 2020. The COVID-19 pandemic resulted in two periods of government-directed school closure from March to July 2020 and again from January to March 2021. These closures necessitated a transformation to online education almost overnight. Although much of the work set for students was a transfer of tasks appropriate for a physical classroom uploaded onto digital platforms, some adjustments had to be made to ensure it remained appropriate and effective. As time went on and colleagues developed their techno-pedagogical maturity, so too did the interactive nature of lessons improve. Yet, these elements were enhanced on a broader scale not merely by colleagues’ successful adaptation to the digital classroom, but also by their development of pastoral approaches to teaching beyond the physical classroom. Teachers who invested pastorally in their digital communities created, fostered and were able to shape the culture of online education more purposefully and effectively for their students, increased a sense of inclusion, and thus better provided for equity amongst their student bodies, aiming to limit and narrow the academic and pastoral gap between students from low socio-economic backgrounds and their peers.

Schlüsselwörter

  • teaching
  • learning
  • disadvantaged
  • inclusive education
Uneingeschränkter Zugang

Distributed Cognition and exam preparation in higher education: what sources students use before and during the Covid-19 pandemic

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 112 - 119

Zusammenfassung

Abstract

What ‘sources’ of knowledge do higher education students draw on, to prepare for exams? And has the pandemic made any difference? The study presented in this paper addresses these questions, in the belief that gaining awareness of the sources through which students learn is important for the instructional design of the courses and the evaluation methods as well. Framed within the ‘Distributed Cognition’ theory, the study is based on a questionnaire proposed in July 2021 (summer exam session) to all the students of two schools at Politecnico di Milano (the largest technical university in Italy); 5,369 students responded (16.5% of the total). The results show that students normally resort to a wide range of resources (lectures, lecturer’s slides, group work with other students, notes taken by other students, etc.) and that, in the Covid-19 time, recorded lectures and ‘exercises’ (i.e. practical sessions with a teacher assistant) skyrocket in their perception of relevance, overcoming (almost all) other sources. Academies will need to face the challenge of students advocating for keeping this kind of support even after the Covid-19 era, which has the potential of revolutionising the way universities work, leading towards blended forms of education.

Schlüsselwörter

  • Distributed Cognition
  • Higher Education
  • Examinations
13 Artikel
Uneingeschränkter Zugang

Developing a gamified system and a questionnaire for the future study of students’ motivation through gamification for learning Spanish as a foreign language in the university context

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 1 - 8

Zusammenfassung

Abstract

This article presents a research work that is aimed at developing a gamified system and a questionnaire to analyse, in a subsequent phase, how the motivation of university students of Spanish as a second language changes in a gamification context. The article is part of the data-collection phase for a doctoral thesis.

Here, we discuss the following research question: to what extent does gamification influence students’ motivation when learning Spanish as a foreign language? Firstly, there arises a need for developing the specific gamified system that will be implemented among several groups of university students of Spanish as a second language. Secondly, an instrument must be created so that the data obtained from the system implementation could be collected and sorted, with the final purpose to provide the research question an empirical response within the subsequent phases of the study.

The objective of this work involves the gathering of other comparable studies to make them the basis for a new own gamified system design and questionnaire which, in turn, would become a model for further similar works, by admitting the necessary modifications according to each specific context.

Therefore, this work enumerates the different phases of the process that has been carried out to develop the questionnaire and the gamified system, whose configuration has been adjusted to the specific environment and needs. These tools will enable us to determine, in the successive phase of the empirical study, to which extent the motivation of those university students of Spanish as a second language chosen for the gamification experiment has increased from the time they were immersed in it.

Schlüsselwörter

  • foreign language learning
  • motivation
  • questionnaire
Uneingeschränkter Zugang

Teaching and learning online: lesson learnt from the pandemic

Online veröffentlicht: 08 Jun 2022
Seitenbereich: I - II

Zusammenfassung

Uneingeschränkter Zugang

Dove sta di casa la scuola?

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 9 - 24

Zusammenfassung

Abstract

This work presents ‘Dove sta di casa la scuola’, an online course for teachers promoted by the Small School Movement during the Covid-19 emergency. The course aimed to provide alternatives to lecture-based distance learning using the domestic environment as a context for ‘low-intensity’ digital learning. Such an experience, involving 7000 Italian teachers, allowed the school system to intervene on those pupils at risk of exclusion from distance learning for reasons related to digital divide conditions. Moreover, it was an opportunity to propose alternatives to a distance model focused solely on the provision of content and video lessons. The training experience has fostered the creation of spaces for the active construction of practices that have crossed multiple and heterogeneous disciplines, ranging from math to philosophy.

Schlüsselwörter

  • teacher education
  • Covid-19
  • distance learning
  • primary and secondary school
  • homework
  • democratisation of education
  • priority area
  • computer-assisted learning
Uneingeschränkter Zugang

Distance Learning: Rethinking learning design in higher education during the Covid-19 pandemic

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 25 - 35

Zusammenfassung

Abstract

During the second semester of the 2019/2020 academic year, due to the regulatory restrictions arising from the Covid-19 pandemic, Bologna University, like many others, was compelled to stop delivering its face-to-face offering and to switch, in a very short time, to the creation of a technological architecture that would enable students to continue their education through teaching via Distance Learning. After illustrating the active teaching model adopted in two courses offered by the University of Bologna Department of Education Studies, this paper addresses future educators by focusing on the main findings from a semi-structured online questionnaire completed by 84 students. The first part of the paper considers a rethinking of educational planning at the time of Covid-19, while the second and final part analyses student perceptions (using the questionnaire’s open questions) of their Distance Learning experience in the initial phases of the pandemic scenario.

Schlüsselwörter

  • Distance Learning
  • Learning Design
  • Higher Education
Uneingeschränkter Zugang

Using learning analytics to support STEAM students’ academic achievement and self-regulated learning

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 36 - 45

Zusammenfassung

Abstract

The assessment of students’ academic achievements helps to increase learning effectiveness by encouraging each student to recognise his/her strengths and areas for improvement. To do so, pedagogical activities that encourage direct and frequent evaluation must be considered. This paper focuses on how a learning management system such as Google Classroom (GC) together with learning analytics (LA) can be used to extract and analyse learner’s data from Science, Technology, Engineering, Art and Mathematics (STEAM) course. In addition, we explore how to employ these data to support metacognitive skills such as self-regulated learning (SRL). An explanatory sequential mixed-method design research was used, and two research questions were set, discussed and analysed. Data collection involved 128 participants. Our findings confirmed the potential of using achievement-based grading rubrics data and LA tools to provide empirical evidence of how formative assessment can affect students’ SRL development. While onsite experience has revealed some important initial findings, further research is needed. To validate these results, it will be necessary to perform similar analyses on datasets obtained from other schools and subject areas. Despite the increasing interest in use of LA, there is a scarcity of research on this field for secondary school education.

Schlüsselwörter

  • Cognitive Development
  • Didactics
  • Distance Learning
  • Learning Standard
  • Secondary School
Uneingeschränkter Zugang

Service Learning and LifeComp framework: analysis of experiences in distance education

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 46 - 54

Zusammenfassung

Abstract

In the context of the COVID-19 emergency, the closure of Italian schools from March 2020 has imposed the full use of distance learning, as well as a general rethinking of time, space and teaching/learning methodologies. In this study, we will introduce the outcomes of an analysis carried out on the planning of Service Learning (SL) activities that took place during the professional training course called ‘All’Avanguardia per l’innovazione’. The course, which was designed before the pandemic, has been redesigned during the health emergency and required teachers to write a project work on didactic planning in SL. From the perspective of distance learning, didactic planning has integrated the ‘virtual’ component and become E-Service Learning or Virtual-Service Learning. This planning has been analysed in relation to the LifeComp framework because it fosters the development of the competences that are necessary to manage the complexity of the current scenario, it perfectly integrates with the identifying elements of SL and includes some indicators of the DigComp framework that aims at the development of student, teacher and school digital skills that are necessary to manage distance learning. The first outcomes of the analysis highlight how didactic planning covers the development of the different competences promoted by the LifeComp framework.

Schlüsselwörter

  • citizen participation
  • distance education
  • learning to learn
  • social competences
  • service learning
Uneingeschränkter Zugang

The body in online teaching: presence or absence of gaze and gestures

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 55 - 61

Zusammenfassung

Abstract

In this note, we analyse the use of gestures and gazes by a group of university lecturers while distance teaching. We investigated the video lessons produced and recorded by 22 lecturers, with the purpose of spotting the presence of signalling behaviours such as glances aimed at drawing the attention to parts of the screen, or pointing gestures, or ad hoc devices such as the mouse tracker or text highlighting. The guiding hypothesis behind this study is that the introduction of new tech devices for distance teaching might amplify the difficulties in signalling and attention guidance by the teachers, thus reducing the efficacy of such signalling as aids for comprehension and learning. The data we collected appear to support this hypothesis and induce interesting suggestions and guidelines towards avoiding the spotted problems.

Schlüsselwörter

  • Instructional video
  • Gesture
  • Gaze
  • Talking Head
Uneingeschränkter Zugang

University exams at the time of Covid-19 The reactions of students between emotionality and cognition

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 62 - 72

Zusammenfassung

Abstract

This research aims to explore the reactions of students in the face of the pandemic emergency in progress, also in relation to the need and novelty of distance learning, a form in which there is no physical coexistence, in the classroom of teachers and students, and which mainly uses online tools.

We asked ourselves the following questions: What is the emotional impact in facing the exam tests? What awareness do students have of the role that emotions play so much in learning and testing processes in exams? The information that we have obtained is useful in the reformulation of our didactic proposal for its consolidation in a metacognitive sense. This is the result that we expect from the research as well as that of offering a contribution to the international debate regarding the changes that the onset of Covid will bring in the ways of addressing the verification of learning in the university environment.

The perspective is constructivist–cognitivist, but does not forget the hermeneutic epistemic framework that has always accompanied our studies. The methodological approach is, therefore, quantitative because it is based on the administration of a questionnaire and on the comparative analysis of the data that emerged; but it can also be defined as qualitative due to the relevance that the analysis of their qualities assumes, or rather of the relationships that exist between the data itself as between the latter and the context.

Schlüsselwörter

  • Emotion
  • Training
  • Verify
  • Metacognition
  • Covid-19
Uneingeschränkter Zugang

Online project-based learning in the agri-food sector: a case study

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 73 - 81

Zusammenfassung

Abstract

This study investigates the differences between in-place and online project-based learning carried out over the years at the University of Macerata in the course of Economics and Marketing of Agri-food (an undergraduate degree in Cultural Heritage and Tourism). The study aimed to investigate the key elements to consider to implement online project-based learning with strong links with the place in rural settings. It reports about expectations from the teaching group about the learning experience implemented online for the first time, crossed with the outcomes of the students’ evaluation questionnaires and discussed in a focus group among the teacher and the tutors. The conclusions highlight successful aspects and critical issues between the place-based and online-based experiences.

Schlüsselwörter

  • higher education course
  • experiential learning
  • education–industry relation
Uneingeschränkter Zugang

Ethnopedagogical Examination of the Most Watched Cartoon by Primary School Students: The Example of Rafadan Tayfa

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 82 - 92

Zusammenfassung

Abstract

Ethnopedagogy is expressed as the information that a society uses in raising children, which develops from the roots of its past. According to ethnopedagogy, education begins in the family, not in school, and continues throughout life in the society. One of these educational channels is cartoons, which have an important place in children’s lives. Based on this statement, it is aimed to examine Rafadan Tayfa, the cartoon that children watch the most, in the context of the concept of ethnopedagogy. For this purpose, the first 50 episodes of the cartoon called Rafadan Tayfa were watched by the researchers, and themes and codes were extracted through content analysis. Document analysis, one of the qualitative research methods, was used in the research. According to the results of the research, although the expressions related to the concept of ethnopedagogy were not evenly distributed among the sections, it was determined that there were statements about ethnopedagogy in 27 sections within the first 50 sections. At the same time, it has been determined that some ethnopedagogical concepts are expressed in the relevant parts of the cartoon in a way that children can understand and pay attention to.

Schlüsselwörter

  • Ethnopedagogy
  • Cartoon
  • Document analysis
Uneingeschränkter Zugang

Educational poverty, digital and cultural divide: Some reflections from a case study

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 93 - 101

Zusammenfassung

Abstract

The pandemic has highlighted and accentuated some potential risks and critical issues already present in several educational contexts: the widening of educational poverty, the increase in the digital and cultural divide and the expansion of learning loss and of the implicit and explicit early school leaving. In this regard, the case study developed in a period just prior to the pandemic, on the one hand, has highlighted some critical issues of the teaching–learning relationship, while, on the other hand, it has deepened the strengths concerning the teaching–learning relationship in order to improve learning to learn and learning to teach for students and teachers in contemporary complexity. The results show that facing the current complexity means understanding the cultural aspects that guide today’s ways of learning and teaching based on technologies. The relevance of these aspects concerning meanings and practices of teaching and learning is understandable, taking into account the rapid and profound changes in the current world in which we live. In summary, the results of this educational research on the analysed teaching and learning practices can be useful both to treasure today’s lessons learned and to copy the unexpected changes that each crisis proposes like the current one.

Schlüsselwörter

  • educational research
  • teaching practices
  • cultural background
  • digital literacy
Uneingeschränkter Zugang

Developing a pastoral response to the complexities and challenges faced by disadvantaged students in the digital classroom

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 102 - 111

Zusammenfassung

Abstract

Online education was the exception rather than the norm of the English school system prior to March 2020. The COVID-19 pandemic resulted in two periods of government-directed school closure from March to July 2020 and again from January to March 2021. These closures necessitated a transformation to online education almost overnight. Although much of the work set for students was a transfer of tasks appropriate for a physical classroom uploaded onto digital platforms, some adjustments had to be made to ensure it remained appropriate and effective. As time went on and colleagues developed their techno-pedagogical maturity, so too did the interactive nature of lessons improve. Yet, these elements were enhanced on a broader scale not merely by colleagues’ successful adaptation to the digital classroom, but also by their development of pastoral approaches to teaching beyond the physical classroom. Teachers who invested pastorally in their digital communities created, fostered and were able to shape the culture of online education more purposefully and effectively for their students, increased a sense of inclusion, and thus better provided for equity amongst their student bodies, aiming to limit and narrow the academic and pastoral gap between students from low socio-economic backgrounds and their peers.

Schlüsselwörter

  • teaching
  • learning
  • disadvantaged
  • inclusive education
Uneingeschränkter Zugang

Distributed Cognition and exam preparation in higher education: what sources students use before and during the Covid-19 pandemic

Online veröffentlicht: 08 Jun 2022
Seitenbereich: 112 - 119

Zusammenfassung

Abstract

What ‘sources’ of knowledge do higher education students draw on, to prepare for exams? And has the pandemic made any difference? The study presented in this paper addresses these questions, in the belief that gaining awareness of the sources through which students learn is important for the instructional design of the courses and the evaluation methods as well. Framed within the ‘Distributed Cognition’ theory, the study is based on a questionnaire proposed in July 2021 (summer exam session) to all the students of two schools at Politecnico di Milano (the largest technical university in Italy); 5,369 students responded (16.5% of the total). The results show that students normally resort to a wide range of resources (lectures, lecturer’s slides, group work with other students, notes taken by other students, etc.) and that, in the Covid-19 time, recorded lectures and ‘exercises’ (i.e. practical sessions with a teacher assistant) skyrocket in their perception of relevance, overcoming (almost all) other sources. Academies will need to face the challenge of students advocating for keeping this kind of support even after the Covid-19 era, which has the potential of revolutionising the way universities work, leading towards blended forms of education.

Schlüsselwörter

  • Distributed Cognition
  • Higher Education
  • Examinations

Planen Sie Ihre Fernkonferenz mit Scienceendo