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741.
Ana María Delgado García Rafael Oliver Cuello 《Educational technology research and development : ETR & D》2010,58(6):781-790
Education is one of the pillars in which a Welfare State is effectively based on in order to achieve an equitable distribution
of wealth. In contemporary society, knowledge and education are among the most appreciated goods, and everyone should have
the right to acquire them, without distinction of gender, race, age, health or religion. From our experience of over 15 years
at the Universitat Oberta de Catalunya we can claim that virtual learning makes access to education easier for certain population
strata, whereas otherwise, they would be excluded from such a right. A very significant group of students to consider are
women with family burdens who, thanks to this kind of education, are able to gain access to higher education for the first
time in their lives and at their maturity ages. Another significant group is students with disabilities, for whom virtual
education makes it possible to get training in fields for which it would be more difficult to get in the case of the non-virtual
university. Geographic factors are also relevant, since virtual education has provided rural areas and other places with poor
infrastructures with a chance to gain access to higher education. This brings with it a redistribution of wealth among territories,
and also among different social strata with fewer resources and limitations to commute long distances to higher education
institutions. Another issue that needs pointing out is virtual communication. As it is asynchronic, it can lead to a high
degree of reflection. All these elements enable us to have a virtual discussion about cultural and linguistic issues which
have huge educational value. 相似文献
742.
743.
Different studies have shown that national groups construct a positive social identity through the appropriation of heroic narratives about the national past. Within this framework, this research studied the narratives of Argentine university students (n = 27), without specific training in history about a historical process in which their national state carried out morally questionable actions. Specifically, we analysed their narratives on the ‘Conquest of the Desert’, a military campaign carried out in the late nineteenth century which entailed the genocide of the indigenous peoples who inhabited most of what is today Argentina. Through semi-structured interviews, it was revealed that although the grammar of the participants’ narratives is generally poor, it is possible to identify in them two clashing groups as agents of that historical process. Furthermore, the participants did not use the pronouns we/us to refer to any of these groups, so they did not identify with them. We conclude that the poverty of the participants’ narratives may reveal a collective attempt to forget this morally condemnable historical process, which would also have been expressed in the shift of responsibility from the Argentine state to other social groups in most of the narratives analysed. Likewise, failure to identify with the victims, even in cases in which it was considered to be the national state, shows the implementation of cognitive strategies to preserve a positive identity. 相似文献
744.
The European Higher Education Area (EHEA) has required continuous assessment at university in Spain. The goal of this paper is to analyse how continuous assessment modifies the subject’s final mark, to ascertain whether it improves or lowers the final exam score and to determine whether other variables also affect this relationship. To accomplish this, we have created a database with the marks earned by students who took the final exam in the Financial Accounting class at university in the last three academic years. A variation index of the exam score was constructed as a consequence of continuous assessment, and it was analysed both quantitatively and qualitatively. The results obtained from the marks and the index were analysed using contingency tables, ANOVA, regression analyses and a contrast of differences in mean. The main conclusions allow us to state that continuous assessment has an important direct effect on the learning process as well as on the final exam score and the overall class mark, and that other variables also influence them. 相似文献
745.
Academics’ support for quality assurance (QA) depends on several factors, including their sense of ownership, which seems to be influenced by academics’ participation in QA’s implementation. This paper aims to understand whether this participation is indeed contributing to academics’ ownership of QA. Findings from a survey of Portuguese academics’ on their participation in study programmes accreditation suggests that this may not be the case. Academics present a partial withdrawal towards effective participation in study programmes’ accreditation, especially regarding external assessment. Furthermore, they do not seem willing to enhance this participation nor are they very critical about it. Since academics’ sense of ownership is essential for the successful implementation of QA, these results may represent a challenge for both institutions and QA agencies. 相似文献
746.
Arely Anahy Paredes-Chi María Dolores Viga-de Alva 《Environmental Education Research》2018,24(4):564-580
In Mexico a reformed curriculum is being implemented at the national primary level focused on the competence model and incorporating EE as a key element. This article reports our analyses of what theories, policies and/or EE related-contents were included in the documents that integrated this curriculum: general study plan, study programs of Grades and official students’ textbooks. Results indicate that in those official documents was incorporated a competence related to EE called ‘competences for the coexistence’, implying harmonic relationships with others and the nature. Additionally, EE for sustainability was included as a transversal topic expecting that contributes to reach the graduate profile of basic education that indicates that students should promote and assume the care of health and the environment. Nevertheless, it is not clear how it is expected that teachers implement EE in practice, lacking clarity of the environmental theory that support this curriculum. 相似文献
747.
748.
Lauren C. Shuffrey Santiago Morales Melanie H. Jacobson Michelle Bosquet Enlow Akhgar Ghassabian Amy E. Margolis Maristella Lucchini Kecia N. Carroll Rosa M. Crum Dana Dabelea Arielle Deutsch William P. Fifer Brandon Goldson Christine W. Hockett W. Alex Mason Lisette T. Jacobson Thomas G. O'Connor Nicolò Pini Yael Rayport Ayesha Sania Leonardo Trasande Rosalind J. Wright Seonjoo Lee Catherine Monk program collaborators for Environmental influences on Child Health Outcomes 《Child development》2023,94(6):1595-1609
This study examined the association of gestational diabetes mellitus (GDM), prenatal, and postnatal maternal depressive symptoms with externalizing, internalizing, and autism spectrum problems on the Preschool Child Behavior Checklist in 2379 children aged 4.12 ± 0.60 (48% female; 47% White, 32% Black, 15% Mixed Race, 4% Asian, <2% American Indian/Alaskan Native, <2% Native Hawaiian; 23% Hispanic). Data were collected from the NIH Environmental influences on Child Health Outcomes (ECHO) Program from 2009-2021. GDM, prenatal, and postnatal maternal depressive symptoms were each associated with increased child externalizing and internalizing problems. GDM was associated with increased autism behaviors only among children exposed to perinatal maternal depressive symptoms above the median level. Stratified analyses revealed a relation between GDM and child outcomes in males only. 相似文献
749.
Mayordomo Rosa M. Espasa Anna Guasch Teresa Martínez-Melo Montserrat 《Education and Information Technologies》2022,27(6):7947-7971
Education and Information Technologies - Online feedback plays a key role in learning, but this requires that students engage with feedback. Some authors identify students’ perception of... 相似文献
750.
Bautista Pérez Guillermo Rubio Hurtado María José Sánchez-Martí Angelina 《Learning Environments Research》2022,25(1):199-215
Learning Environments Research - Moving towards Smart Learning Spaces (SLS) requires reconsideration of the school environment using a multi-dimensional approach that considers pedagogical,... 相似文献