The reality of virtual worlds: pros and cons of their application to foreign language teaching

This article presents our experience of testing the OpenSim platform as a tool in teaching French to 108 tourism students at Universidad Rey Juan Carlos (Madrid, Spain). The article begins with some theoretical reflections on the behaviour of the student when using a virtual platform by means of an avatar, and with our observations of how this doubling of identity is actually the greatest asset of virtual worlds when we intend to apply them to teaching (1. Introduction). Then we move on to present our goals and method of work (2. Aims and methodology) and to analyse the development of the virtual space or sim, setting out the teaching strategies that were employed in each of the islands we created, and which correspond to reading comprehension, listening comprehension and written expression (3. Metaverse design). In order to assess the language learning results, we also devised tests throughout the experiment, which were repeated one month later. The assessment shows that the process of language acquisition is positive (4. Results analysis). Finally, we demonstrate that the rise of virtual worlds has been backed up by psycholinguistic factors, but at the same time their applicability and sustainability depend on technical aspects and very especially on theoretical and pedagogical tenets which are still to be drawn up (5. Conclusions).     

关于校园网络组建的研究

网络应用涉及到社会的各个方面,已对人们的经济和文化生活产生重大影响。通过校园网络的组建,将实现办公、公文处理、日程安排、会议管理、档案管理、财务管理与报销、信息发布等方面实现信息共享和各种类型的无纸化办公等需求。网络组建设计要尽量简单化、结构化、模块化,这样既能节省资金投入,又能便于网络的管理与升级。本文对校园网络的组建采用自顶向下的设计方法进行研究和探索。     

The Role of Anatomy Computer-Assisted Learning on Spatial Abilities of Medical Students

Currently, medical education context poses different challenges to anatomy, contributing to the introduction of new pedagogical approaches, such as computer-assisted learning (CAL). This approach provides insight into students' learning profiles and skills that enhance anatomy knowledge acquisition. To understand the influence of anatomy CAL on spatial abilities, a study was conducted. A total of 671 medical students attending Musculoskeletal (MA) and Cardiovascular Anatomy (CA) courses, were allocated to one of three groups (MA Group, CA Group, MA + CA Group). Students' pre-training and post-training spatial abilities were assessed through Mental Rotations Test (MRT), with scores ranging between 0-24. After CAL training sessions, students' spatial abilities performance improved (9.72 ± 4.79 vs. 17.05 ± 4.57, P < 0.001). Although male students in both MA Group and CA Group show better baseline spatial abilities, no sex differences were found after CAL training. The improvement in spatial abilities score between sessions (Delta MRT) was correlated with Musculoskeletal Anatomy training sessions in MA Group (r = 0.333, P < 0.001) and MA + CA Group (r = 0.342, P < 0.001), and with Cardiovascular Anatomy training sessions in CA Group (r = 0.461, P = 0.001) and MA + CA Group (r = 0.324, P = 0.001). Multiple linear regression models were used, considering the Delta MRT as dependent variable. An association of Delta MRT to the amount of CAL training and the baseline spatial abilities was observed. The results suggest that CAL training in anatomy has positive dose-dependent effect on spatial abilities.     

Developing a Human Nutrition Learning Progression

This paper describes the application of the methodology developed in research on learning progressions to a health-related topic. More specifically, we present a human nutrition learning progression as a hypothesis that now requires empirical validation. The study involved three phases. In the first phase, we analysed the existing literature in the domain of human nutrition. Based on this analysis, phase 2 then involved drawing up a learning progression for this domain and identifying the learning targets and progress variables, as well as the upper and lower anchors. The analysis led us to identify five progress variables, associated with the development of the concepts of food, nutrient, energy and diet, as well as with the ability to classify foods according to their nutrients. Finally, in phase 3, we identified and described the pathways that students may follow in relation to each progress variable. Given its focus on a topic closely linked to personal health, the learning progression may be useful not only as a component of teaching modules that aim to improve scientific literacy but also as a platform for future health education campaigns that seek to promote healthy eating habits among different sectors of the population.     

The Role of Community College First-Year Experience Programs in Promoting Transfer Among Latino Male Students

ABSTRACT

A qualitative case study approach was used to examine Latino male students and First-Year Experience (FYE) programs aimed at promoting student transfer. Two FYE programs at two community colleges in California were studied: Bridgetown Community College and Portlake Community College (pseudonyms). Study participants included four groups: Latino male FYE students, Latino male FYE alumni, FYE counselors, and FYE coordinators. Data collection strategies included semi-structured interviews, site observations, and document analysis. Analysis of data involved both deductive and inductive approaches, and resulted in identification of four findings critical to the success of FYE programs and their work with Latino males: (a) the need to support help-seeking behaviors, (b) the need to address the “long journey” to transfer, (c) the need to support students’ work burden and financial constraints, and (d) the need to incorporate approachable and culturally responsive practices. Overall, the study offers insights into how community colleges might strengthen transfer support for Latino males through FYE programs.     

Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique,Chile, Portugal,and Spain

The current investigation aims at assessing the effectiveness of an intervention program designed to enhance self-regulated learning (SRL) strategies at the university level, with students from different cultural, linguistic, and educational backgrounds. The central tool of the program is a set of letters in which a fictional first-year student describes his experiences as an SRL student. The program was implemented in four universities in different countries and continents (Portugal, Spain, Chile, and Mozambique), with an experimental group and a comparison group at each university (263 students from experimental groups and 247 from comparison groups). Findings display the effectiveness of the program in enhancing a set of motivational variables related to the study process and the use of SRL strategies. Data were consistent across the different cultural and academic contexts in which the program was implemented. The implications of these findings for university administrators and faculty are discussed.