Journal Description
Education Sciences
Education Sciences
is an international peer-reviewed open access journal published monthly online by MDPI.
- Open Access— free for readers, with article processing charges (APC) paid by authors or their institutions.
- High Visibility: indexed within Scopus, ESCI (Web of Science), ERIC, Educational Research Abstracts, PscyInfo, and other databases.
- Journal Rank: CiteScore - Q2 (Education)
- Rapid Publication: manuscripts are peer-reviewed and a first decision provided to authors approximately 21.3 days after submission; acceptance to publication is undertaken in 3.9 days (median values for papers published in this journal in the first half of 2022).
- Recognition of Reviewers: reviewers who provide timely, thorough peer-review reports receive vouchers entitling them to a discount on the APC of their next publication in any MDPI journal, in appreciation of the work done.
Latest Articles
Enhancing Learning in Tourism Education by Combining Learning by Doing and Team Coaching
Educ. Sci. 2022, 12(8), 548; https://doi.org/10.3390/educsci12080548 (registering DOI) - 13 Aug 2022
Abstract
Learning by doing (LBD) and team coaching are experiential learning methods that can be used to enhance the depth of learning, motivation, and engagement in tourism education. This study explores the combined use of the two methodologies and reports on the experience of
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Learning by doing (LBD) and team coaching are experiential learning methods that can be used to enhance the depth of learning, motivation, and engagement in tourism education. This study explores the combined use of the two methodologies and reports on the experience of 42 students who participated in a practical case dealing with the strategic planning for sustainable tourism in a small town in Spain as a part of their undergraduate tourism education. The results obtained after the project evaluation confirm that LBD combined with team coaching is considered a valuable strategy for enhancing learning. Regarding the LBD method, students especially valued the opportunity to work within professional realities and exchange ideas with their classmates. Participants perceived team coaching as a valuable tool for enhancing team performance, communication, self-awareness (and that of others), conflict management, and problem-solving during project development. Professors and agents from public institutions involved in the project reported that students’ proposals were highly applicable and close to reality, and they agreed that the combination of LBD and team coaching improved the quality of the course assignments.
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(This article belongs to the Special Issue Higher Education: Improvements for a Better System)
Open AccessArticle
Global Citizenship Competencies of Filipino Students: Using Machine Learning to Explore the Structure of Cognitive, Affective, and Behavioral Competencies in the 2019 Southeast Asia Primary Learning Metrics
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, , , and
Educ. Sci. 2022, 12(8), 547; https://doi.org/10.3390/educsci12080547 (registering DOI) - 12 Aug 2022
Abstract
While the Philippines is still building its global citizenship curriculum, there are global citizenship competencies already articulated in existing curriculum guides. Using data from a nationally representative sample of Grade 5 students in the Southeast Asia Primary Learning Metrics (SEA-PLM) assessment, we explored
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While the Philippines is still building its global citizenship curriculum, there are global citizenship competencies already articulated in existing curriculum guides. Using data from a nationally representative sample of Grade 5 students in the Southeast Asia Primary Learning Metrics (SEA-PLM) assessment, we explored Filipino learners’ current global competencies. We used machine learning approaches to determine the best models to predict the six SEA-PLM global competency indices; models generated by Multilayer Perceptrons performed better than other techniques. Shapley Additive Explanations approach was applied to identify variables that had the most impact on the model of each global competency index. Some variables were important predictors across the indices: concern about pollution, feeling connected to people from other countries, beliefs about the importance of learning about other countries, how countries relate to each other, and how natural disasters in other countries affect the Philippines are variables that were associated with global competency indices. Willingness to participate in classroom debates also positively predicted the indices but willingness to participate in classroom elections negatively predicted indices related to knowledge and behavior intention indices. We discuss how patterns in Filipino students’ emerging global competencies can guide curriculum development.
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(This article belongs to the Section Curriculum and Instruction)
Open AccessArticle
Evaluating Differences in Mathematical Competencies in Middle School Students during Pandemic Conditions through Preparatec Platform
Educ. Sci. 2022, 12(8), 546; https://doi.org/10.3390/educsci12080546 (registering DOI) - 12 Aug 2022
Abstract
This research proposes to evaluate the difference in essential mathematical competencies of middle school students transitioning to high school level under pandemic conditions (COVID-19) using the PreparaTec platform and Programme for International Student Assessment (PISA) released items as an evaluation instrument. The study
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This research proposes to evaluate the difference in essential mathematical competencies of middle school students transitioning to high school level under pandemic conditions (COVID-19) using the PreparaTec platform and Programme for International Student Assessment (PISA) released items as an evaluation instrument. The study was conducted with 84 students from first semester high school at Prepa Tec (Tecnologico de Monterrey, Campus Cuernavaca) aged 14 and 15. The students were divided into three experimental groups and a control group. Three levels of mathematical competencies: reproduction, definitions, and calculations (level 1), connections and integration to solve problems (level 2), and reflection (level 3) were evaluated. We applied a pre-test at the beginning of the semester and a post-test at the end after using the PreparaTec platform. Both tests were written and applied in a face-to-face format. The study presents the findings regarding the impact of using the PreparaTec platform during the first semester in the three levels of mathematical competencies mentioned. The results obtained are presented in two analyses. The first analysis involves the results obtained per experimental group and according to the number of correct answers per group. The second analysis represents a comparison between the percentage of correct answers and the level of difficulty per question per student regarding the percentage, determined by the Organisation for Economic Cooperation and Development (OECD) and Spain in the format presented by PISA. The pre-test and post-test consisted of 23 questions from items released from PISA, which contemplated measuring the three levels of mathematical competence. The results showed an improvement of 57% in level 1 proficiency questions, 63.6% in level 2 proficiency, and 100% in level 3 proficiency. The findings indicate that new teaching strategies based on Information and Communication Technologies (ICT) and more meaningful assessment forms further develop students’ mathematical competencies.
Full article
(This article belongs to the Special Issue Mathematics Education: Challenges in Skill Development, Assessment and Evaluation)
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Open AccessArticle
The Correlation between Budgets and Matriculation Exams: The Case of Jewish and Arab Schools in Israel
Educ. Sci. 2022, 12(8), 545; https://doi.org/10.3390/educsci12080545 (registering DOI) - 12 Aug 2022
Abstract
Standardized testing in the Israeli education system presents a cavernous achievement gap between the dominant Jewish and Arab student populaces. This paper assesses the role of one major factor contributing to this discrepancy in test scores: budget allocation. Specifically, we evaluate the relationship
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Standardized testing in the Israeli education system presents a cavernous achievement gap between the dominant Jewish and Arab student populaces. This paper assesses the role of one major factor contributing to this discrepancy in test scores: budget allocation. Specifically, we evaluate the relationship between test scores and budget in Israel proper while controlling for Arab and Jewish school systems. The findings from the 2008 to 2018 data demonstrate the increased allocation of budgets and higher test scores in Arab schools. The statistical analysis confirmed a positive correlation between budgets and test scores. Overall, budget factors were found to have a much higher impact on Arab schools than Jewish schools. This was even more significant in Druze schools, which received the higher increase in budget and achieved the most significant improvements in Bagrut scores. As a result, this research challenges previous findings within the educational literature, identifies significant implications as byproducts of this variable relationship, and proposes future policy adjustments and research expansion.
Full article
(This article belongs to the Special Issue Conceptions, Perceptions and Intersections of Equity Gaps in Education)
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Open AccessArticle
Active Teaching Methodologies Improve Cognitive Performance and Attention-Concentration in University Students
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, , and
Educ. Sci. 2022, 12(8), 544; https://doi.org/10.3390/educsci12080544 - 11 Aug 2022
Abstract
The scientific literature shows a beneficial association between active methodologies and cognitive variables in university students. The purpose of this research was to determine the relationship between active methodologies in Physical Education and attention and concentration in a group of university students A
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The scientific literature shows a beneficial association between active methodologies and cognitive variables in university students. The purpose of this research was to determine the relationship between active methodologies in Physical Education and attention and concentration in a group of university students A total of forty-four undergraduate students from Pontifical University of Comillas of the Balearic Islands, Palma de Mallorca, Spain, participated in the present investigation (age: 20.48 ± 1.37 years; height: 170.77 ± 9.11 cm; weight: 68.84 ± 8.29 kg; body mass index: 23.51 ± 1.54). A D2 attention test was used to analyse their selective attention and concentration. Active methodologies were used to improve the students’ physical fitness, reflected in their VO2max, which was evaluated using an incremental cycloergometer test. A correlation analysis performed between the active methodologies used to improve physical fitness measures and the D2 test revealed a negative moderate correlation between HRmax and TR, TA and TR- (r = −0.30, p = 0.04; r = −0.38, p = 0.01; and r = −0.35, p = 0.02, respectively), and a positive moderate correlation between HRmax and C (r = −0.32, p = 0.03). Finally, a negative moderate correlation was found between VT and C (r = −0.48, p = 0.001). This correlation analysis was reinforced by the results of a regression analysis. In summary, the present research revealed that university students with better aerobic fitness, achieved through active methodologies and reflected in VT and higher HRmax, obtained better values in TA, TR and C. University students should be encouraged to engage in regular physical activity through active methodologies that tend to increase physical fitness.
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(This article belongs to the Special Issue Active Methodologies and Educative Resources Mediated by Technology)
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Open AccessArticle
Can I Keep My Religious Identity and Be a Professional? Evaluating the Presence of Religious Literacy in Education, Nursing, and Social Work Professional Programs across Canada
Educ. Sci. 2022, 12(8), 543; https://doi.org/10.3390/educsci12080543 - 11 Aug 2022
Abstract
In much of the world, education, nursing, and social work are human-centred professions that aim to engage with individuals holistically. Yet, how much of their training prepares them for this manifold reality? In this article, we provide an overview of three Canadian societal
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In much of the world, education, nursing, and social work are human-centred professions that aim to engage with individuals holistically. Yet, how much of their training prepares them for this manifold reality? In this article, we provide an overview of three Canadian societal contexts, examine the literature on religious literacy in higher education and in the Canadian context, and study the professional programs of education, nursing, and social work offered in the top-ranked universities in the three largest English-speaking provinces in Canada. We describe the incorporation of the Calls to Action issued by the Truth and Reconciliation Commission of Canada and the limited evidence of religious literacy evident in the online information provided about the chosen programs and then argue that religious literacy is a necessary component of the university preparation programs for those entering these human-centred professions. Student requests for religious literacy workshops provided by the Centre for Civic Religious Literacy (CCRL), a non-religious and non-profit organization that works with partners in communities across Canada, demonstrate a demand for such education.
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(This article belongs to the Special Issue Faith, Religion, and Global Higher Education)
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The Role of ICT Centers in the Management of Distance Education in Palestinian Universities during Emergency Education
Educ. Sci. 2022, 12(8), 542; https://doi.org/10.3390/educsci12080542 - 11 Aug 2022
Abstract
The present research intended to verify the role of ICT centers in Palestinian universities in managing the academic process in emergency education due to the pandemic. The research investigated this issue using a descriptive qualitative approach. The data collection was carried out using
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The present research intended to verify the role of ICT centers in Palestinian universities in managing the academic process in emergency education due to the pandemic. The research investigated this issue using a descriptive qualitative approach. The data collection was carried out using individual interviews during the first semester of the academic year 2020/2021. The data analysis was carried out using an inductive thematic analysis. The research participants were ten officials in the ICT centers of five universities. The main study findings show that the universities performed several actions in the context of their management of the distance learning processes. These actions targeted quality education by holding workshops for the professional development of the instructor, which resulted in being a main factor in the success of the distance learning process. In addition, the ICT centers were engaged in addressing the communication between the instructor, the student, and officials at the universities. They also addressed strengthening the infrastructure for distance learning in the universities.
Full article
(This article belongs to the Special Issue Using Technology in Higher Education—Series 2)
Open AccessArticle
Assessment of Curriculum Design by Learning Outcomes (LO)
Educ. Sci. 2022, 12(8), 541; https://doi.org/10.3390/educsci12080541 - 10 Aug 2022
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This paper analyzes the assessment experience as part of curriculum design by learning outcomes of the Master in User Experience Design of the Universidad Nacional Abierta y a Distancia—UNAD Colombia and the University of Lleida—UdL Spain. The article presents the assessment route, which
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This paper analyzes the assessment experience as part of curriculum design by learning outcomes of the Master in User Experience Design of the Universidad Nacional Abierta y a Distancia—UNAD Colombia and the University of Lleida—UdL Spain. The article presents the assessment route, which allows for continuous improvement and is tailored to the self-assessment process. Conceptual references on curriculum design, competencies, purposes, constant improvement, and assessment are outlined for presentation. The theoretical line is based on international and national legal references. Likewise, the educational, pedagogical, and curricular implications of learning outcomes are presented, among them: change of paradigm (teaching vs. learning), coherence of curricular design, change of evaluation (qualification vs. assessment), decision-making, professor training, change of professor attitude, sustainability through assessment, and implementation routes, all of them with the aim of continuous improvement and to maintain the high quality of the program. One of the main conclusions indicates that curriculum design based on learning outcomes should be aligned and coherent at the macro-, meso-, and micro-curricular levels in order to meet the needs and requirements of the professional field.
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Open AccessSystematic Review
Gamification in Physical Education: A Systematic Review
Educ. Sci. 2022, 12(8), 540; https://doi.org/10.3390/educsci12080540 - 10 Aug 2022
Abstract
Background: In the last 10 years, gamification has entered the educational field incrementally. The subject of Physical Education has been one of the scenarios where multiple gamified learning environments were carried out. The objective of this work was to evaluate and analyze the
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Background: In the last 10 years, gamification has entered the educational field incrementally. The subject of Physical Education has been one of the scenarios where multiple gamified learning environments were carried out. The objective of this work was to evaluate and analyze the scientific evidence of the pedagogical proposals and didactic experiences that have used gamification in the Physical Education classroom in Kindergarten, Elementary School and Middle, Junior and High School. Methods: A systematic review has been carried out following the recommendations set by the PRISMA Declaration. A total of five international databases were used: Web of Science (WoS), Scopus, Sport Discus, ERIC and Psycinfo. The descriptors “gamification”, “gamify” and “Physical Education” were used, limiting the search to December 2021. Several inclusion and exclusion criteria have been established, selecting only empirical research articles. Results: The search yielded a total of 177 eligible articles, and finally, 17 scientific articles that addressed the effects of gamification in Physical Education were selected. No gamified didactic experiences have been found in Early Childhood Education, but they have been found in Elementary School (7 experiences) and Middle, Junior and High School Education (10 experiences). Most of the studies have confirmed an improvement in motivation and commitment toward physical exercise in students; only one study has confirmed improvements in academic performance. The diversity of the applied protocols and the different evaluation instruments used by the researchers prevent a meta-analysis of the data. Some studies that have used a hybrid pedagogical model are recorded, combining gamification with other pedagogical models, and confirmed positive effects on different variables such as intrinsic motivation or autonomy in learning. Conclusion: The results of this review suggest the need to continue evaluating the effects of applying gamification, as an active methodology, in the Physical Education classroom.
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(This article belongs to the Special Issue Game-Based Learning and Gamification for Education)
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Factor Structure and Psychometric Properties of Brief COPE in Russian Schoolteachers
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, , , , , , , , , and
Educ. Sci. 2022, 12(8), 539; https://doi.org/10.3390/educsci12080539 - 10 Aug 2022
Abstract
This study investigates the psychometric properties of brief COPE in Russian schoolteachers. A total of 773 (91% female; M = 43, SD = 9.79) teachers participated in the study. Principal component analysis (PCA) and confirmatory factor analysis (CFA) were applied to assess the
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This study investigates the psychometric properties of brief COPE in Russian schoolteachers. A total of 773 (91% female; M = 43, SD = 9.79) teachers participated in the study. Principal component analysis (PCA) and confirmatory factor analysis (CFA) were applied to assess the psychometric properties of the brief COPE. The Perceived Stress Scale (PSS) was used to assess the construct validity. The main result of the current research is a revised structure for the brief COPE consisting of six sub-scales: «socio-emotional support», «religion», «acceptance», «problem-focused coping», «avoidance», and «humor». The goodness-of-fit criteria were as follows: SRMR = 0.054, RMSEA = 0.064, CFI = 0.888, and TLI = 869. Overall, the Russian version of the brief COPE shows acceptable psychometric properties and may be applied by researchers, school administrators, and psychologists; however, the reliability of the “avoidance” scale is doubtful and must be considered before application.
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(This article belongs to the Section Education and Psychology)
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Open AccessEditorial
Metaverse, Crypto, and NFTs in Dentistry
Educ. Sci. 2022, 12(8), 538; https://doi.org/10.3390/educsci12080538 - 10 Aug 2022
Abstract
The dental community has expressed a growing interest in the metaverse and its applications [...]
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(This article belongs to the Special Issue Emerging Issues and Advancing Research on Dental Education and Training)
Open AccessArticle
How and under Which Conditions Can We Best Combine Research on School Effectiveness with Research on School Improvement? Establishing Connections Using the Dynamic Approach to School Improvement
Educ. Sci. 2022, 12(8), 537; https://doi.org/10.3390/educsci12080537 - 09 Aug 2022
Abstract
This paper aims to discuss how and under which conditions can we best combine research on School Effectiveness with research on School Improvement by utilizing the Dynamic Approach (DA) to School Improvement. We firstly elaborate on the difficulties that exist in trying to
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This paper aims to discuss how and under which conditions can we best combine research on School Effectiveness with research on School Improvement by utilizing the Dynamic Approach (DA) to School Improvement. We firstly elaborate on the difficulties that exist in trying to merge results from research on School Effectiveness with research on School Improvement. Then, we discuss the need and potential benefit from merging the two research strands, and finally we propose a fruitful merging with reference to the DA framework. Studies that have utilized the DA are also presented and their implications for research, policy and practice are discussed. The last section summarizes the results of the studies that have utilized the DA to highlight conditions that could facilitate a productive merging of the School Effectiveness and School Improvement research.
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(This article belongs to the Special Issue Establishing Links between Research on Educational Effectiveness and School Improvement: Constraints and Perspectives)
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The Combination of Serious Gaming and Immersive Virtual Reality through the Constructivist Approach: An Application to Teaching Architecture
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, , , , , , and
Educ. Sci. 2022, 12(8), 536; https://doi.org/10.3390/educsci12080536 - 09 Aug 2022
Abstract
Immersive virtual reality (IVR) has proven to be a technology that can benefit the dissemination of cultural content. In 2019 was the five hundredth anniversary of the death of Leonardo Da Vinci. Given the few works that develop IVR technologies to explain the
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Immersive virtual reality (IVR) has proven to be a technology that can benefit the dissemination of cultural content. In 2019 was the five hundredth anniversary of the death of Leonardo Da Vinci. Given the few works that develop IVR technologies to explain the genius of the master, we decided to take advantage of the opportunity to learn about the master through the use of new technologies. To build an IVR application that aims to spread knowledge, it is necessary to define an educational paradigm and the type of application. Given the domain of the application and the need to convey complex/novel topics, the IVR application developed in this study is based on the constructivist framework and creates a serious game (SG). In order to explain Leonardo Da Vinci’s thinking and design approach, we decided to focus on urban planning and architecture studies by explaining the projects envisioned by Leonardo da Vinci. This paper investigates whether an IVR-SG application maintains the fundamental characteristics underlying disclosure processes, such as immersivity and a sense of presence. Two secondary school classes experienced this by evaluating the application through a psychometric questionnaire. The results show that immersivity and a sense of presence were evaluated positively.
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(This article belongs to the Special Issue Learning and Teaching in a Virtual World)
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An Empirical Study of Students’ Perception of and Key Factors Affecting Overall Satisfaction in an Intensive Block Mode and Flipped Classroom
Educ. Sci. 2022, 12(8), 535; https://doi.org/10.3390/educsci12080535 - 09 Aug 2022
Abstract
Results of recent studies have suggested that intensive methods of delivery might improve engagement, attendance, and achievement for students from diverse backgrounds. Contributing to this area of inquiry, this study assesses how students perceived their experience studying a certificate course that was delivered
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Results of recent studies have suggested that intensive methods of delivery might improve engagement, attendance, and achievement for students from diverse backgrounds. Contributing to this area of inquiry, this study assesses how students perceived their experience studying a certificate course that was delivered in an online intensive block mode and flipped classroom (BMFC), pedagogy amidst COVID-19 restrictions. The subjects were students enrolled at Melbourne Institute of Technology between July 2021 and January 2022 across four certificate courses, three at postgraduate and one at undergraduate level. These certificate courses differed from normal degree courses in several aspects: (a) a shorter 4-week (undergraduate) or 5-week (postgraduate), instead of a 12-week duration, (b) subjects were taken sequentially instead of concurrently as in a normal semester, (c) taught using an online flipped classroom rather than the in-class approach, and (d) open to both high-school leavers and mature aged students who did not study full-time. A questionnaire involving 10 perception-based questions was used to survey students’ satisfaction with the BMFC delivery, in relation to their learning and engagement experience. The mean, median, and mode calculated from the responses revealed that students regarded the BMFC approach as more satisfied than not on a 5-star rating scale in 7 out of the 10 questions. This is further supported by high correlations among the questions (the lowest at r = 0.48 and the highest at r = 0.87). Multiple regression analysis using the first nine questions as predictors of the 10th question (overall satisfaction) revealed that six of these are statistically significant predictors (p < 0.05) of the overall satisfaction, implying that an increase in the overall satisfaction can potentially be achieved by improving these key factors of the BMFC delivered certificate courses. Our findings correlate with existing research that student learning and engagement might be improved by intensive modes of delivery. Furthermore, the BMFC pedagogy proposed in our study differentiates us from existing research, where block scheduling was used only in a face-to-face delivery in pre COVID-19 environment. Our study, therefore, contributes a novel delivery method for learning and teaching that is suitable for both online and face-to-face mode in a post COVID-19 era.
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(This article belongs to the Special Issue Delivery Modes as for the New Ways of Teaching and Learning in Post COVID-19)
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Communicating and Collaborating with Others through Digital Competence: A Self-Perception Study Based on Teacher Trainees’ Gender
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Educ. Sci. 2022, 12(8), 534; https://doi.org/10.3390/educsci12080534 - 08 Aug 2022
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Digital competence in teaching can be understood as the set of skills, attitudes and abilities to use technologies critically and creatively, both in the personal and professional environment. Likewise, it is one of the eight key competencies for lifelong learning. In this paper,
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Digital competence in teaching can be understood as the set of skills, attitudes and abilities to use technologies critically and creatively, both in the personal and professional environment. Likewise, it is one of the eight key competencies for lifelong learning. In this paper, in line with the Common Digital Competence Framework (DigComp), we analyze the self-perception of teacher trainees’ digital competence to communicate and collaborate with other people. Additionally, we state the existence of statistically significant differences from a gender perspective (women/men). In this sense, we have carried out non-experimental quantitative research that has a descriptive nature. To this end, we used a questionnaire as an instrument for collecting information, with a total sample of 698 pre-service teachers in Andalusia (Spain). The results show that teacher trainees have an intermediate level in terms of their abilities to communicate and collaborate with other people through digital technologies. At the same time, significant differences are highlighted regarding participants’ gender, which implies that gender can still be considered a limitation in the use of ICTs, thereby decreasing participants’ digital competence. Finally, this study sheds light on the need to improve future teachers’ digital competence.
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‘Sweet Acid’ An Interpretative Phenomenological Analysis of Students’ Navigating Regenerative Higher Education
Educ. Sci. 2022, 12(8), 533; https://doi.org/10.3390/educsci12080533 - 08 Aug 2022
Abstract
Regenerative forms of higher education are emerging, and required, to connect with some of the grand transition challenges of our times. This paper explores the lived experience of 21 students learning to navigate a regenerative form of higher education in the Mission Impact
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Regenerative forms of higher education are emerging, and required, to connect with some of the grand transition challenges of our times. This paper explores the lived experience of 21 students learning to navigate a regenerative form of higher education in the Mission Impact course at The Hague University of Applied Sciences. This semester-length course ran for two iterations with the intention of connecting the students with local transitions towards a more circular society, one where products are lasting and have multiple lives when they are shared, refurbished, or become a source for a new product. At the end of each iteration, the students reflected on their experience using the Living Spiral Framework, which served as basis for an interpretative phenomenological analysis of their journey navigating this transformative course. The results of this study include four themes; (1) Opting in—Choosing RHE, (2) Learning in Regenerative Ways, (3) Navigating Resistance(s), and (4) Transformative Impacts of RHE. These themes can be used by practitioners to design and engage with regenerative forms of higher education, and by scholars to guide further inquiry.
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(This article belongs to the Special Issue Educational Research and Innovation in the First Global Catastrophe of the 21st Century: Committed to Education)
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Pretense or Belief: Creating Meaningful Scenarios and Simulations for Authentic Learning about Diverse Underserved Gifted Students
Educ. Sci. 2022, 12(8), 532; https://doi.org/10.3390/educsci12080532 - 08 Aug 2022
Abstract
Understanding of the complexity of gifted students who present with an intersection of unique profiles of abilities and challenges, cultural, ethnic, gender and linguistic perspectives, learning experiences across contexts and personal expectations remains a challenge in identifying and serving diverse gifted students. Training
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Understanding of the complexity of gifted students who present with an intersection of unique profiles of abilities and challenges, cultural, ethnic, gender and linguistic perspectives, learning experiences across contexts and personal expectations remains a challenge in identifying and serving diverse gifted students. Training teachers to recognize talent and high ability in these diverse populations remains a central problem in addressing issues of underrepresentation and providing a differentiated curriculum to meet their unique needs. The use of scenarios and simulations offers ways to observe, engage, interact and practice strategies in the post-pandemic online and hybrid learning modes, as demonstrated through a simulated classroom of diverse gifted learners. Presented here are ways to ensure that the scenarios and simulations can be designed to be authentic and present cases that approximate real students so that teachers can transcend the ‘pretense’ into ‘belief’ with real lessons and develop knowledge and skills to address the needs of underserved gifted students.
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(This article belongs to the Special Issue Gifted Education, Creativity and Leadership Development)
Open AccessArticle
Support and Perceptions of Teachers Working with Students with Special Needs during the COVID-19 Pandemic
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Educ. Sci. 2022, 12(8), 531; https://doi.org/10.3390/educsci12080531 - 05 Aug 2022
Abstract
Teachers serving students with special needs, students from low-income backgrounds, students with disabilities, and students from underrepresented racial/ethnic backgrounds experienced a myriad of challenges due to the COVID-19 pandemic. This study aims to assess whether and to what extent teachers received resources during
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Teachers serving students with special needs, students from low-income backgrounds, students with disabilities, and students from underrepresented racial/ethnic backgrounds experienced a myriad of challenges due to the COVID-19 pandemic. This study aims to assess whether and to what extent teachers received resources during the pandemic, and to evaluate the impact of this on their perceptions of student academic engagement. Using the American Teacher Panel (ATP) data collected in October 2020, this research found that 41% of teachers working with diverse and marginalized students did not receive any resources tailored specifically for students with special needs. Teacher experiences with resources were clustered into four groups: Most Supported (35%), Least Supported (41%), Moderately Supported A (16%; received support primarily with students with disabilities), and Moderately Supported B (8%; received support primarily with students with racial/ethnic backgrounds). Across the four groups of teachers, teacher groups classified as less supported were more likely to be teaching in more urbanized settings with larger size schools than the other teacher groups. Additionally, they perceived their students as attending less often and being less ready for grade-level coursework than their counterparts. Discussions for school leaders and counselors are outlined to emphasize the importance of teacher support for effective education during the COVID-19 pandemic.
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(This article belongs to the Special Issue Educational Effectiveness and Improvement - Research, Policy and Practice from the UK, the USA, China and across the World)
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Open AccessSystematic Review
Effects of Blended Learning in Physical Education among University Students: A Systematic Review
Educ. Sci. 2022, 12(8), 530; https://doi.org/10.3390/educsci12080530 - 04 Aug 2022
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(1) Background: Blended learning (BL) models have attracted the attention of university teachers and students worldwide in recent years. However, systematic reviews related to the effectiveness of BL in university physical education are lacking. (2) Purpose: Therefore, this study aimed to evaluate the
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(1) Background: Blended learning (BL) models have attracted the attention of university teachers and students worldwide in recent years. However, systematic reviews related to the effectiveness of BL in university physical education are lacking. (2) Purpose: Therefore, this study aimed to evaluate the effects of BL in physical education among university students. (3) Methods: Searches were conducted in the following five databases: Web of Science, Scopus, PubMed, EBSCOhost (SPORTDiscus), and China National Knowledge Infrastructure (CNKI), and 18 articles met the inclusion criteria and were selected. The PEDro scale was used to assess the methodological quality of the selected studies and the quality of this study was fair (range 4–5). (4) Results: All reported sports included basketball (n = 6), badminton (n = 3), dance (n = 3), volleyball (n = 1), yoga (n = 1), aerobics (n = 1), Taiji (n = 1), swimming (n = 1), and tennis (n = 1). Seventeen studies described the effect of BL on students’ motor skills, and the results showed that BL had a greater effect on basic skills, but the improvement was not significant for combination techniques. There were three studies related to physical fitness. Studies have observed significant effects on lung capacity (n = 1), sit and reach (n = 1), pull-ups (n = 1), 1000 m (n = 3), and 800 m (n = 1). However, there was no significant difference in body weight (n = 1) or standing long jump (n = 1). In addition, two articles examined the impact of BL on sitting up, but the findings were the opposite. Six studies reported on exercise attitude and the results demonstrated that BL can significantly improve students’ learning attitude, target attitude, behavioral cognition, and emotional experience. However, the two articles produced different results in behavioral habits. Other results, such as satisfaction and interest in learning, were also popular topics regarding BL and were found to have improved significantly.
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Open AccessArticle
Who Sends Scores to GRE-Optional Graduate Programs? A Case Study Investigating the Association between Latent Profiles of Applicants’ Undergraduate Institutional Characteristics and Propensity to Submit GRE Scores
by
and
Educ. Sci. 2022, 12(8), 529; https://doi.org/10.3390/educsci12080529 - 04 Aug 2022
Abstract
Many programs have made the submission of GRE scores optional. Little research examines differences in propensity to submit scores according to applicants’ characteristics, however, including the type of undergraduate institution they attended. This study’s purpose was to examine the degree to which the
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Many programs have made the submission of GRE scores optional. Little research examines differences in propensity to submit scores according to applicants’ characteristics, however, including the type of undergraduate institution they attended. This study’s purpose was to examine the degree to which the type of undergraduate institution applicants attended predicted score submission to GRE-optional programs, including when controlling for covariates (demographics, program degree and discipline, undergraduate grades). We used data provided by a doctoral degree–granting university to answer our research question. We indexed differences in GRE score submission using odds ratios. Both individually (1.93) and after controlling for covariates (2.00), we found that applicants from small, bachelor’s degree–granting schools were more likely to submit scores than applicants from large, doctoral degree–granting schools. Men were more likely to submit scores than women (1.55). Larger effects were observed for program characteristics: Ph.D. versus master’s (2.94), humanities versus social sciences (3.23), and fine arts versus social sciences (0.16). Our findings suggest that there may be differences in propensity to submit GRE scores to test-optional programs and that some of these differences may be associated with variables (undergraduate school, program type) that have not been widely discussed in the literature.
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(This article belongs to the Section Higher Education)
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