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 many other databases.
- Journal Rank: CiteScore - Q2 (Education)
- Rapid Publication: manuscripts are peer-reviewed and a first decision provided to authors approximately 14.5 days after submission; acceptance to publication is undertaken in 4.6 days (median values for papers published in this journal in the first half of 2021).
- 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
The Part and Parcel of Doctoral Education: A Gap Analysis between the Importance and Satisfaction of the Experience
Educ. Sci. 2021, 11(9), 481; https://doi.org/10.3390/educsci11090481 (registering DOI) - 30 Aug 2021
Abstract
The doctoral student experience is complex and multifaceted, and although it is increasingly examined in higher education research, there is still much to explore and understand about the topic. Despite expanding discourse, few investigations have been conducted in the East Asian context with
[...] Read more.
The doctoral student experience is complex and multifaceted, and although it is increasingly examined in higher education research, there is still much to explore and understand about the topic. Despite expanding discourse, few investigations have been conducted in the East Asian context with multiple universities and fields of study. The present paper aimed to overcome these limitations with research conducted in two Taiwan universities with 94 doctoral student subjects. The study was designed as a quantitative cross-sectional survey using gap analysis. Results showed that within three dimensions (experience with mentors, peers, and curricular engagements) nine distinct variables were validated. The importance of peer interaction and support from mentors were noted as key components for a successful, enjoyable doctoral experience within the Taiwan context.
Full article
(This article belongs to the Special Issue Student Preferences and Satisfaction: Measurement and Optimization)
►
Show Figures
Open AccessArticle
Parent Enablers of Education Support for Young People with Hearing Impairment in Pakistan
Educ. Sci. 2021, 11(9), 480; https://doi.org/10.3390/educsci11090480 (registering DOI) - 30 Aug 2021
Abstract
This article examines the support received by young people with hearing impairment from parent enablers of education in Pakistan. In this ethically designed research, the society’s learning pathways of strong and weak knowledge and education centralised the voice of young people with hearing
[...] Read more.
This article examines the support received by young people with hearing impairment from parent enablers of education in Pakistan. In this ethically designed research, the society’s learning pathways of strong and weak knowledge and education centralised the voice of young people with hearing impairment as a methodology to evaluate society’s influence on parent enablers support, including from for-profit and not-for-profit education. The semi-structured interviews were conducted with 20 young people with hearing impairment, 10 each from for-profit and not-for-profit education. The case-by-case analysis of young peoples’ voice showed that in strong pathway, the binding together of family support in education with society formed young peoples’ equal but different identity that shaped an imbalance in gender and social choice of impairment over poverty with restricted translation of for-profit education in employment outside the family. In weak pathway, the family support in education disconnected from society formed young peoples’ same but unequal identity that shaped conflict in gender and social choice of poverty over impairment with limited conversion of not-for-profit education in local employment. In conclusion, alignment of society and parent enablers of education with reference to gender is required for young peoples’ entry in outside and local employment for sustainable development in Pakistan.
Full article
(This article belongs to the Special Issue Respecting the Voices of Individuals from Marginalised Communities in Research)
►▼
Show Figures

Figure 1
Open AccessArticle
University Students’ Experiences of the Use of Mlearning as a Training Resource for the Acquisition of Biomechanical Knowledge
by
, , , , and
Educ. Sci. 2021, 11(9), 479; https://doi.org/10.3390/educsci11090479 (registering DOI) - 30 Aug 2021
Abstract
►▼
Show Figures
Mobile learning (mLearning) is now being increasingly used in university education, with positive impacts on the motivation and predisposition of students when learning. The aim of this study was to evaluate the impact of the use of mobile applications as a learning resource
[...] Read more.
Mobile learning (mLearning) is now being increasingly used in university education, with positive impacts on the motivation and predisposition of students when learning. The aim of this study was to evaluate the impact of the use of mobile applications as a learning resource in applied biomechanics, with regard to attitudinal variables (interest, motivation, applicability and learning experience) and its efficacy in the learning of general physics contents. A quasi-experimental design was proposed, with the random assignment of participants to experimental and control groups, with the post-trial measurement of a sample of 76 university students studying Applied Biomechanics, who were given an ad-hoc questionnaire in order to evaluate attitudinal aspects, as well as a test of knowledge. With regard to attitudinal aspects, higher scores were observed among the group which used the applications as learning instruments (the experimental group) when evaluating their interest in biomechanics (t = 2.79; p < 0.05; d = −0.641), the applicability of the applications in real life (t = 7.34; p < 0.001; d = −1.687) and the general evaluation of the practical sessions (t = 6.45; p < 0.001; d = −1.481). At the conceptual level, significant differences were observed in the contents worked on with the KinematicLab Jump© application. Our results show the positive effect of the use of applications on important attitudinal aspects in the learning of university students, without any relevant effect on the acquisition of conceptual learning.
Full article

Figure 1
Open AccessArticle
The Justice of Theory: How and What Do Educational Skills Distribute?
Educ. Sci. 2021, 11(9), 478; https://doi.org/10.3390/educsci11090478 (registering DOI) - 30 Aug 2021
Abstract
Do educational theories affect enfranchisement asymmetrically? This article analyses two sets of thinking skills in religious education as apparatuses, taking observations and political documents as a starting point. The thinking skills are described in terms of the roles they allocate, the attention and
[...] Read more.
Do educational theories affect enfranchisement asymmetrically? This article analyses two sets of thinking skills in religious education as apparatuses, taking observations and political documents as a starting point. The thinking skills are described in terms of the roles they allocate, the attention and affect they direct, values and truth-criteria they foster, and the extent to which they make aspects of religion visible and invisible. Taking a cue from Butler’s question, “When is Life Grievable?”, attention is paid more to the distribution of an apparatus than its validity or effectiveness. How do sets of thinking skills distribute opportunities to make particular strategic choices? When is learning truly and equally shared?
Full article
(This article belongs to the Special Issue Philosophy of Education: The Promise of Education and Grief)
Open AccessArticle
Epistemic Disobedience and Grief in Academia
Educ. Sci. 2021, 11(9), 477; https://doi.org/10.3390/educsci11090477 (registering DOI) - 30 Aug 2021
Abstract
Drawing on conversations with foreign women in academic positions at one major University in Norway, this article is inspired by Barad’s and Haraway’s theorizing on how matter and discourse are mutually constituted through a diffractive approach. Understanding diffraction as an embodied engagement, a
[...] Read more.
Drawing on conversations with foreign women in academic positions at one major University in Norway, this article is inspired by Barad’s and Haraway’s theorizing on how matter and discourse are mutually constituted through a diffractive approach. Understanding diffraction as an embodied engagement, a becoming with the data through shared entanglements, this article argues that the researcher’s personal background cannot be separated from the data produced. Departing from the decolonial theorist Castro-Gómez concept ‘hubris of zero-point epistemology’, the existence of an abstract and transcendental western universalism, where ‘the observer observes without been observed’ (Domínguez 2020; Mignolo 2009), assemblages of foreign female academics are explored through posthuman feminism and decolonial perspectives (Jackson and Mazzei 2012; Taguchi 2012; Puwar 2004). Through immersion in assemblages of contradictions, strength, and resistance, this article contends that policymakers’ good intentions of diversity in higher education, and the existence of different bodies, are shaking the world of academia, albeit slowly. Academia is still immersed in zero-point epistemology, favoring western, upper-class, paternalist, and meritocratic thought, detached from academics’ embodied knowledge. This brings into existence ‘bodies out of place’, re/producing grief, resistance, and epistemic disobedience when some academics are not suitable of becoming real academics.
Full article
(This article belongs to the Special Issue Philosophy of Education: The Promise of Education and Grief)
Open AccessReview
The Contested Terrain of Critical Pedagogy and Teaching Informal Education in Higher Education
by
and
Educ. Sci. 2021, 11(9), 476; https://doi.org/10.3390/educsci11090476 (registering DOI) - 30 Aug 2021
Abstract
This review explores how critical pedagogy, often cited by educators of informal educators as a key influence, actually informs teaching of informal educators in higher education and assesses its potential to do so. It explores the background to critical pedagogy, its principles, aims
[...] Read more.
This review explores how critical pedagogy, often cited by educators of informal educators as a key influence, actually informs teaching of informal educators in higher education and assesses its potential to do so. It explores the background to critical pedagogy, its principles, aims and approaches and examines its worldwide influence on the teaching of informal educators. The authors argue that critical pedagogy is crucial for the teaching of informal educators, enabling lecturer and practitioners to interrupt the hegemony of neo-liberal and neo-managerial thinking in their practice and in higher education, and re-orientate themselves and examine their positionality within their institutions. It will focus on practical examples of enabling critical pedagogy in the teaching of informal education in higher education institutions.
Full article
(This article belongs to the Special Issue Educating Informal Educators)
►▼
Show Figures

Figure 1
Open AccessArticle
Inquiry through Industrial Chemistry in Compulsory Secondary Education for the Achievement of the Development of the 21st Century Skills
by
, , , and
Educ. Sci. 2021, 11(9), 475; https://doi.org/10.3390/educsci11090475 - 29 Aug 2021
Abstract
At a key moment when education systems are moving towards the development of 21st-century skills at school, we propose to develop them with a series of enquiry activities connected to the real world on the subject of Chemistry in Compulsory Secondary Education. The
[...] Read more.
At a key moment when education systems are moving towards the development of 21st-century skills at school, we propose to develop them with a series of enquiry activities connected to the real world on the subject of Chemistry in Compulsory Secondary Education. The four selected topics have practical aspects, as they are related to industrial chemistry, and are proposed in educational practice using the 5E model. The results obtained in a pilot test with 22 students show that the context created facilitates the development of 21st century competences. It is understood that this novel proposal can be successfully employed in other contexts.
Full article
(This article belongs to the Special Issue Chemistry Education and the 21st Century Skills)
►▼
Show Figures

Figure 1
Open AccessArticle
Thoughts on the Future of Higher Education in the UK: A Personal View with a Historical Context
Educ. Sci. 2021, 11(9), 474; https://doi.org/10.3390/educsci11090474 - 27 Aug 2021
Abstract
Before the effect of the COVID-19 Pandemic, there had been continued debate about the future of Higher Education (HE) in the UK. It is now accepted that the effect of the pandemic will have a long-lasting effect on HE in the UK and
[...] Read more.
Before the effect of the COVID-19 Pandemic, there had been continued debate about the future of Higher Education (HE) in the UK. It is now accepted that the effect of the pandemic will have a long-lasting effect on HE in the UK and elsewhere. This paper addresses the changes that are currently taking place, based on a strategy that aims to develop a future knowledge-based economy, following the UK governments 2019 landmark review of HE. It explores the underlying parallels between the current situation and certain historical events that catalysed the development of a new approach to HE in the past, which is very relevant today. In this context, the paper discusses why major changes in UK HE provision is now required as a response to the fact that although the cost of education is rising, employers are reporting that graduates are increasingly unprepared for the workplace. In this respect, the paper addresses a model for HE that focuses on `earn-as-you-learn’ apprenticeships and work-place-based learning. The key to this is the emphasis that the UK government is now placing on funding new `Technological Colleges’, in which students are trained by experts from the industry on a contractual basis, rather than by university academics with tenured positions.
Full article
(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)
►▼
Show Figures

Figure 1
Open AccessCase Report
The Psychological Impact of the COVID-19 Pandemic in Remote Learning in Higher Education
by
, , , and
Educ. Sci. 2021, 11(9), 473; https://doi.org/10.3390/educsci11090473 - 27 Aug 2021
Abstract
Stressful events can cause a significant impact on education; however, it is not yet clear how the interplay between anxiety, work, and social dysfunction relates to learning impairments. In this study, we investigated the impact of the COVID-19 pandemic on students’ learning and
[...] Read more.
Stressful events can cause a significant impact on education; however, it is not yet clear how the interplay between anxiety, work, and social dysfunction relates to learning impairments. In this study, we investigated the impact of the COVID-19 pandemic on students’ learning and mental health. This study was conducted during four modules of a remote Psychopharmacology course between 5 October and 20 December 2020. We collected data from 28 Psychology undergraduate students at the University of São Paulo, Brazil. We used pre- and post-test multiple-choice questions to obtain a quantitative measure of learning. Students completed an online survey to report demographic information, functional impairment (Work and Social Adjustment scale; WSAS), generalized anxiety (Generalized Anxiety Disorder scale; GAD-7), coronavirus anxiety (Brazilian adapted version of the Coronavirus Anxiety Scale; CAS-BR), and self-perception with the remote lectures’ methodology. In our sample, 42.9% of respondents experienced symptoms of generalized anxiety disorders (GAD-7 ≥ 15), and 53.6% had moderate to severe functional impairment (WSAS > 20). We also observed an overlapping profile of highly anxious and dysfunctional students. A chi-square test of independence revealed a relation between pairs of multiple-choice questions answers and GAD-7 scores, indicating that less anxious students were more likely to perform better in pairs of pre- and post-tests. Intriguingly, the correlational analysis suggested that students with moderate to severe functional impairment (WSAS scores > 20) were less likely to change from an incorrect to a correct answer to pairs of pre- and post-tests. This data suggests that psychological distress and anxiety states might influence students’ ability to coordinate social and work activities and performance during remote learning. Although this study evaluated a small sample of students, our data highlights the importance of investigating anxiety and functional impairment measures as part of the remote-learning curriculum.
Full article
(This article belongs to the Special Issue COVID-2019 Impacts on Education Systems and Future of Higher Education)
►▼
Show Figures

Figure 1
Open AccessArticle
Analyzing Cognitive Demands of a Scientific Reasoning Test Using the Linear Logistic Test Model (LLTM)
Educ. Sci. 2021, 11(9), 472; https://doi.org/10.3390/educsci11090472 - 27 Aug 2021
Abstract
The development and evaluation of valid assessments of scientific reasoning are an integral part of research in science education. In the present study, we used the linear logistic test model (LLTM) to analyze how item features related to text complexity and the presence
[...] Read more.
The development and evaluation of valid assessments of scientific reasoning are an integral part of research in science education. In the present study, we used the linear logistic test model (LLTM) to analyze how item features related to text complexity and the presence of visual representations influence the overall item difficulty of an established, multiple-choice, scientific reasoning competencies assessment instrument. This study used data from n = 243 pre-service science teachers from Australia, Canada, and the UK. The findings revealed that text complexity and the presence of visual representations increased item difficulty and, in total, contributed to 32% of the variance in item difficulty. These findings suggest that the multiple-choice items contain the following cognitive demands: encoding, processing, and combining of textually presented information from different parts of the items and encoding, processing, and combining information that is presented in both the text and images. The present study adds to our knowledge of which cognitive demands are imposed upon by multiple-choice assessment instruments and whether these demands are relevant for the construct under investigation—in this case, scientific reasoning competencies. The findings are discussed and related to the relevant science education literature.
Full article
(This article belongs to the Special Issue Scientific Reasoning in Science Education: From Global Measures to Fine-Grained Descriptions of Students’ Competencies)
►▼
Show Figures

Figure 1
Open AccessArticle
Individual Differences in Children’s Scientific Reasoning
Educ. Sci. 2021, 11(9), 471; https://doi.org/10.3390/educsci11090471 - 27 Aug 2021
Abstract
Scientific reasoning is an important skill that encompasses hypothesizing, experimenting, inferencing, evaluating data and drawing conclusions. Previous research found consistent inter- and intra-individual differences in children’s ability to perform these component skills, which are still largely unaccounted for. This study examined these differences
[...] Read more.
Scientific reasoning is an important skill that encompasses hypothesizing, experimenting, inferencing, evaluating data and drawing conclusions. Previous research found consistent inter- and intra-individual differences in children’s ability to perform these component skills, which are still largely unaccounted for. This study examined these differences and the role of three predictors: reading comprehension, numerical ability and problem-solving skills. A sample of 160 upper-primary schoolchildren completed a practical scientific reasoning task that gauged their command of the five component skills and did not require them to read. In addition, children took standardized tests of reading comprehension and numerical ability and completed the Tower of Hanoi task to measure their problem-solving skills. As expected, children differed substantially from one another. Generally, scores were highest for experimenting, lowest for evaluating data and drawing conclusions and intermediate for hypothesizing and inferencing. Reading comprehension was the only predictor that explained individual variation in scientific reasoning as a whole and in all component skills except hypothesizing. These results suggest that researchers and science teachers should take differences between children and across component skills into account. Moreover, even though reading comprehension is considered a robust predictor of scientific reasoning, it does not account for the variation in all component skills.
Full article
(This article belongs to the Special Issue Scientific Reasoning in Science Education: From Global Measures to Fine-Grained Descriptions of Students’ Competencies)
Open AccessArticle
Using the Discord Application to Facilitate EFL Vocabulary Acquisition
by
, , and
Educ. Sci. 2021, 11(9), 470; https://doi.org/10.3390/educsci11090470 - 27 Aug 2021
Abstract
Vocabulary knowledge is a prerequisite for mastering any foreign language. It takes a lot of time and effort to develop English as a foreign language (EFL) vocabulary skills. Efficient ways to facilitate this process should be studied and analyzed. The present study aimed
[...] Read more.
Vocabulary knowledge is a prerequisite for mastering any foreign language. It takes a lot of time and effort to develop English as a foreign language (EFL) vocabulary skills. Efficient ways to facilitate this process should be studied and analyzed. The present study aimed to investigate the role of the Discord application in teaching and learning EFL vocabulary. Discord is a free messenger with support for IP telephony and video conferencing, as well as the possibility to create public and private chats for exchanging text and voice messages. The study relied on pre-test and post-test design to get the necessary data of one experimental and one control group, 80 university students altogether. The results of the pre-test showed no significant difference between the two groups. The experimental group was taught with the help of the Discord application, while the control group was dealing with the traditional educational process, that is, 180 min every week in a classroom with a textbook and no electronic educational resources. Results of the t-test indicated that the experimental group significantly outperformed the control group on a researcher-made vocabulary post-test. A post-treatment speaking test was administered—the participants took part in speaking interviews where they were asked to give a short speech on one of the topics studied during the experimental training. The representatives of the experimental group managed to use more vocabulary items per person correctly (pronunciation, lexical combinability, etc.). The findings revealed that the suggested way of using the Discord application may positively influence the acquisition of EFL vocabulary and its further application in speaking. Hence, it is recommended that the Discord application be used as a tool in the EFL vocabulary teaching and learning process to reinforce in-class tasks and activities.
Full article
(This article belongs to the Section Higher Education)
►▼
Show Figures

Figure 1
Open AccessArticle
The Practice of Religious Tourism among Generation Z’s Higher Education Students
by
, , and
Educ. Sci. 2021, 11(9), 469; https://doi.org/10.3390/educsci11090469 - 27 Aug 2021
Abstract
The purpose of this paper is to shed light on the possibilities offered by religious tourism according to Generation Z’s education in values. Both the theoretical and empirical frameworks of the research have focused on Hofstede’s Cultural Model, aiming to predict with a
[...] Read more.
The purpose of this paper is to shed light on the possibilities offered by religious tourism according to Generation Z’s education in values. Both the theoretical and empirical frameworks of the research have focused on Hofstede’s Cultural Model, aiming to predict with a certain level of success the influence of cultural and social values on the consumption of religious tourism by the young age segment of Generation Z. A cross-cultural analysis was performed using exponential sampling (Snowball Sampling). All respondents were higher education students. The surveys were carried out using “Google Forms”. The results obtained allow the design of a communication plan for the management of Religious Tourism according to the dimensions of Masculinity-Femininity, Individualism-Collectivism, Distance to Power, Risk Aversion, and Long-term Orientation.
Full article
(This article belongs to the Special Issue Faith, Religion, and Global Higher Education)
►▼
Show Figures

Figure 1
Open AccessArticle
Student Learning Approaches: Beyond Assessment Type to Feedback and Student Choice
by
and
Educ. Sci. 2021, 11(9), 468; https://doi.org/10.3390/educsci11090468 - 26 Aug 2021
Abstract
Student Approaches to Learning (SAL) have been the focus of much research, typically linking different approaches, e.g., surface and deep, to different assessment types. However, much of the previous research has not considered the different conditions under which different types of assessment occur
[...] Read more.
Student Approaches to Learning (SAL) have been the focus of much research, typically linking different approaches, e.g., surface and deep, to different assessment types. However, much of the previous research has not considered the different conditions under which different types of assessment occur and the different types of feedback they typically attract. In the current study, UK university students were allocated to one of two assessment conditions (Multiple Choice Questions (MCQs) or short essay). Half of the participants were then given the choice of receiving a grade or written feedback, whilst the other half were randomly allocated to one of the two feedback types. Participants were required to learn specific material and complete an assessment. Study time, assessment time, grade and notetaking approaches were analysed along with SAL, measured using the Study Process Questionnaire. Results indicated that participants performed better when they completed MCQs and expected to receive written feedback. There were no significant differences in feedback preferences between the two assessment types. There was no relationship between assessment, feedback type and SAL, however, interaction effects suggest that where students have a choice, those who choose written feedback exhibit deeper learning. This study is the first to demonstrate, albeit in an artificial learning activity, that the type of feedback students expect to receive may impact on their outcomes and the SAL in advance of receiving the feedback. Furthermore, the relationship between feedback and SAL may be moderated by student choice. Whilst further research is needed, this study indicates that the relationship between assessment, feedback and choice is complex.
Full article
(This article belongs to the Section Higher Education)
►▼
Show Figures

Figure 1
Open AccessArticle
Combining Project Based Learning and Cooperative Learning Strategies in a Geotechnical Engineering Course
Educ. Sci. 2021, 11(9), 467; https://doi.org/10.3390/educsci11090467 - 25 Aug 2021
Abstract
►▼
Show Figures
This paper presents the implementation of a learning methodology following a student-centred approach. The methodology is based on the use of project based and cooperative learning and mainly consists of commissioning students to prepare a presentation on a topic of their subject. Students
[...] Read more.
This paper presents the implementation of a learning methodology following a student-centred approach. The methodology is based on the use of project based and cooperative learning and mainly consists of commissioning students to prepare a presentation on a topic of their subject. Students work in groups, and later must deliver a real lecture to their colleagues. The proposed methodology was applied across 7 years and its implementation was monitored via day-to-day observations, annual surveys, the gathering of direct feedback as well as by analysing the students’ academic performance. Results show the ability of the proposed learning methodology to enhance motivation and engagement of students, facilitate the improvement of four soft skills (team-working, practical thinking, effective communication and critical thinking), eliminate absenteeism and facilitate long-term retention of the knowledge and skills acquired in a subject.
Full article

Figure 1
Open AccessArticle
The Effect of Teaching–Learning Environments on Student’s Engagement with Lean Mindset
by
and
Educ. Sci. 2021, 11(9), 466; https://doi.org/10.3390/educsci11090466 - 25 Aug 2021
Abstract
►▼
Show Figures
Lean thinking is a methodology employed initially by manufacturing organizations such as Toyota and New Balance that aims to increase customer value whilst also maintaining a low level of waste. The Lean thinking tools and techniques employed in the manufacturing sector can also
[...] Read more.
Lean thinking is a methodology employed initially by manufacturing organizations such as Toyota and New Balance that aims to increase customer value whilst also maintaining a low level of waste. The Lean thinking tools and techniques employed in the manufacturing sector can also be transferred to other sectors and significantly improve the service or product, such as public sector organizations or Higher Education Institutions (HEI). In the current education climate, due to the pandemic (SARS-CoV-2, COVID-19), the majority of HEIs have moved to an online or hybrid teaching and learning environment. This has developed the principle that Lean thinking can be deployed in educational methods and techniques to greatly increase the level of student engagement and the efficiency of learning. The following study outlines the key waste sources found in three types of teaching–learning environments (face to face, online and hybrid) and provides practical implications to counter the non-value-added issues. The data for this study were gathered through a questionnaire from final year undergraduate engineering students. The results indicate that online teaching had the greatest effect on student engagement, based on the identification and weighted values of non-value-added issues. The study highlights the key Lean wastes within online, hybrid and face to face teaching, and provides key examples within the stated Lean waste to provide solutions to improve student engagement.
Full article

Figure 1
Open AccessArticle
Development of a Management System for Short Online Learning Courses
Educ. Sci. 2021, 11(9), 465; https://doi.org/10.3390/educsci11090465 - 25 Aug 2021
Abstract
In all areas of knowledge, there is a set of basic concepts or ideas that are essential to understand. A very common problem that arises among students is the difficulty in acquiring these concepts. One way to solve this problem is by carrying
[...] Read more.
In all areas of knowledge, there is a set of basic concepts or ideas that are essential to understand. A very common problem that arises among students is the difficulty in acquiring these concepts. One way to solve this problem is by carrying out small knowledge tests where these concepts are put into practice. To develop these tests there are multiple options, however, in general, the applications that allow for these tests to be implemented are usually very complex and are often included within other larger systems. This article describes a tool to develop short online courses that presents an interface and a functionality that allows a teacher to create and manage courses in a very simple and intuitive way. In the same way, it offers the student an Android app to be able to access the courses published by the teacher to be able to take them, as well as to manage all the activity of it.
Full article
(This article belongs to the Special Issue Using Technology in Higher Education—Series 2)
►▼
Show Figures

Figure 1
Open AccessReview
Educational Programs to Build Resilience in Children, Adolescent or Youth with Disease or Disability: A Systematic Review
Educ. Sci. 2021, 11(9), 464; https://doi.org/10.3390/educsci11090464 - 25 Aug 2021
Abstract
►▼
Show Figures
Resilience is understood as interactive processes that strengthen the individual and the family in the face of the demands of adversity or vulnerable situation. Resilience is fostered from a psychopedagogical approach when practices are developed that assist in facing challenges positively, having life
[...] Read more.
Resilience is understood as interactive processes that strengthen the individual and the family in the face of the demands of adversity or vulnerable situation. Resilience is fostered from a psychopedagogical approach when practices are developed that assist in facing challenges positively, having life projects and developing academic potentialities. Thus, the objective of this systematic review of the literature is cartography programs that promote resilience in children, adolescents, or youths who are facing a challenging condition, such as a disease or disability. The PRISMA declaration was used to guide this systematic search. The databases consulted were Web of Science, Scopus, EBSCOhost, ERIC and Dialnet Plus. Open access articles were selected between 2016 and 2021. The selection resulted in 15 educational programs. The results indicate that there are several models for building resilience, such as ecosystem, family, community, and academic models. In conclusion, interdisciplinarity is a cross-cutting axis for enhancing resilience in vulnerable settings.
Full article

Figure 1
Open AccessArticle
Students’ Perceptions of Doctoral Defense in Relation to Sociodemographic Characteristics
Educ. Sci. 2021, 11(9), 463; https://doi.org/10.3390/educsci11090463 - 25 Aug 2021
Abstract
The doctoral defense is considered to have three dimensions: the scholarly dimension, the emotional (affective) dimension, and the cultural dimension. In this work, I explore the link between sociodemographic factors and students’ perception of the doctoral defense to better understand the affective dimension.
[...] Read more.
The doctoral defense is considered to have three dimensions: the scholarly dimension, the emotional (affective) dimension, and the cultural dimension. In this work, I explore the link between sociodemographic factors and students’ perception of the doctoral defense to better understand the affective dimension. In particular, I focus on gender, ethnicity, and age at the time of defense, as well as current position and field of study. To address the influence of these aspects on the affective dimension of the doctoral defense, I first reviewed the literature on these sociodemographic aspects as well as the affective dimension of the defense. I then carried out an international survey on doctoral defenses, defense formats, and students’ perceptions and analyzed the 204 completed surveys for this study using quantitative and qualitative methods. The analysis included cross-correlations between students’ perceptions and the studied sociodemographic aspects. The main results of these analyses are that gender affects various aspects of the students’ perception of the doctoral defense and long-term perception, and that female candidates experience more issues with their committee. Ethnicity is important as well, although the participation of non-white respondents in this survey was limited. The influence of age at the defense is limited, and only for the youngest and oldest age groups did I observe some differences in perception. There is no relation between current position and perception of the candidates during the defense. Finally, field of study is correlated for various aspects of student perception, committee issues, and long-term perception. The conclusion of this work is that sociodemographic aspects, and in particular gender, ethnicity, and field of study, influence how doctoral candidates experience their defense.
Full article
(This article belongs to the Section Higher Education)
►▼
Show Figures

Figure 1
Open AccessArticle
The Effect of the COVID-19 Pandemic on Learning Quality and Practices in Higher Education—Using Deep and Surface Approaches
Educ. Sci. 2021, 11(9), 462; https://doi.org/10.3390/educsci11090462 - 25 Aug 2021
Abstract
This paper explores the student learning experience using technology as an e-learning tool during the COVID-19 pandemic. This article utilized qualitative methods to examine the quality of student learning using deep and surface approaches to understand what influences student engagement with technology. Interviews
[...] Read more.
This paper explores the student learning experience using technology as an e-learning tool during the COVID-19 pandemic. This article utilized qualitative methods to examine the quality of student learning using deep and surface approaches to understand what influences student engagement with technology. Interviews were conducted with 21 students from various academic majors using deductive content analysis to evaluate their responses. The findings show that technology increased student engagement with class discussion, and students became more informed about lecture material. It is noteworthy that there were some variations in the students’ interpretation of the learning experience with technology, indicating a gap in the quality of learning. Notably, there was an improvement in grades compared to the last online session and the face-to-face learning experience prior to the COVID-19 pandemic, and there were fewer missing quizzes and late assignments. These outcomes may be used to enhance teaching strategies and problem solving within teaching and learning to develop a new mode of delivery. In addition, these findings are important for the future of education in a post-pandemic world.
Full article
Highly Accessed Articles
Latest Books
E-Mail Alert
News
Topics
Topic in
Education Sciences, Future Internet, Information, J. Intell., Sustainability
Advances in Online and Distance Learning
Editors-in-Chief: Neil Gordon, Han ReichgeltDeadline: 31 July 2022
Conferences
Special Issues
Special Issue in
Education Sciences
Sustainability and Environmental Education across Place, Culture and Community
Guest Editor: Iris AlkaherDeadline: 31 August 2021
Special Issue in
Education Sciences
Mathematics Education and Implications to Educational Psychology
Guest Editor: Liudmila LiutskoDeadline: 15 September 2021
Special Issue in
Education Sciences
Networked Learning—Expanding and Challenging Theory, Design and Practice
Guest Editors: Thomas Ryberg, Maarten De Laat, Nina Bonderup DohnDeadline: 30 September 2021
Special Issue in
Education Sciences
ICT in Education Contexts of 21 Century
Guest Editors: Pedro José Arrifano Tadeu, Inmaculada García-Martínez, Mehmet KayaDeadline: 15 October 2021
Topical Collections
Topical Collection in
Education Sciences
Massive Open Online Courses
Collection Editor: Ebba Ossiannilsson
Topical Collection in
Education Sciences
Trends and Challenges in Higher Education
Collection Editors: Maria José Sousa, Paul Barach






