Special Issue "Teaching Innovation in Higher Education: Areas of Knowledge"

Special Issue Editor

Dr. José Jesús Gázquez Linares
E-Mail Website
Guest Editor
1. Department of Psychology, Universidad de Almería, Calle Universidad de Almería, 04120 Almería, Spain
2. Universidad Autónoma de Chile, Av. Pedro de Valdivia 425, Providencia, Región Metropolitana, Chile
Interests: psychology of sustainability; engagement work; occupational health; psychosocial; organizational environments; personality; aggressive behavior; emotional intelligence; emotional intelligence; burnout, public health
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Special Issue Information

Dear Colleagues,

Teaching and learning has undergone, and is undergoing, changes motivated by technological advances, which are making new teaching tools and environments possible, as well as changes in teaching paradigms. For decades, innovation and improving quality in teaching have been part of the educational policies of higher education. The construction of an innovative teaching culture in higher education that facilitates or ensures better-quality education is an essential part of today’s universities.
Several innovation types may be differentiated, depending on the depth of the transformation proposed: technical and reflexive and/or critical innovations. The proposal for this Special Issue is framed within this context, in the various areas of knowledge in the university.

Dr. José Jesús Gázquez Linares
Guest Editor

Manuscript Submission Information

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Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • teaching
  • innovation
  • higher education
  • areas of knowledge

Published Papers (3 papers)

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Research

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Open AccessArticle
Multivariate Analysis of Attitudes, Knowledge and Use of ICT in Students Involved in Virtual Research Seedbeds
Eur. J. Investig. Health Psychol. Educ. 2021, 11(1), 33-49; https://doi.org/10.3390/ejihpe11010004 - 10 Jan 2021
Viewed by 643
Abstract
The incorporation of information and communication technologies (ICTs) in higher education has been carried out in a transversal manner within the curriculum, and the processes of formative research in both face-to-face and virtual programmes are not an exception to this process. In this [...] Read more.
The incorporation of information and communication technologies (ICTs) in higher education has been carried out in a transversal manner within the curriculum, and the processes of formative research in both face-to-face and virtual programmes are not an exception to this process. In this context, it is recognised that students’ perceptions of the inclusion of technologies in the classroom can influence their teaching and learning process; however, they have not been widely addressed in multiple settings including research seedbeds. Thus, this paper aims to identify such perceptions represented in the attitudes, knowledge and uses of ICTs in students ascribed to the research seedbed in a virtual business administration programme of an Institution of Higher Education located in Colombia. For its fulfillment, the ACUTIC scale was applied to a sample of 65 students in order to identify these perceptions through a hierarchical cluster analysis, a single factor analysis of variance (ANOVA) test, a post hoc Tukey method and a factor analysis. The main result is that attitudes, knowledge and use of ICTs are varied and they can be represented in three clusters. In general, the attitude towards the incorporation of technologies in the research seedbed is positive; however, there is a gap in terms of knowledge and use, especially of those tools oriented to the disciplinary field and research. Full article
(This article belongs to the Special Issue Teaching Innovation in Higher Education: Areas of Knowledge)
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Open AccessArticle
Reading Motivation, Alcohol and Drug Use in Future Teachers in Preschool and Primary School
Eur. J. Investig. Health Psychol. Educ. 2020, 10(4), 1150-1157; https://doi.org/10.3390/ejihpe10040080 - 18 Dec 2020
Viewed by 639
Abstract
Future teachers will have to develop the reading habit in their students, as this is an essential factor in schoolchildren. The lack of reading motivation among young people and the need to have it in order to transmit it has been evidenced. Young [...] Read more.
Future teachers will have to develop the reading habit in their students, as this is an essential factor in schoolchildren. The lack of reading motivation among young people and the need to have it in order to transmit it has been evidenced. Young people often prefer to spend their leisure time using alcohol and other drugs rather than reading books for pleasure. The factors that influence reading motivation are varied, but the objective of this research work focuses on establishing the relationship between reading motivation and the problematic use of alcohol and other drugs in future teachers of Preschool and Primary Education. A total of 178 subjects among university students were recruited (56.6% girls). The ages ranged from 18 to 34 (M = 21.59, SD = 3.52). The first scale used was the MULTICAGE CAD-4 for behavioral addiction together with a Scale for Characterizing Motivation for Academic Reading (EMLA). The results of the study indicate that those young people who were more involved in the consumption of alcohol and drugs had a lower reading habit. Likewise, the study also reveals significant mean differences in reading motivation based on gender and age. This shows the need to enact healthy habits from the university related to increasing reading motivation and promoting the reading habit in future teachers. Full article
(This article belongs to the Special Issue Teaching Innovation in Higher Education: Areas of Knowledge)

Review

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Open AccessReview
Projection of E-Learning in Higher Education: A Study of Its Scientific Production in Web of Science
Eur. J. Investig. Health Psychol. Educ. 2021, 11(1), 20-32; https://doi.org/10.3390/ejihpe11010003 - 10 Jan 2021
Cited by 4 | Viewed by 817
Abstract
E-learning is conceived as a purely virtual training approach. Different learning styles have been proliferated in recent years, especially now, due to the impact of COVID-19 in the educational field. The aim of this study is to discover the evolution of e-learning in [...] Read more.
E-learning is conceived as a purely virtual training approach. Different learning styles have been proliferated in recent years, especially now, due to the impact of COVID-19 in the educational field. The aim of this study is to discover the evolution of e-learning in higher education (ELHI) in scientific literature indexed on the Web of Science. Co-word analysis and bibliometric analysis was performed. A total matrix of 1261 documents was analyzed through SciMAT software. The results revealed that studies on ELHI are written in English and presented by conference papers. The main source of publication for the conferences is EDULEARN proceedings, while the journal source is Procedia-Social and Behavioral Sciences. Spain is the country with the highest volume of production. It is concluded that research on ELHI use does not have an established line of research, due to its recent creation and the lack of related research. The bibliometric analysis specifies that the research is oriented towards knowing the level of acceptance and application of the pedagogical method in the teaching and learning processes. Full article
(This article belongs to the Special Issue Teaching Innovation in Higher Education: Areas of Knowledge)
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