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Topical Collection "Teaching Innovation in Higher Education: Areas of Knowledge"

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A topical collection in European Journal of Investigation in Health, Psychology and Education (ISSN 2254-9625).

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Editors

Dr. José Jesús Gázquez Linares
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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
Special Issues, Collections and Topics in MDPI journals

Dr. María del Carmen Pérez-Fuentes
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Guest Editor

Department of Psychology, Universidad de Almería, Almería, Andalucía, Spain
Interests: psychology of sustainability; engagement work; occupational health; psychosocial; organizational environments; personality; aggressive behavior; emotional intelligence; burnout; alcohol; tobacco; multilevel analysis; emotions; public health
Special Issues, Collections and Topics in MDPI journals

Topical Collection 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
Dr. María del Carmen Pérez-Fuentes
Guest Editors

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Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the collection website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. European Journal of Investigation in Health, Psychology and Education is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 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 (8 papers)

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2022

Jump to: 2021, 2020

Open AccessArticle

Programs of Access to Pedagogy: Diagnostic of Its Design in Chilean Private Universities

Karen Núñez-Valdés

Neliot Villena Olivares

Cristian Villegas Dianta

Marisol López Núñez

and

Antonio Castillo-Paredes

Eur. J. Investig. Health Psychol. Educ. 2022, 12(4), 347-362; https://doi.org/10.3390/ejihpe12040026 - 25 Mar 2022

Viewed by 830

Abstract

The objective of this study is to describe and analyze comparatively the Programs of Access to Pedagogies (PAP) of Chilean private universities, in order to know how this policy has been developed in this type of institution. After an exhaustive and meticulous treatment of the information contained in the 11 private university programs in Chile, categories were created for later analysis, based on the criteria contained in the programs. The results were analyzed based on pre-established analytical criteria, within which three to seven categories were found that allow the description and analysis of the PAPs. Among these, categories related to “Development of skills”, “Pedagogical vocation”, “Promotion of equity”, “Academic performance”, “Transversal skills” and “Academic support” stand out, being found in eight programs of the 11 analyzed. Although the Programs of Access to Pedagogy careers, established objectives, eligibility criteria, permanence criteria, camping, among others, follow the law, these programs have limitations, due to their heterogeneous construction, which translates into the interpretation of the laws, for which a series of challenges emerge, all of them associated with the search for strategies to strengthen the attraction and training of future good teachers. Full article

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2021

Jump to: 2022, 2020

Open AccessArticle

Linguistic–Cultural Mediation in Asylum and Refugee Settings and Its Emotional Impact on Arabic–Spanish Interpreters

Bachir Mahyub-Rayaa

and

Moulay-Lahssan Baya-Essayahi

Eur. J. Investig. Health Psychol. Educ. 2021, 11(4), 1280-1291; https://doi.org/10.3390/ejihpe11040093 - 18 Oct 2021

Viewed by 699

Abstract

Emotional factors in linguistic–cultural mediation have attracted the attention of prior literature for a number of decades, both regarding the cognitive processes involved in language interpreting and the impact of stress and emotion on the performance of interpreters. However, research has not yet been replicated in the Arabic–Spanish pair, despite it being one of the combinations most requested by public services in Spain and Europe. Methodology: An exploratory study conducted by an anonymous online 17-item survey was carried out in order to discover the perception of Arabic–Spanish interpreters in asylum and refugee settings about the emotional impact of their job. Out of 30 contacted, 23 active interpreters completed the survey. Results: The answers showed that all of the interpreters had been exposed to situations that had emotionally impacted them. Triggering situations and a list of negative emotions were collected. Discussion: Direct and indirect implications of the referred emotional episodes and their consequences on the performance of the interpreters were analysed and discussed. Conclusions: Linguistic–cultural mediation in these settings exposes interpreters to harsh stories that trigger mostly negative emotions. These professionals lack psychological support; thus, they are forced to deal individually with each situation, without taking into account the possible consequences on their work and their physical and mental health. Full article

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Open AccessArticle

Effectiveness of a Program to Improve Attention towards Affective-Sexual, Bodily and Gender Diversity in University Students

Francisco Manuel Morales-Rodríguez

Eur. J. Investig. Health Psychol. Educ. 2021, 11(4), 1205-1220; https://doi.org/10.3390/ejihpe11040088 - 04 Oct 2021

Cited by 1 | Viewed by 654

Abstract

It is necessary for the university environment to contribute to the improvement of the attention paid to affective-sexual, bodily, and gender diversity. This research deals with how, by means of a teaching innovation program, competences for affective-sexual diversity were developed. Specifically, negative attitudes towards diversity, knowledge, and degree of empathy on these issues before and after the implementation of the program are compared. The degree of satisfaction, perceived usefulness, and fulfillment of the objectives proposed in the program were also evaluated. An ex post facto design was used. The participants in this study were 129 students belonging to Educational Sciences and Psychology, out of 2400 who benefited from the innovation program. The results showed an increase in competences related to the attention to diversity, with the improvement of attitudes and knowledge about affective-sexual diversity after the application of the program. It is concluded that this type of innovation program, with quality training, contributes to the improvement of coexistence and the prevention of gender violence in university classrooms, eliminating stereotypes and negative attitudes towards diversity. Full article

Open AccessArticle

Physical Spaces in Higher Education as Scenarios of Learning Innovation: Compositional and Formative Synergies among Architecture, Music, and Fashion

Pablo Campos

Laura Luceño

and

Carlos Aguirre

Eur. J. Investig. Health Psychol. Educ. 2021, 11(4), 1166-1180; https://doi.org/10.3390/ejihpe11040086 - 01 Oct 2021

Viewed by 604

Abstract

Learning innovation is a positive approach on the contemporary higher education international stage. This article stresses the need to devise physical spaces that are also innovative. For that purpose, using a qualitative methodology, we investigated recent trends based on the synergies between certain creative disciplines: architecture, music, and fashion. The comparison was based on compositional features and formative dimension. Using a qualitative methodological comprehensive approach, a set of case studies was analysed. The findings show the usefulness of activating these synergies as effective strategies when enriching educational processes in different ways. Six cases of excellence wherein university physical spaces reached levels of innovation were studied, representing relevant transfers among the three disciplines. The text presents examples that show the educational consequences in the establishment of those synergies, in terms of both composition (music–architecture) and the activation of heritage sites in the city as venues of learning innovation (fashion–architecture). The basic conclusions were based on the fact that the increase in teaching and spatial creativity that emanates from said synergies among the three disciplines can be potentially extrapolated to other areas of knowledge. Full article

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Open AccessArticle

Perceptions and Degree of Satisfaction with the Health Sciences University Educational Community Regarding the Measures Adopted for the Prevention of COVID-19 in the Academic Year 2020/2021

Óscar Rodríguez-Nogueira

Raquel Leirós-Rodríguez

Enedina Quiroga-Sánchez

Mª José Álvarez-Álvarez

and

Lorena Álvarez-Barrio

Eur. J. Investig. Health Psychol. Educ. 2021, 11(3), 1022-1029; https://doi.org/10.3390/ejihpe11030076 - 06 Sep 2021

Cited by 1 | Viewed by 981

Abstract

The COVID-19 pandemic caused the start of the academic year 2020/2021 to be conditioned by health and safety regulations. The present research was defined with the aim of analyzing the degree of satisfaction and perceptions on the establishment of bubble groups and pairs and on the use of audiovisual platforms for the development of theoretical and practical university teaching in three degrees of health sciences. A cross-sectional descriptive study was carried out on a representative sample of students and teachers of health sciences in Ponferrada (n = 285). Specific questionnaires designed for this study were completed virtually during April and May 2021. The results indicate that that satisfaction was moderate–high. The perception of the influence of bubble pairs on the quality of teaching can be interpreted as very low. These results increase with the age and academic and professional experience of students and faculty members, respectively. However, the participants belonging to physiotherapy considered that the quality of teaching had worsened much more compared to their counterparts in nursing and podiatry. Full article

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Open AccessArticle

Multivariate Analysis of Attitudes, Knowledge and Use of ICT in Students Involved in Virtual Research Seedbeds

Magda Alejandra Martinez-Daza

Alfredo Guzmán Rincón

Jader Alexis Castaño Rico

Nuria Segovia-García

and

Harvey Yesid Montilla Buitrago

Eur. J. Investig. Health Psychol. Educ. 2021, 11(1), 33-49; https://doi.org/10.3390/ejihpe11010004 - 10 Jan 2021

Viewed by 1292

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 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

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Open AccessReview

Projection of E-Learning in Higher Education: A Study of Its Scientific Production in Web of Science

Jesús López-Belmonte

Adrián Segura-Robles

Antonio-José Moreno-Guerrero

and

María-Elena Parra-González

Eur. J. Investig. Health Psychol. Educ. 2021, 11(1), 20-32; https://doi.org/10.3390/ejihpe11010003 - 10 Jan 2021

Cited by 9 | Viewed by 2041

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 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

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2020

Jump to: 2022, 2021

Open AccessArticle

Reading Motivation, Alcohol and Drug Use in Future Teachers in Preschool and Primary School

María de la Rocha Díaz

Inmaculada Méndez

and

Cecilia Ruiz-Esteban

Eur. J. Investig. Health Psychol. Educ. 2020, 10(4), 1150-1157; https://doi.org/10.3390/ejihpe10040080 - 18 Dec 2020

Viewed by 1046

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 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

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Topical Collection "Teaching Innovation in Higher Education: Areas of Knowledge"

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Topical Collection Information

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Published Papers (8 papers)

2022

Jump to: 2021, 2020

2021

Jump to: 2022, 2020

2020

Jump to: 2022, 2021

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