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Authors = Ellián Tuero

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11 pages, 299 KiB  
Article
Do Virtual Campuses Provide Quality Education? A Study on the Perception of Higher Education
by Ellián Tuero, Lucía Álvarez-Blanco, Isabel C. Ayala-Galavis, Celia Galve-González and Ana B. Bernardo
Sustainability 2023, 15(1), 620; https://doi.org/10.3390/su15010620 - 29 Dec 2022
Cited by 1 | Viewed by 2314
Abstract
In recent years, there has been an increase in the use of technologies in all aspects of daily life, especially in educational contexts. Indeed, in most universities, using a virtual campus as a support for teaching is now a general practice, even in [...] Read more.
In recent years, there has been an increase in the use of technologies in all aspects of daily life, especially in educational contexts. Indeed, in most universities, using a virtual campus as a support for teaching is now a general practice, even in face-to-face teaching. However, although there are multiple studies on the quality of education and services provided by virtual campus platforms, as well as statistics on the use of the various tools and forums, very few studies have considered students’ perceptions of the quality perceived by students concerning the pedagogical use that teachers make of virtual campuses. Even fewer studies have examined this as a function of what year the students are in. In order to examine this more thoroughly, an ad hoc questionnaire was applied to 783 students enrolled in the first three years at various universities in Spain, covering all knowledge areas. The results show that first-year students had more positive opinions of the quality of their teachers’ virtual-campus practices than students in subsequent years. More specifically, those first-year students perceived greater encouragement and motivation from the teaching staff and more communication between teachers and students. These findings suggest the need for good teaching practices that consider motivation, communication and collaborative groups, not only during the first year, but also throughout university courses in order to ensure quality education. Full article
19 pages, 280 KiB  
Article
Family involvement, adolescent self-concept and academic achievement
by Ana Álvarez, Natalia Suárez, Ellián Tuero, José C. Núñez, Antonio Valle and Bibiana Regueiro
Eur. J. Investig. Health Psychol. Educ. 2015, 5(3), 293-311; https://doi.org/10.3390/ejihpe5030027 - 30 Nov 2015
Cited by 56 | Viewed by 3019
Abstract
The purpose of this work was to analyze the specific relationship between parental involvement, dimensions of student self-concept and achievement. 503 students of Secondary Education (ESO) and the first year of Baccalaureate course participated in the study. Data were collected using two questionnaires [...] Read more.
The purpose of this work was to analyze the specific relationship between parental involvement, dimensions of student self-concept and achievement. 503 students of Secondary Education (ESO) and the first year of Baccalaureate course participated in the study. Data were collected using two questionnaires (Family Involvement Questionnaire and Self-Concept Scale for Adolescents) and academic achievement scores. Data were analyzed using multivariate analysis of variance and paths analysis. The results obtained suggest a significant relationship between the dimensions of perceived family involvement and the dimensions of self-concept (except for parents' praise behaviors). What's more, the relationship between perceived family involvement and achievement is partially mediated by the academic self-concept. Full article
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