Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
3.2
1.7
Journals
Social Sciences
Special Issues
Student Motivation and Satisfaction with Participation in Blended Learning
share announcement

Student Motivation and Satisfaction with Participation in Blended Learning

A special issue of Social Sciences (ISSN 2076-0760).

Deadline for manuscript submissions: closed (30 November 2023) | Viewed by 2225

Special Issue Editors

Dr. Isabel María Gómez-Trigueros

E-Mail Website1 Website2
Guest Editor
Department of General Didactics and Specific Didactics, Education Faculty, University of Alicante, 03690 San Vicente del Raspeig, Alicante, Spain
Interests: teacher trainee; higher education; Information and Knowledge Technologies (ICT); Learning Technologies (LT) - TPACK; digital gap and inequality; gender; social science education; critical thinking
Prof. Dr. José María Esteve-Faubel

E-Mail Website
Guest Editor
Department of General Didactic and Specific Didactic, University of Alicante, 03690 Alicante, Spain
Interests: society and social change; cultural manifestations; aesthetic thought; students experiences of studying music; competency-based teaching
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The transformations of society have led to changes in the teaching and learning processes, modifying the ways of acquiring new knowledge by citizens. Training with technologies and the acquisition of skills are gaining importance, helping to achieve new knowledge and generating more complete and enriched learning, which make up a more equitable and just society. As a result, the traditional roles of student receiving content, teacher transmitting knowledge, as well as educational methods are being challenged. Today's education needs to prepare for changing tasks, which allow them to face the challenges of tomorrow.

In order for all these resources to be used to their full extent, it is necessary to use blended learning, which allows taking into account the diversity of the classroom, which is dynamic, active and participatory.

In this changing context, it is essential to assess the degree of satisfaction in the use of the different teaching and learning strategies. In the same way, it is necessary to analyze the motivation of the students from the inclusion of diverse resources, taking into account the different scenarios in which teaching can be carried out.

Dr. Isabel María Gómez-Trigueros
Prof. Dr. José María Esteve-Faubel
Guest Editors

Manuscript Submission Information

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 special issue 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 double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences 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 1800 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

  • key competition
  • TPACK
  • motivation
  • satisfaction
  • blended learning
  • ethics in education

Published Papers (2 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

19 pages, 336 KiB  
Article
Teacher Motivation: Exploring the Integration of Technology and Didactics in the Narratives of Future Teachers
by Isabel María Gómez-Trigueros, Mónica Ruiz-Bañuls, José Maria Esteve-Faubel and Francisco Mareque León
Soc. Sci. 2024, 13(4), 217; https://doi.org/10.3390/socsci13040217 - 17 Apr 2024
Viewed by 472
Abstract
Different theories addressing the motivational process in educational practice highlight the importance of the teacher’s perspective in the effective integration of technologies as pedagogical–didactic tools in the classroom. The current study consists of a manifest content analysis applying a non-experimental, cross-sectional, qualitative research [...] Read more.
Different theories addressing the motivational process in educational practice highlight the importance of the teacher’s perspective in the effective integration of technologies as pedagogical–didactic tools in the classroom. The current study consists of a manifest content analysis applying a non-experimental, cross-sectional, qualitative research design. A longitudinal study was conducted through semi-structured individual interviews over three academic years (2020–2023) with a sample of 36 teacher-training students, including undergraduate and postgraduate students from the Valencian Community. The results obtained reveal the participants’ perceptions of the motivations for using technology in their self-learning process, highlighting the positive value they attribute to these tools as resources to motivate their future students. The narratives compiled highlight the relationship between the use of technology and improved academic performance in teacher training. Furthermore, they underline the need to incorporate educational models that not only foster digital skills but also provide solid pedagogical training in this area. Full article
(This article belongs to the Special Issue Student Motivation and Satisfaction with Participation in Blended Learning)
18 pages, 777 KiB  
Article
Mentoring and Monitoring of Student Teachers in Their In-School Placements—The Case of the University of Santiago de Compostela
by Carmen Fernández-Morante, Martin Manuel Leránoz-Iglesias, Beatriz Cebreiro-López and Cristina Abeal-Pereira
Soc. Sci. 2024, 13(1), 17; https://doi.org/10.3390/socsci13010017 - 25 Dec 2023
Viewed by 1083
Abstract
(1) The in-school placement is a key scenario in linking theory and practice in the processes of initial teacher education (ITE) and constitutes a crucial element in the understanding of professional competencies and the experimentation of educational innovation proposals. For this reason, the [...] Read more.
(1) The in-school placement is a key scenario in linking theory and practice in the processes of initial teacher education (ITE) and constitutes a crucial element in the understanding of professional competencies and the experimentation of educational innovation proposals. For this reason, the pedagogical model that guides teaching practices and the set of learning activities that university and school mentors develop is especially relevant. This paper aims to analyze the current individualized monitoring processes of student teachers, as well as to detect difficulties and needs for improvement. (2) The center of interest corresponds to the internship mentors of the ITE degrees of the Faculty of Education Sciences at the University of Santiago de Compostela. This research was carried out through a descriptive study with a survey method and a study sample of 202 mentors. (3) Results show that there are discrepancies in the activities that university and school mentors implement with students, as well as in the observation and supervision processes. (4) We propose a learning reflective methodology based on the Technological Pedagogical Content Knowledge (TPACK) model to coordinate agents involved in the internship, connecting them through a specialized eLearning environment equipped with specific tools to facilitate the processes of individualized monitoring, reflective learning, and self-regulation. Full article
(This article belongs to the Special Issue Student Motivation and Satisfaction with Participation in Blended Learning)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-2
Back to TopTop