2023

Jump to: 2022, 2021, 2020

22 pages, 671 KiB

Open AccessArticle

Determinants of University Students’ Intention to Use Video Conferencing Tools during COVID-19 Pandemic: Case of Somalia

by Seren Başaran and Kowther Abdikarin Hussein

Sustainability 2023, 15(3), 2457; https://doi.org/10.3390/su15032457 - 30 Jan 2023

Cited by 7 | Viewed by 1878

Abstract

In a technologically disadvantaged and thriving developing country, university students in Somalia were abruptly required to adopt nontraditional learning using video conferencing facilities during the COVID-19 pandemic. While video conferencing tools for teaching and learning are claimed to be effective, it is still [...] Read more.

In a technologically disadvantaged and thriving developing country, university students in Somalia were abruptly required to adopt nontraditional learning using video conferencing facilities during the COVID-19 pandemic. While video conferencing tools for teaching and learning are claimed to be effective, it is still unclear what advantages and difficulties they brought to higher education in Somalia, particularly to what extent students accepted the use of such technology. This study explores the outside factors that might be influential on students’ intentions to use video conferencing tools during the COVID-19 epidemic. The study employed integrated technology acceptance (TAM) and diffusion of innovations (DOI) models. The proposed model was tested using structural equation modelling with 600 university students during the COVID-19 outbreak in Somalia. The results indicate that significant elements influenced students’ intention to use video conferencing for learning, such as student readiness, usefulness, user satisfaction, ease of use, complexity, relative advantage, trialability, and university support, whereas the quality of service, compatibility, and observability are found to have no impact on students’ intention to use video conferencing tools. The findings show that various COVID-19 related issues play a significant influence in shaping students’ intentions to engage in video conferencing tools for learning during the COVID-19 pandemic, regardless of how effectively educational institutions are prepared to promote the use of such technology. This contribution emphasizes how crucial it is to maintain constant, interactive contact with students and to give them the right supporting environments to further enhance their educational experiences in technologically disadvantaged regions. Full article

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14 pages, 899 KiB

Open AccessArticle

Statistical Assessment on Student Engagement in Asynchronous Online Learning Using the k-Means Clustering Algorithm

by Sohee Kim, Sunghee Cho, Joo Yeun Kim and Dae-Jin Kim

Sustainability 2023, 15(3), 2049; https://doi.org/10.3390/su15032049 - 20 Jan 2023

Cited by 8 | Viewed by 2145

Abstract

In this study, statistical assessment was performed on student engagement in online learning using the k-means clustering algorithm, and their differences in attendance, assignment completion, discussion participation and perceived learning outcome were examined. In the clustering process, three features such as the [...] Read more.

In this study, statistical assessment was performed on student engagement in online learning using the k-means clustering algorithm, and their differences in attendance, assignment completion, discussion participation and perceived learning outcome were examined. In the clustering process, three features such as the behavioral, emotional and cognitive aspects of student engagement were considered. Data for this study were collected from undergraduate students who enrolled in an asynchronous online course provided by Kyung Hee University in Republic of Korea in the fall semester of 2021. The students enrolled in the asynchronous online course were classified into two clusters with low and high engagement perceptions. In addition, their differences in attendance, assignment completion, discussion participation, interactions and perceived learning outcome were analyzed. The results of this study indicate that quantitative indicators on students’ online behaviors are not sufficient evidence to measure the level of student engagement and the students enrolled in the asynchronous online course were classified into two groups with low and high engagement perceptions. It is recommended that online instructors consider various strategies to facilitate interaction for the students with low engagement perceptions. Full article

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2022

Jump to: 2023, 2021, 2020

18 pages, 2704 KiB

Open AccessArticle

Usage Intention of e-Learning Systems in Ghanaian Tertiary Institutions: A Case Study of the University for Development Studies

by Isaac Elijah Dramani, Zhiwei Tang and Cephas Paa Kwasi Coffie

Sustainability 2022, 14(12), 7360; https://doi.org/10.3390/su14127360 - 16 Jun 2022

Cited by 1 | Viewed by 1993

Abstract

The onset of COVID-19 has triggered the mass diffusion of information technology-backed services globally. In Ghana, Universities adopted various e-learning platforms in order to sustain teaching and learning. While this is positive, not much is known about the continuous usage intention of lecturers [...] Read more.

The onset of COVID-19 has triggered the mass diffusion of information technology-backed services globally. In Ghana, Universities adopted various e-learning platforms in order to sustain teaching and learning. While this is positive, not much is known about the continuous usage intention of lecturers in these Universities. Therefore, we explored this phenomenon using survey data from teaching staff at the University for Development Studies. Our results using the partial least square structural equation model suggest that facilitating factors, attitude, perceived trust, and perceived usefulness positively influence the continuous usage intention of lecturers. This can shed light on the contribution of COVID-19 as an external facilitating factor to the mass uptake of e-learning systems. Furthermore, this study confirms existing theories on the continuous usage of ICT-powered systems. Consequently, universities should have well-formulated strategic plans in order to ensure the continual usage of these systems post-COVID-19. Full article

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17 pages, 3053 KiB

Open AccessArticle

Improving Professional Skills of Pre-Service Teachers Using Online Training: Applying Work-Integrated Learning Approaches through a Quasi-Experimental Study

by Phanommas Bamrungsin and Buratin Khampirat

Sustainability 2022, 14(7), 4362; https://doi.org/10.3390/su14074362 - 06 Apr 2022

Cited by 6 | Viewed by 4183

Abstract

Preparing preservice teachers for professional engagement is important for teacher education and has received much attention over the past decades. Therefore, finding effective training and coaching to improve the professional skills of preservice teachers (PSTs) is of great importance. This study developed a [...] Read more.

Preparing preservice teachers for professional engagement is important for teacher education and has received much attention over the past decades. Therefore, finding effective training and coaching to improve the professional skills of preservice teachers (PSTs) is of great importance. This study developed a proactive online training program (POTP) based on a model of work-integrated learning (WIL) activities and teacher education. The objective was to evaluate the effectiveness of the POTP in improving PSTs’ professional skills. The participants consisted of 83 PSTs in an education program from two universities in Thailand. This study comprises three phases: phase I, the development of the POTP; phase II, a quasi-experimental study with a pretest-posttest design; and phase III, a focus group discussion. The findings demonstrated that PSTs in the group in which the POTP was implemented exhibited increased professional skill development compared to the PSTs in the control group, i.e., without the POTP. Analysis from the focus group confirmed that participants gained knowledge and satisfying online tools, and they were found to have better skills. They also revealed that the POTP not only improved professional skills but also enhanced the inspiration and confidence of the PSTs and supported their life and career goals and preparation. Therefore, educators, practitioners, and policymakers involved in pedagogical content knowledge development in teacher education programs can apply the POTP and assessment models proposed in this work to develop essential soft skills for PSTs and to better prepare them for their careers as teachers in the 21st-century digital era. Full article

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14 pages, 1658 KiB

Open AccessArticle

Chatbot, as Educational and Inclusive Tool for People with Intellectual Disabilities

by Montserrat Mateos-Sanchez, Amparo Casado Melo, Laura Sánchez Blanco and Ana M. Fermoso García

Sustainability 2022, 14(3), 1520; https://doi.org/10.3390/su14031520 - 28 Jan 2022

Cited by 21 | Viewed by 5392

Abstract

In the current health crisis due to COVID-19, people with intellectual disabilities have especially suffered. The development of their social abilities has been restricted, first with the lockdown and then with the current limitation of social life. They have lost some of these [...] Read more.

In the current health crisis due to COVID-19, people with intellectual disabilities have especially suffered. The development of their social abilities has been restricted, first with the lockdown and then with the current limitation of social life. They have lost some of these abilities or are having difficulty practicing them. CapacitaBOT, our use case, is a mobile application based on a chatbot, which allows people with intellectual disabilities to work and train their social skills. A chatbot is a software tool that allows to maintain a conversation in automatic way between the user and the machine, the mobile application. CapacitaBOT can be considered by its features, an educational ICT tool that introduces innovation, inclusion and quality in order to be integrated into education for people with intellectual disabilities. The tool trains these people for real-life situations and can also be considered a resource that allows the application of active methodologies since it makes easy the learning of social skills. In addition, all the contributions of the tool are aligned with the objectives of sustainable development because it is a tool that facilities the accessibility of people with disabilities, who more than ever have been affected by social isolation caused by the COVID-19 crisis. Full article

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24 pages, 2764 KiB

Open AccessArticle

Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19

by Joseph Meng-Chun Chin, Gregory S. Ching, Fides del Castillo, Tzu-Hsing Wen, Yu-Chen Huang, Clarence Darro del Castillo, Jenny Lynn Gungon and Sheilla M. Trajera

Sustainability 2022, 14(1), 470; https://doi.org/10.3390/su14010470 - 02 Jan 2022

Cited by 29 | Viewed by 13724

Abstract

Due to COVID-19, remote or distance education has become the norm in the Philippines. Yet even in its second year, remote teaching and learning still face ongoing challenges, as does the need for teachers’ professional development. This paper describes a study that examined [...] Read more.

Due to COVID-19, remote or distance education has become the norm in the Philippines. Yet even in its second year, remote teaching and learning still face ongoing challenges, as does the need for teachers’ professional development. This paper describes a study that examined teachers’ perspectives on barriers and needs in professional development. The study involved 174 teachers who were teaching online courses in the National Capital Region. The participants completed a survey detailing their professional development frequency, perspectives, barriers, and needs, while eight teachers agreed to participate in a follow-up interview. Results from hierarchical multiple regression analysis have shown that teachers’ pedagogical and information technology skills requirements are influenced primarily by their prior professional development experiences and their need to apply active learning and innovative teaching ideas. Qualitative analyses indicate that teachers’ professional development needs are mostly focused on skills related to online teaching, information technology literacy, and conducting research. In addition, data indicated that barriers to professional development were primarily caused by financial and time constraints and a lack of teacher motivation and logistical support. In summary, for remote education to be sustainable, teachers need ongoing professional development as well as adequate logistical support. Full article

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2021

Jump to: 2023, 2022, 2020

11 pages, 410 KiB

Open AccessArticle

The Effects of Temper Traits and Study Method (Full-Time vs. Extramural) on Polish Students’ Adaptability to Online Learning as a Result of COVID-19. A Pilot Study

by Magdalena Anna Jaworek

Sustainability 2021, 13(24), 14017; https://doi.org/10.3390/su132414017 - 19 Dec 2021

Cited by 2 | Viewed by 2492

Abstract

COVID-19 has forced students to readjust to online learning. The current study aimed to investigate attitudes of Polish students towards online education, relationships between learning preferences and temper traits, and differences in learning preferences among extramural and full-time students. The study recruited 185 [...] Read more.

COVID-19 has forced students to readjust to online learning. The current study aimed to investigate attitudes of Polish students towards online education, relationships between learning preferences and temper traits, and differences in learning preferences among extramural and full-time students. The study recruited 185 college students between May and June 2021. The findings indicated between group differences in learning preferences, with extramural students preferring online education slightly more than full-time students. Two temper traits, briskness and activity, appeared to be significant predictors of positive attitude towards online learning. However, as this was a pilot study, further investigations are recommended. Full article

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20 pages, 1393 KiB

Open AccessArticle

School-Aged Students’ Sustainable Online Learning Engagement during COVID-19: Community of Inquiry in a Chinese Secondary Education Context

by Fangfei Li, Tinghe Jin, Palitha Edirisingha and Xi Zhang

Sustainability 2021, 13(18), 10147; https://doi.org/10.3390/su131810147 - 10 Sep 2021

Cited by 15 | Viewed by 4129

Abstract

As the COVID-19 pandemic began to spread all over the world, many educational institutions have shifted to a full-time online teaching mode. Although online teaching has been widely explored, the unprecedented initiatives of mass-scale full-time online education at the secondary school level are [...] Read more.

As the COVID-19 pandemic began to spread all over the world, many educational institutions have shifted to a full-time online teaching mode. Although online teaching has been widely explored, the unprecedented initiatives of mass-scale full-time online education at the secondary school level are yet to be unravelled. By using a qualitative approach and drawing on the conceptualisation of learning engagement and Community of Inquire model as conceptual frameworks, this study explored how secondary school students in China engaged with online education during the COVID-19 pandemic and what factors influenced their sustainable online learning engagement. This research examined the perspectives of twenty-four students and five teachers through semi-structured interviews and observations of online classes. Findings indicate that the students’ online learning engagement involved three inter-related categories: emotional, cognitive and behavioural engagement. Contextual factors influencing the sustainability of students’ online learning engagement were identified by the participants, including teacher presence, parental involvement, and a supportive learning environment/community. The findings in this paper have implications for teacher development, family support and establishment of e-teaching platforms in emergency remote teaching for young students. Finally, the study puts forward best practices for the sustainable development of the emergency remote teaching in the future public crises. Full article

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21 pages, 2016 KiB

Open AccessArticle

A COVID-19 Pandemic Sustainable Educational Innovation Management Proposal Framework

by Annibal Scavarda, Ana Dias, Augusto Reis, Haydee Silveira and Isabel Santos

Sustainability 2021, 13(11), 6391; https://doi.org/10.3390/su13116391 - 04 Jun 2021

Cited by 13 | Viewed by 5975

Abstract

The COVID-19 pandemic has promoted a big change in the educational sector. Suddenly, teachers, professors, and students had to migrate from presential classes to the online system without prior notice or a training course. This paper aimed to verify how the need of [...] Read more.

The COVID-19 pandemic has promoted a big change in the educational sector. Suddenly, teachers, professors, and students had to migrate from presential classes to the online system without prior notice or a training course. This paper aimed to verify how the need of a rapid change to the online system in response to the impossibility of keeping the presential system due to the mandatory social distancing imposed by the COVID-19 pandemic has affected relationships and performance of teachers, professors, and students, as well as review the technologies and procedures adopted by them to innovate and achieve sustainable education. To address the empirical side of this exploratory research, the authors of this paper sent an email questionnaire to kindergarten, elementary and high school teachers in the City of Rio de Janeiro (Brazil), as well as to professors of the top 197 Brazilian universities. To address theoretical side of this exploratory research, an investigation was carried out through scientific databases. The data were analyzed with SPSS (Statistical Package for the Social Sciences), version 22.0, and with Microsoft Excel 2007. As a result, this paper showed that social isolation and transition to the online system greatly affected the work conditions of teachers and professors, as well as the learning process of students. Anyway, sustainable actions were taken to overcome these challenges. Furthermore, this paper proposed a framework that might support the development of new studies, filling the literature gap on the subject. Full article

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22 pages, 11629 KiB

Open AccessArticle

The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case

by Johanna Andrea Navarro-Espinosa, Manuel Vaquero-Abellán, Alberto-Jesús Perea-Moreno, Gerardo Pedrós-Pérez, Pilar Aparicio-Martínez and Mª Pilar Martínez-Jiménez

Sustainability 2021, 13(11), 6363; https://doi.org/10.3390/su13116363 - 03 Jun 2021

Cited by 27 | Viewed by 3831

Abstract

Information and communication technologies (ICTs) are key to create sustainable higher education institutions (HEIs). Most researchers focused on the students’ perspective, especially during the online teaching caused by COVID-19; however, university teachers are often forgotten, having their opinion missing. This study’s objective was [...] Read more.

Information and communication technologies (ICTs) are key to create sustainable higher education institutions (HEIs). Most researchers focused on the students’ perspective, especially during the online teaching caused by COVID-19; however, university teachers are often forgotten, having their opinion missing. This study’s objective was to determine the factors that contribute to the inclusion of ICTs. The research based on a comparative study through an online qualitative survey focused on the inclusion and use of ICTs in two HEIs and two different moments (pre- and post-lockdowns). There were differences regarding country and working experience (p < 0.001), being linked to the ICTs use, evaluation of obstacles, and the role given to ICTs (p < 0.05). The COVID-19 caused modifications of the teachers’ perspectives, including an improvement of the opinion of older teachers regarding the essentialness of ICTs in the teaching process (p < 0.001) and worsening their perception about their ICTs skill (p < 0.05). Additionally, an initial model focused only on the university teachers and their use of ICTs has been proposed. In conclusion, the less experienced university teachers used more ICTs, identified more greatly the problematic factors, and considered more important the ICTs, with the perception of all teachers modified by COVID-19. Full article

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14 pages, 931 KiB

Open AccessArticle

Effectiveness of a Collaborative Platform for the Mastery of Competencies in the Distance Learning Modality during COVID-19

by Sara Domínguez-Lloria, Sara Fernández-Aguayo, José-Antonio Marín-Marín and Myriam Alvariñas-Villaverde

Sustainability 2021, 13(11), 5854; https://doi.org/10.3390/su13115854 - 23 May 2021

Cited by 10 | Viewed by 6190

Abstract

The need to adapt to new learning scenarios due to the impact of COVID-19 on our education system is undeniable. This fact means that we must adapt teaching to non-face-to-face scenarios in order to adapt the teaching processes without the students losing the [...] Read more.

The need to adapt to new learning scenarios due to the impact of COVID-19 on our education system is undeniable. This fact means that we must adapt teaching to non-face-to-face scenarios in order to adapt the teaching processes without the students losing the acquisition of competences. The aim of this study is to evaluate the effectiveness of a digital application for the development of competences of primary education undergraduate students in a non-face-to-face teaching context derived from the pandemic through a service-learning project. To achieve this objective, a specific programme was designed using a collaborative platform. Numerous instruments were used to assess the acquisition of basic, specific, general and transversal competences. On a quantitative level, the Teamworks Skills Questionnaire and an evaluation rubric were used, and on a qualitative level, a student field diary, a survey to measure satisfaction and an observational record were used. The main results show that after the implementation of the use of the platform, both the level of competence of the students and their satisfaction with the project were very high and that the impact on their training was very positive. Among the main conclusions, we highlight that the use of this type of platform allows students to acquire competences in non-classroom contexts. On the other hand, we conclude that training in the use of digital tools in initial teacher training is necessary for good professional performance. On the other hand, this experience allowed future teachers to realise the need to master new technologies in order to be able to adapt to the new needs that different educational scenarios pose in the information society. Full article

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14 pages, 276 KiB

Open AccessArticle

Self-Regulation of Motivation and Confinement by COVID-19: A Study in Spanish University Students

by Montserrat Santamaría-Vázquez, Mario Del Líbano, Iratxe Martínez-Lezaun and Juan Hilario Ortiz-Huerta

Sustainability 2021, 13(10), 5435; https://doi.org/10.3390/su13105435 - 13 May 2021

Cited by 10 | Viewed by 2325

Abstract

(1) Background: confinement by COVID-19 in 2020 meant that face-to-face teaching changed to virtual teaching. The goal of this study was to test how confinement affected to self-regulation of motivation (SRM); (2) Methods: a longitudinal design was used to obtain information from 75 [...] Read more.

(1) Background: confinement by COVID-19 in 2020 meant that face-to-face teaching changed to virtual teaching. The goal of this study was to test how confinement affected to self-regulation of motivation (SRM); (2) Methods: a longitudinal design was used to obtain information from 75 university students in three moments: before confinement, 20 days after confinement, and 40 days after confinement. The SRM Strategies Questionnaire and the Pittsburgh Sleep Index were used to evaluate the study variables; (3) Results: the SRM decreased as confinement progressed. Moreover, those students who had higher levels of SRM before confinement, showed worse sleep quality 20 days after. There was no interaction effect between moments and gender and between moments and work situation on any of the dimensions of the SRM. There were gender differences (women scored higher) in almost all of the SRM dimensions in the three moments, but there were no differences dependent on the work situation (i.e., only study or study and work); (4) Conclusions: the change from face-to-face classes to virtual learning decreased the SRM of university students and was related to worse sleep quality. Women showed higher levels of SRM than men, but these levels were reduced to the same extent in both genders. Full article

19 pages, 694 KiB

Open AccessArticle

Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19

by Joshua Collado-Valero, Gemma Rodríguez-Infante, Marta Romero-González, Sara Gamboa-Ternero, Ignasi Navarro-Soria and Rocío Lavigne-Cerván

Sustainability 2021, 13(10), 5336; https://doi.org/10.3390/su13105336 - 11 May 2021

Cited by 46 | Viewed by 5273

Abstract

Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research, universities and institutions [...] Read more.

Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research, universities and institutions in different countries around the world. However, what is the impact of these extreme circumstances on the implementation of Flipped Classroom in Higher Education? The study design is a descriptive and correlational research that compares the frequency of the implementation of Flipped Classroom before and during social distancing. This information is provided by the participants, university professors from the Faculty of Education Sciences of the University of Malaga, through an ad hoc questionnaire. The results reveal a significant increase in the frequency of Flipped Classroom sessions (z = −4.80; p <.001) during the lockdown. The data also show a significant increase in the quantity and variety of didactic resources (t = −2.390; p = 0.021), mainly those related to Flipped Classroom, with video (z = −2.860, p = 0.004) and audio (z = −2.049, p = 0.040) files. University professors consider virtual teaching during the lockdown an opportunity for Flipped Classroom and digital skills that could improve the quality of university educational methodology. Full article

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16 pages, 896 KiB

Open AccessArticle

Factors for Sustainable Online Learning in Higher Education during the COVID-19 Pandemic

by Amanda M. Y. Chu, Connie K. W. Liu, Mike K. P. So and Benson S. Y. Lam

Sustainability 2021, 13(9), 5038; https://doi.org/10.3390/su13095038 - 30 Apr 2021

Cited by 33 | Viewed by 6785

Abstract

The coronavirus disease 2019 (COVID-19) pandemic has affected educational institutions and instructors in an unprecedented way. The majority of educational establishments were forced to take their courses online within a very short period of time, and both instructors and students had to learn [...] Read more.

The coronavirus disease 2019 (COVID-19) pandemic has affected educational institutions and instructors in an unprecedented way. The majority of educational establishments were forced to take their courses online within a very short period of time, and both instructors and students had to learn to navigate the digital array of courses without much training. Our study examined factors that affect students’ attitude toward online teaching and learning during the COVID-19 pandemic. It is different from other online learning studies where online courses are mostly a method of choice, with suitable support from institutions and expectation from instructors and students, rather than a contingency. Under this specific environment, we utilized an online survey to collect students’ feedback from eleven universities across Hong Kong. Using partial least squares for analysis on the 400 valid samples we received, we found that peer interactions and course design have the most salient impact on students’ attitude, whereas interactions with instructors has no effect at all on students’ attitude. Furthermore, we also provide suggestions on using the existing technologies purchased during COVID-19 for a more sustainable learning environment going forward. Full article

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13 pages, 1154 KiB

Open AccessArticle

Higher Education Teachers’ Training in Attention to SEN Students: Testing a Mediation Model

by Nuria González-Castellano, Eulogio Cordón-Pozo, Silvia Pueyo-Villa and María Jesús Colmenero-Ruiz

Sustainability 2021, 13(9), 4908; https://doi.org/10.3390/su13094908 - 27 Apr 2021

Cited by 4 | Viewed by 2303

Abstract

There is growing interest in analyzing the evolution of inclusive education in universities, highlighting the training of teachers as the main barrier to this evolution. The purpose of this study was to analyze, through a mediation model, to what extent the accessibility and [...] Read more.

There is growing interest in analyzing the evolution of inclusive education in universities, highlighting the training of teachers as the main barrier to this evolution. The purpose of this study was to analyze, through a mediation model, to what extent the accessibility and inclusion of university campuses affect, both directly and indirectly, the continuous training of teachers in attention to diversity and training demands by teachers in this same area. Participants were 580 teachers from the Faculty of Education of eight Andalusian universities (Spain). The results revealed that the continuous training of teachers in attention to diversity mediates the negative effect that accessibility and inclusion of university campuses have on the training demanded by teachers; this means that the more accessible and inclusive the universities are, the more continuous training teachers have and therefore the more interest they have in continuing training. There is no empirical evidence in the literature that this mediation model is used in the field of educational inclusion as a methodological technique, so it is a very innovative contribution. Full article

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11 pages, 288 KiB

Open AccessArticle

Socio-Emotional Skills as Predictors of Performance of Students: Differences by Gender

by Iago Portela-Pino, Myriam Alvariñas-Villaverde and Margarita Pino-Juste

Sustainability 2021, 13(9), 4807; https://doi.org/10.3390/su13094807 - 25 Apr 2021

Cited by 5 | Viewed by 3959

Abstract

Socio-emotional skills seem to have an important influence on the academic performance of students. This performance is usually higher in girls than in boys. Our aim was to determine which socio-emotional skills influence academic performance and whether gender is a variable that can [...] Read more.

Socio-emotional skills seem to have an important influence on the academic performance of students. This performance is usually higher in girls than in boys. Our aim was to determine which socio-emotional skills influence academic performance and whether gender is a variable that can explain these differences. The results indicated that the socio-emotional skills of adolescents were high, highlighting self-awareness, relationship management, and decision-making. The lowest scores were in social awareness and self-management. Girls obtained higher grades, and students with higher grades had a higher level of social-emotional skills, except in self-management, where there were no differences. Self-management was greater in boys and relationship management was greater in girls. Students who failed did not differ from those who obtained very high results, except in decision-making. Overall, decision-making appeared to be the most important variable in students’ academic performance. Therefore, it would be necessary to design strategies that promote this ability in students. Hence, the adoption of active and collaborative methodologies that facilitate the achievement of this goal is suggested. Full article

29 pages, 9311 KiB

Open AccessArticle

BIM Application for Sustainable Teaching Environment and Solutions in the Context of COVID-19

by Iñigo Leon, Maialen Sagarna, Fernando Mora and Juan Pedro Otaduy

Sustainability 2021, 13(9), 4746; https://doi.org/10.3390/su13094746 - 23 Apr 2021

Cited by 18 | Viewed by 3468

Abstract

COVID-19 had a major impact on the 2030 Agenda for Sustainable Development, and it produced a crisis in Goal 4, which is aimed at ensuring quality education, among others. In this work, a university experience that aims to solve the challenges in this [...] Read more.

COVID-19 had a major impact on the 2030 Agenda for Sustainable Development, and it produced a crisis in Goal 4, which is aimed at ensuring quality education, among others. In this work, a university experience that aims to solve the challenges in this complicated context by means of BIM technology is presented. On the one hand, this study focuses on the development of teaching by means of active methodologies based on real projects through BIM models, using the latest information and communication technologies, and on the other hand, it focuses on the management of the education center by means of a virtual BIM building. This allowed for, among other things, tackling the sustainable management of the measures required to prevent contagion. These BIM models made it possible, for example, to optimize spaces while maintaining social distances between occupants, to simulate the best options for classroom ventilation, and to optimize special cleaning and disinfection resources. Students who developed their learning through these BIM virtual models were not restricted in receiving online classes; they learned to collaborate from anywhere in the world, acquiring skills that allow them to effectively face real situations that are as complicated as COVID-19. Full article

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19 pages, 517 KiB

Open AccessArticle

Analysis of Emergency Remote Education in COVID-19 Crisis Focused on the Perception of the Teachers

by Marco Antonio Zamora-Antuñano, Juvenal Rodríguez-Reséndiz, Leticia Rodriguez Segura, Miguel Ángel Cruz Pérez, José Antonio Altamirano Corro, Wilfrido J. Paredes-Garcia and Hugo Rodríguez-Reséndiz

Sustainability 2021, 13(7), 3820; https://doi.org/10.3390/su13073820 - 31 Mar 2021

Cited by 25 | Viewed by 3324

Abstract

This descriptive study intends to identify the satisfaction perception among the teachers of the Universidad del Valle de México (UVM) concerning the use of the Microsoft Teams platform in the transition from traditional model (face-to-face) to 100% online education [Emergency Remote Teaching (ERT)]. [...] Read more.

This descriptive study intends to identify the satisfaction perception among the teachers of the Universidad del Valle de México (UVM) concerning the use of the Microsoft Teams platform in the transition from traditional model (face-to-face) to 100% online education [Emergency Remote Teaching (ERT)]. The proposal aims to determine the perspectives of teachers regarding the use of the Microsoft Teams platform during the crisis caused by COVID-19. UVM has 6938 full-time teachers and part-time teachers who collaborated in educational programs during January-June 2020 in the 33 campuses of UVM. And an instrument was developed and applied using finite population sampling, UVM perspective of teachers, which was distributed via Google Forms. The feasibility of the data collection instrument was determined by the Cronbach’s Alpha coefficient, with a result of 0.926. The data collection period was aligned with the first isolation period: 23 March to 20 April. The results in the perception of teacher satisfaction in the different sections of the instrument established an agreement in the answers (very satisfied or satisfied) regarding values that were higher than 60% in terms of satisfaction using the equipment. The analysis of the data collected was performed to verify the proposed hypothesis with the R version 4.0 software. A G-test was performed with the Logverosimilitude coefficient to test whether the categorical variables were independent (qualitative variables that are not defined continuously). The Krammer coefficient of association was then calculated to measure the correlation. Full article

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15 pages, 5810 KiB

Open AccessArticle

Early Childhood and Lockdown: The Challenge of Building a Virtual Mutual Support Network between Children, Families and School for Sustainable Education and Increasing Their Well-Being

by Ana Belén Cano-Hila and Rafel Argemí-Baldich

Sustainability 2021, 13(7), 3654; https://doi.org/10.3390/su13073654 - 25 Mar 2021

Cited by 8 | Viewed by 3497

Abstract

The COVID-19 pandemic is questioning the achievement of main challenges we face as a society, for instance, to ensure a free, equitable, and good quality compulsory education for all children or to reduce social inequality. During the spring lockdown, particularly in Spain, schools [...] Read more.

The COVID-19 pandemic is questioning the achievement of main challenges we face as a society, for instance, to ensure a free, equitable, and good quality compulsory education for all children or to reduce social inequality. During the spring lockdown, particularly in Spain, schools were closed for six months and a process of virtualization of teaching was total; that context generated important educational challenges. This paper presents and analyses forms of digital reciprocity and solidarity among pre-primary education children, families, and teachers, by presenting a case study of the parents’ WhatsApp class groups and a collaborative YouTube channel. The procedure developed was netnography and the data analysis followed the model of grounded theory. Both digital spaces created by parents have become a network of mutual support. It has had multiple positive impacts: (i) providing and receiving social support; (ii) generating dynamics of reciprocity and empowerment; and (iii) activating values that generate a sense of community (feeling of belonging, trust, etc.). The case study shows how virtual networks increase the subjective well-being of participants in a difficult context and also invites reflection about the key role of cultural capital of the parents as a key element in the conditions of educability of children, especially in e-learning of pre-primary education. Full article

18 pages, 1408 KiB

Open AccessArticle

The Figure of the Teacher-Prosumer for the Development of an Innovative, Sustainable, and Committed Education in Times of COVID-19

by Laura Triviño-Cabrera, Elisa Isabel Chaves-Guerrero and Laura Alejo-Lozano

Sustainability 2021, 13(3), 1128; https://doi.org/10.3390/su13031128 - 22 Jan 2021

Cited by 19 | Viewed by 4304

Abstract

Studies on the adaptation from face-to-face to online teaching during lockdown show the before and after in education that faces the double challenge of promoting digital skills and public access to connectivity and electronic devices in the post-COVID-19 era. Therefore, this article contributes [...] Read more.

Studies on the adaptation from face-to-face to online teaching during lockdown show the before and after in education that faces the double challenge of promoting digital skills and public access to connectivity and electronic devices in the post-COVID-19 era. Therefore, this article contributes to these new emerging lines of educational research by presenting an educational innovation project called “Teachers Versus COVID-19”. This project aimed to verify whether the figure of teacher-prosumer, that is, consumers of media culture and creators of their own educational resources, favors the initial training of teachers during the pandemic. To this end, the following objectives were proposed: firstly, test whether the figure of the teacher-prosumer contributes to improving the adaptation of face-to-face teaching to the virtual modality of the Didactics of Social Sciences in the Degree in Primary Education during lockdown; secondly, analyze the production of content on social networks by the students in the Degree in Primary Education, according to the objectives of sustainable development. To validate our teacher-prosumer proposal, we chose the design-based research (DBR) qualitative methodology. For this, 240 students from the course in Didactics of Social Sciences of the Degree in Primary Education at the University of Malaga created 37 educational videos that teach the social sciences curriculum to children between 6 and 12 years of age from the perspective of relevant social problems and the Sustainable Development Goals. These videos were disseminated through the project’s YouTube channel. The results of this study corroborate the effectiveness of turning students into teachers-prosumers, generating the development of critical, creative, digital, and socio-emotional skills so that they feel committed to playing an active role in social changes for a sustainable world. Full article

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18 pages, 1549 KiB

Open AccessReview

Efficacy of Social Networking Sites for Sustainable Education in the Era of COVID-19: A Systematic Review

by Nadire Cavus, Abdullahi S. Sani, Yusuf Haruna and Abdulmalik A. Lawan

Sustainability 2021, 13(2), 808; https://doi.org/10.3390/su13020808 - 15 Jan 2021

Cited by 55 | Viewed by 8508

Abstract

The sudden advent of the COVID-19 pandemic and the associated containment measures require educational institutions of all sizes to adopt eLearning as the only option for sustainable education. Despite the numerous Learning Management Systems, the rapid migration to eLearning posed numerous challenges that [...] Read more.

The sudden advent of the COVID-19 pandemic and the associated containment measures require educational institutions of all sizes to adopt eLearning as the only option for sustainable education. Despite the numerous Learning Management Systems, the rapid migration to eLearning posed numerous challenges that negatively affect the effectiveness and sustainability of the educational activities. The current study systematically reviewed recent articles that recognized the value and feasibility of using Social Networking Sites (SNSs) in education. The study highlighted the current eLearning challenges and illustrated effective strategies for the sustainable educational use of SNSs by both institutions, teachers, and students. Thus, solutions to the problems experienced in education during the COVID-19 period were highlighted based on SNS-supported strategies. Full article

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2020

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15 pages, 428 KiB

Open AccessArticle

Assessment by Competences in Social Sciences: Secondary Students Perception Based on the EPECOCISO Scale

by José-María Álvarez-Martínez-Iglesias, Francisco-Javier Trigueros-Cano, Pedro Miralles-Martínez and Jesús Molina-Saorín

Sustainability 2020, 12(23), 10056; https://doi.org/10.3390/su122310056 - 02 Dec 2020

Cited by 5 | Viewed by 2101

Abstract

The purpose of this work is to find out the students’ perception of the level of development of competences in the area of Social Sciences, Geography, and History. It has been developed taking into account what has been learned in the area, the [...] Read more.

The purpose of this work is to find out the students’ perception of the level of development of competences in the area of Social Sciences, Geography, and History. It has been developed taking into account what has been learned in the area, the level of difficulty for its acquisition, the assessment tools, and the transfer to a real situation. The development of a scale—original and unprecedented—called Evaluation of the Perception of Competences from the Social Sciences (EPECOSICO) has allowed, through a descriptive and quantitative study of validation of the instrument with an intentional sampling, to know the opinion of more than 1400 students of 4th year of secondary education (Spain). The instrument used presents good psychometric attributes, emphasizing the balanced characterization, considering that the number of students is similar (51%, 49%), the confidentiality and the validity. Finally, a KMO higher than 0.9 indicates high reliability in the consistency of the instrument used. Full article

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