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This publication presents the proceedings of the ConScienS Conference on Science and Society held on September 28-29, 2020. The conference is organized by the ConScienS Research Center in partnership with the Research Association for Interdisciplinary Studies (RAIS). The main theme of this conference was Pandemics and their impact on Society.
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This publication presents the proceedings of the ConScienS Conference held online on January 17-18, 2021. The conference was organized by the ConScienS Research Center in partnership with the Research Association for Interdisciplinary Studies (RAIS).
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This paper investigates the linguistic preferences of Saudi female university students in relation to their choice of language (L1 or L2) in the emails they send to their instructors. The sample included a total of 47 emails that were sent by the students of the College of Languages and Translation IMSIU to their instructors. Students in CLT are required to use the English language in the emails they send to their instructors, and the use of the Arabic language is not acceptable. However, the analysis shows that they used Arabic in 19 emails (almost 41%). Our assumption is that students tend to use Arabic when they are planning to communicate particular speech acts. The analysis revealed that the speech acts that were communicated most frequently in these emails were: greeting, complimenting, apologizing, requesting (information), requesting (favour), and complaining. The results show that greeting and apologizing are the most frequently used speech acts in both languages. The least performed speech act in both languages was that of complaining. However, the most frequently used two speech acts had a higher percentage in the Arabic (L1) sample, with 89.5% of the total number of Arabic emails including these two types. To understand the students' perspective, a self-reflection questionnaire was distributed and collected, in which students were asked to pick their preferred language of email communication in relation to each of the six speech acts. The results of the questionnaire revealed that Arabic was the majority's choice in performing the speech acts of complaining and apologizing. This study and similar ones can shed the light on areas of weakness in EFL students' pragmatic performance, hence giving more attention to ways of improving them.
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Based on an empirical research involving university students and educators from the Szeklerland region, Romania, our brief study examines the experiences and lessons learned during the rapid digital transition that took place between March and May 2020. During May 2020, we interviewed five educators and eleven university students regarding their quarantine experiences, digital education, and emotional coping mechanisms. Three focus group discussions with students and a digital storytelling exercise complemented our data collection methods. Our brief summary provides an insight into these worlds and into the changed customs.
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The quarantine related to the COVID-19 crisis outbreak educational institutions to reschedule their courses, exams, and trainings and to switch to remote learning methods. The rapid and wide spread of a global pandemic, such as the coronavirus, requires effective strategies for managing the crisis with less damage. In higher education, the massive adoption of emergency remote learning (ERL) is crucial solution, which has been contributing to minimizing the spread of the COVID-19 pandemic. However, different factors need to be taken into consideration to assess student satisfaction as well as the performance of higher education institutions. This study reports the results of an evaluation of student satisfaction and the performance of Moroccan institutions, while identifying factors that may affect the success of remote learning in higher education. As the coronavirus crisis spread around the world, almost all countries had to react. Thus, today, Morocco finds itself with 99% of all officially registered students in higher education affected. These students were part of the Moroccan experience, with a wide variety of modalities to ensure the continuity of their higher education. This paper explores the efficacy of remote learning and presents an investigation of the impact of COVID crisis on the higher education.
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Transformacija nastave sa klasičnog na online pristup rada predstavljala je veliki izazov za nastavni kadar i obrazovne institucije. U taj proces uložen je veliki napor kroz osmišljavanje novog sistema rada, a očito je da ćemo taj sistem u skorije vrijeme, minimum još jednom, morati primijeniti, a da tek treba da dobijemo konkretne rezultate njegove efikasnosti. Tokom kreiranja i realizacije tog sistema pojavilo se više izazova - kako preći iz klasične učionice u virtuelnu učionicu; kako uskladiti nastavu u realnom vremenu sa asinhronim učenjem; i kako pomoći nastavnicima i učenicima na tom putu? Međutim, poseban izazov predstavljala je procjena znanja. Ako su tehnička pomagala i pružala mogućnost za primjenu novog metoda rada, kod procjene znanja virtuelni svijet je samo zakomplikovao situaciju. Očekivano, kreiran je niz strategija i pomagala koji su za cilj imali da omoguće klasične provjere znanja u virtuelnom svijetu, ili da iskoriste tehničke prednosti i multimedijalni sadržaj da provjere budu pristupačnije, efikasnije i interesantnije. Međutim, ostala je realna sumnja kako u potencijal prenosa znanja i razvoj vještina u virtuelnom svijetu, tako i u njegovu procjenu, pogotovo kad se radi o procjeni razumijevanja. Ako govorimo o nastavi istorije, pogotovo kod nastave kompleksnih, osjetljivih i kontroverznih tema, potreba za razvojem razumijevanja naučenog umjesto prenosa znanja je od fundamentalnog značaja. Osim prihvatanja faktografije, mnogo značajnije je da učenik može pružiti objašnjenje, pronaći dokaz i pokazati primjer, pojednostaviti, primijeniti (naći upotrebu), koristiti analogiju, i izložiti temu na nove načine. Ovaj priručnik je kreiran s idejom da se pruži pregled izazova i metodologija kod online nastave istorije, a s ciljem procjene znanja zasnovane na ishodima i procjene znanja u nastavi istorije usmjerene ka razumijevanju. Autori se nadaju da će makar djelimično olakšati izazovan rad nastavnika istorije i drugih istorijskih edukatora.
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Innovations are increasingly entering all spheres of economic and social life. Their development and application in the field of education is especially active. It is no coincidence that innovations in the learning process are the subject of national and international research. The main goal of the current research is: to research, development and implementation of innovative methods in the learning process . The goal was achieved through the implementation of the following tasks:the scientific literature related to innovations in education was analyzed; the practice related to the application of innovative methods in the learning process in world-renowned universities was analyzed; the fundamental differences between paper, pdf and interactive textbooks are explored; a questionnaire was developed for students' needs for using interactive textbooks in the learning process; an analysis of the legal aspects of online education in Bulgaria was carried out; a comparative analysis was performed between distance and online learning; four interactive textbooks were developed - Human Resources Audit, Social Responsibility Standards, Internal Audit Standards; Training and Human Resource Development, which are published on MOODLE. The object of the research is the innovative methods applied in the training process. The subject of the research is: the innovative methods applied in the learning process in higher education, the innovative methods applied in the learning process in world-famous universities, the needs of students for applying innovative methods in the learning process, essence and content of interactive textbooks, audio and video clips. The working hypotheses of the study are three. Working hypothesis 1: Innovative forms of learning are an invariable part of the learning process of world-renowned universities in Europe. Working hypothesis 2. UNSS students show preferences more for interactive textbooks than for printed and traditional electronic textbooks in pdf format. Working hypothesis 3. The interactive textbooks "Social Responsibility Standards", "Human Resources Audit" and "Internal Audit Standards" and the innovative forms introduced in the learning process: such as audio and video clips increase the satisfaction and motivation of students. The main methods that have been used in the research have proven their usefulness general scientific research methods: analysis, synthesis, comparison, induction, deduction.
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The publication investigates the use of information and communication technology (ICT) in tertiary EFL instruction. It is inspired by three factors, namely the current emphasis on the internalisation of Czech universities, the ongoing search for opportunities for developing learners’ academic writing skills outside the classroom, and the potential that is commonly associated with the use of ICT in EFL instruction in terms of fulfilling current didactic principles. The main focus is placed on the evaluation of the effects of a 100% e-learning EFL academic writing course on the development of discourse competence in participating students. In addition, implications of the research findings in the form of didactic recommendations for syllabus design are presented.
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The monograph is focuses on the use of multimedia technologies in special education. Its research includes two researches. The quantitative research offers analyse of the use of digital technologies (PC), including information and communication technologies, for pupils with special educational needs (SEN) at mainstream primary schools. The following qualitative research focuses on ICT, namely the use of tablets in education of pupils with SEN in mainstream education from teachers‘ perspective. The theoretical part of the monograph are focused on inclusive education, multimedia and digital technologies and their place in education of pupils with SEN.
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Members of various professions differ not only in their knowledge, skills, and activities they perform but also in how they perceive – or see – the situations that are part of their professional practice: they differ in their professional vision. This book aims to introduce the concept of professional vision into Czech educational science discourse and set up and empirically evaluate videoclubs as a means of developing teachers’ professional vision. The empirical part of the paper describes English teachers’ professional vision and its changes after videoclubs. The book aims to contribute to the discussion on professional vision as part of teachers’ professionality and on the possibilities of using learning communities and videos in teacher education.
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V roce 2013 se postupně začala formovat magisterská studijní profilace Technologie ve vzdělávání, která původně reflektovala tři významné body. Téma EdTechu jako něco, co se začalo formovat jako významný bod v informační vědě a postupně přesahovalo do knihovnictví, což je linka, kterou se snažíme do dnešního dne držet, jakkoli konkrétní obsahy i kulisy se do značné míry vyměnily. Druhou motivací byla snaha využít zkušenosti z online vzdělávání, které bylo v té době na KISKu již silným a zajímavým tématem, kterému se na praktické úrovni věnovala dlouhodobá pozornost. Třetím motorem, který utvářel tvář profilace, byla záliba v technologiích. Od začátku věříme, že není možné o technologiích ve vzdělávání mluvit, aniž by student i vyučující měli jasnou hmatatelnou zkušenost. Bez této zkušenosti je i snaha o to „dělat vědu“ jen deskripcí bez schopnosti autentického a smysluplného tázání, tedy nesmyslnou činností.
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Over the past few decades, ICTs have been widely used in all areas of life and business and have effectively changed the way people operate and function in the labor market. However, the integration of ICT into education is a more recent phenomenon. The underlying reasons are perhaps closely related to the pedagogical aspirations of the education system. While traditional education takes place in the form of social learning (group activities) or is entirely teacher-led, the pedagogical change brought by education based on ICT tools is a shift from teacher-centered to student-centered learning. As such, these tools empower students, make learning interactive and develop critical thinking. They also encourage and facilitate more contextualized learning processes. ICT has helped to remove the isolation associated with distance learning and has changed the nature of remote education. In this discussion, I will examine the aforementioned changes and how they have affected secondary and higher education lecturers and students who have no choice but to study at a distance and choose to use ICTs to gain flexible access to online classes and resources.
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The process of monitoring, evaluation and assessment in the teaching process is a complex concept, and the specificity of the combined teaching model, additionally raises numerous and inexhaustible questions that are important to consider, because the activities performed by students in online teaching are not fully under the teacher's eye as it is the case in the classical teaching model, relatively in the classroom teaching. There are two important factors in assessment, in this context, student engagement is counts, which shows the regular execution of tasks, and the assessment of their actual knowledge. Furthermore, the combined model of teaching puts new challenges such as designing tasks, setting a timeline for the realization of these tasks, and defining the outcomes and ways on the basis of which students will be examined. In this research, the aim was to determine what changes have occurred in the process of monitoring, evaluating and assessment students, what difficulties teachers have encountered in the process, from which subjects it is most difficult to establish an objective assessment, and whether student success has changed in combined model of teaching in relation to the classical model of teaching. The obtained research results will serve as an insight into the current state of monitoring, evaluation and assessment of primary school students in Sarajevo Canton, will also initiate improvement in these aspects of the teaching process and will be an incentive to form criteria for assessing primary school students in Sarajevo Canton. At the same time it’ll be a significant type of noted document that will serve generations to come in the event of any extraordinary circumstances or similar teaching models.
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Despite the fact that online learning and teaching has already occupied an increasingly important place as a trend in modern education in the last decade, the outbreak of the pandemic caused by the COVID-19 virus, made e-learning become the focus of scientific, educational and professional sectors as, currently, a necessary and indispensable model of the educational process. Despite the increasing use, e-learning and online teaching does not have a sufficiently and fully established, standardized and methodologically determined way of preparation and implementation that suits different situations and needs. By developing and improving various learning platforms, as a result of the development of information and communication technologies, an attempt to create a positive virtual environment for all participants in the 466teaching process that would fulfill the learning needs of students, as well as teachers' needs to realize planned contents, has been made. It represents educational strategies that combine specific teaching methods, all in an effort to achieve educational operational goals. This article will present some of the didactic aspects of online teaching, as well as the basic methodological procedures in the organization, design and implementation of online teaching, emphasizing some positive and negative effects. A comparative overview of the roles of the main actors of online teaching, students and teachers, as well as the correlative relationship between the educational goals of online teaching is also presented.
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The transition from classical classes to online classes took place not only in primary and secondary schools, but also in universities. The simplest was achieved by those who tried and tested network teaching systems already before the time OF THE CIVIL-19. The pandemic shows that in just a few days life on the whole planet can undergo fundamental changes affecting all aspects of society. Therefore, everyone must have their vision and plan, but they must also develop the ability to react quickly and adapt to new situations. These changes clearly show the importance and importance of quality and timely preparation. For example, primary and secondary schools that had one week in online learning extended such education to a month 482or even a year. Faculties that have previously established online teaching systems continue to operate smoothly, while faculties are still dealing with them without prior experience. In this case, the future of education has a completely new meaning. However, the basic problem of this process is the result, which is the purpose of initiating and maintaining the process, and the progress and development of students that will be supported by legislation that will clearly define online learning. The complex education system and the transferred authority to the county education ministries clearly indicate the non-reciprocity of values within individual counties. If a balance in educational relations is to be achieved, it is necessary to actively operate and promote the values that will be maintained by the online system.
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Due to the pandemic caused by the COVID-19 virus, the educational process has suffered changes that have resulted in school closures, students and teachers were concerned, inability to control the situation, and the transition to online classes. This was the first encounter with online forms of teaching for many, which was a major challenge for students, teachers and parents. Switching to online classes required a certain adaptation. With all this in mind, there are many obstacles and difficulties but also possibilities. Therefore, the primary problem was to test high school students’ attitudes about online teaching while the aim was to determine whether students were satisfied with a number of aspects of online teaching performed in schools such as: readiness for online teaching - using contemporary IKT tools, adoption of knowledge in an online environment, assessment modes, online teaching activity, all in the function of pointing out the benefits and shortcomings of online teaching. The results show that students do not have extremely positive or negative attitudes about online classes, with reference to the scale of attitudes about online classes, students express an average level of satisfaction with online classes, they expressed positive attitudes about evaluation in online classes, and pointed out the satisfaction with activities in the online environment, students said they were prepared for online classes, and that they have received enough knowledge. Considering gender, no significant differences were found in attitudes about online classes, while significant differences were found in the satisfaction for online classes when considering grades. Those who are more satisfied with the knowledge gained are students with better school success. The survey was conducted among 102 adolescents ages 16 to 19 in Tuzla canton area. The scale used was prepared for this research, with satisfactory reliability, and sociodemographic questionnaire. All of this indicates that students quickly adapted to the new changes thanks to the use of IKT tools before the pandemic and their desire for new challenges, those students who achieve good results at school have continued this practice in difficult occasions. In addition to certain negativity, there are also the benefits of this online teaching model.
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From March 2020 on, teachers suddenly had to familiarize themselves with an educational practice that required a lot of creativity on their part but also challenged teachers’ and students’ adaptability, together with past forms of working. The COVID-19 pandemic, as in many other countries, led to severe restrictions in Romania, including the immediate introduction of remote learning at all levels of education. As a result, we were faced with a completely new situation, without the technology and practice needed for remote learning and without an adequate mastery of the new information and communication tools. The present study aims to find out how the new ways of working brought about change and what is different in the learning and teaching practice in the translation and interpreting programme at Sapientia Hungarian University of Transylvania, Department of Applied Linguistics. The results of two questionnaire surveys are used to answer some of the questions and to draw conclusions.
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Learning analytics and educational data mining are emerging research areas focused on the analysis of data from various online educational systems. This publication offers a detailed insight into the fields of learning analytics and educational data mining by exploring their origins and by explaining the main similarities and differences between them, describing the methods and techniques of data analysis used in these areas, and presenting the most prominent research trends within the fields. In addition, the publication provides several examples of employing various methods of learning analytics and educational data mining in the context of learning management systems.
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Starting from March 2020, we were faced with an educational practice, which, on the one hand, required a high level of creativity on the part of educators and, on the other hand, tested the adaptability of teachers and students as well as the previous working practices. This study aims to find answers to the question of how and what the new work order has changed in the learning and teaching practices of the Applied Linguistics Department of the Faculty of Technical and Human Sciences Târgu-Mureş, Sapientia Hungarian University of Transylvania. We also use the results of a questionnaire survey to answer the questions and draw conclusions.
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