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LEARNING IN VIRTUAL ENVIRONMENTS, EXPRESSION OF EDUCATIONAL EFFICIENCY AND QUALITY

Author(s): Emil Lazăr / Language(s): English Issue: -/2020

The arising question, within the context of this debate, is related to the concordance between school learning and students real life (utility and concordance with the individuality/ the dimensions of students personality. The issue includes multiple topics of discussion. Virtual learning environments is a set of teaching-learning and evaluation tools designed to expand learning experiences through the use of ICT tools. We understand an integrated construction of the different elements that constitute the virtual learning environment.

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FORMATION OUVERTE ET À DISTANCE (FOAD) ET STRATÉGIE NUMÉRIQUE DE CONTINUITÉ PÉDAGOGIQUE EN CONTEXTE COVID-19 : RETOUR D’EXPÉRIENCES

Author(s): Moustapha Mbengue,Djibril Diakhate,Mohamed LatSack Diop / Language(s): French Issue: -/2020

In the fight against the spread of the coronavirus disease Covid-19, the Senegalese authorities had decided to suspend teaching in schools and universities throughout the country as of Monday 16 March 2020. The following question then arose for universities and higher education institutions: what are the modalities to ensure the continuity of the public service of education? The School of Library, Archivists and Documentalists (EBAD) of the Cheikh Anta Diop University of Dakar, with more than twenty years of experience in the field of distance learning, on the recommendation of the supervisory authority, had embarked on the implementation of a strategy to ensure pedagogical continuity. The aim was to enrol students initially enrolled in face-to-face training in distance learning. This initiative was fraught with uncertainty given the novelty of the situation and, above all, the many challenges to be met, particularly in terms of raising awareness among the players involved, the availability of technological equipment and skills, tutoring of courses for first-year students, etc. The aim of the initiative was to ensure the continuity of teaching. This article presents the strategy and action plan for enrolling students in the FOAD adopted by the EBAD. Through a link between “case studies” and scientific reflection, it is part of a practical and reflective perspective and is intended to be an inspiring model of adaptation for higher education institutions in developing countries.

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LIFELONG EDUCATION - NECESSITY AND DESIDERATUM OF THE PERSONALITY

Author(s): Valentina MÎSLIȚCHI / Language(s): English Issue: -/2020

The article presents the problem of the need to ensure education throughout the life of the personality. There are highlighted various definitions of lifelong education given by various researchers, there is specified the purpose, objectives, characteristics, contents of lifelong education, there are described the forms and factors of lifelong education and it is elucidated the methodology of lifelong education.

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DIGITAL SKILLS OF TEACHERS FOR LIFELONG LEARNING - ROMANIAN REALITIES AND PERSPECTIVES

Author(s): Alexandrina Mihaela Popescu / Language(s): English Issue: -/2020

The need for teacher's Lifelong learning is a permanent and paramount goal of any 21st-century education system and the best investment that any state can make to ensure the social, economic and cultural future.The European Union has shown an increased interest in training and developing the digital skills of teachers in the European area in recent years. In this regard, EU has developed a series of measures and recommendations for Member States. Nevertheless, in Romania we are experiencing a crisis caused by the shift of teaching activities to the online environment, the lack of digital skills of teachers in pre-university education and, last but not least, the lack of digital media (free internet access, computers, tablets) for a large part of the students.The current paper aims to identify the Romanian context shaping the development of the teachers' digital skills for Lifelong Learning up to the onset of lockdown, which led to the relocation of teaching activities online (on 16 March 2020), also focusing on the measures taken during lockdown (16 March 16 - 15 May 2020). The question we are trying to answer is how prepared were the teachers to cope with the online teaching activities, how much had the schools advanced in the integration of digital resources to face-to-face teaching.

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TRAINING TODAY'S INDIVIDUAL FOR TOMORROW'S INDIVIDUAL'S PERFORMANCE. LIFELONG LEARNING

Author(s): Florentin Remus MOGONEA / Language(s): English Issue: -/2020

The contemporary world is characterized by a rapid and unpredictable evolution of science and technology, generating a significant movement of ideas, inventions and discoveries, an exponential growth of information and cutting-edge technologies. These have as a consequence the digitalisation of the society, the restructuring and the renewal of some multidisciplinary epistemological approaches, from all sectors of the social life.Contemporary society is facing limited resources of raw materials and energy, population growth, widening the gap between rich and poor countries, the steady deterioration of the environment, and interethnic conflicts.The solution to this crisis is the education reform, which will cause profound transformations in relation to the specificities of each country, a new education policy to increase its quality and imprint the prospective character.Through structure, objectives and content, education must constantly meet the requirements of the evolution of national and international reality. The meanings and efficiency of the educational act are given by the the adaptation and self-regulation capacity of education, compared to the more numerous challenges of the social space.Our paper aims to demonstrate the importance of lifelong learning, deepening and capitalising on it, after the period of compulsory schooling. Tomorrow's human education is no longer reduced to what the school transfers; it results from the harmonious combination of the three forms of education throughout life. This means that the training of today's individual, through education, will meet the demands of the tomorrow's knowledge society.

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Learning in Young People. Its Specificity and the Challenges of the Knowledge Society

Author(s): Elena Tiron / Language(s): English Issue: 3-4/2020

The article connects several current concepts: the knowledge society, the student-centered educational system, constructivist learning in young people, the virtual environment of learning and education. At the heart of applying these concepts in educational practice are young people who, although beneficiaries of the constructivist knowledge and education society, are called to maintain with energy and their creativity the dynamic and the progress of the knowledge society in a continuously ascending constructivist paradigm. In the introduction of the paper, the knowledge society is defined from the perspective of several authors and the digital personality is sketched, as a new type of personality specific to young people, formed under the domination of the computer. The second part of the paper discusses constructivist learning, in the student-centered education system, the constructivist teacher’s attitudes forming the constructivist student’s creative attitudes. The third part of the article addresses young people learning in the virtual environment, the process of virtualization of education with actors, new content, methods, means, forms of organizing education, positive and negative aspects of virtual education. At the end of the paper, reference is made to cyberculture as a synthesizing concept of the current cyber movement.

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Perceptions of Special Education Homeroom Teachers by Parents and Teachers in Israel

Author(s): Rakefet Weidberg,Marius Ciprian Ceobanu / Language(s): English Issue: 27/2024

Homeroom teachers in special education make outstanding efforts and are extremely devoted to their work. However, they must contend with frustrated parents who are disappointed with the inability of these teachers to meet their needs and expectations. Accordingly, it is of great interest to examine parents' perceptions of the role of the homeroom teacher in special education. The current study examines these perceptions regarding four dimensions of the homeroom teacher’s functioning versus the parents: Professionality, trustworthiness, availability, and empowerment. Parents' perceptions were examined in comparison with those of teachers at special education schools. The sample included 100 parents and 101 teachers in special education schools. The data were collected by a questionnaire constructed by the researchers in a previous study. The questionnaire includes four parts, examining the dimensions mentioned above. The teachers' questionnaire was identical, but they were instructed to refer to the relationship between the homeroom teacher and the parents. The findings show that the parents gave significantly lower evaluations than the teachers on all four dimensions: the homeroom teacher was perceived by the parents as less professional, less trustworthy, less available, and less empowering than evaluated by the teachers. The findings have practical implications for the training of special education teachers and for the professional development of teachers and also for coordinating expectations and defining boundaries that might help both homeroom teachers and parents form a constructive relationship.

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Investigating Dissertation Supervisors’ Characteristics Valued by Supervisees and their Effect on the Supervision Process

Author(s): Chaima Bekki,Ahmed Fizya Bouchama-Sari / Language(s): English Issue: 27/2024

The Supervision process requires both supervisors and supervisees to perceive supervisors’ qualities as a determining criterion in the selection of supervisors. In order to investigate supervisors’ characteristics valued by supervisees and their effect on the supervision process in the English department at the University of Tiaret, two questionnaires were handed to 40 Master 2 Didactic students and 10 teachers selected through purposive sampling The data generated were subject to quantitative and qualitative analysis. The findings revealed that supervisees appreciate supportive, flexible, responsive, available and knowledgeable supervisors. Results also suggested that directive, demanding, unresponsive and inaccessible supervisors are not appreciated. Further, it was found that lack of clear guidelines on how to choose a good supervisor, lack of awareness of the roles of supervisors and supervisees and obliviousness of supervisors’ contribution to supervisees’ overall development were the principal reasons causing challenges in finding a suitable supervisor. The findings also showed that supervisors’ selected characteristics enhance supervision by creating an inclusive and productive environment that reaches intended outcomes efficiently. Considering these results, the following pedagogical implications are offered. The study argues for organizing seminars to inform (future) supervisees of characteristics of good supervisors and how to choose a suitable one, cultivating a positive relationship between supervisors and supervisees by clarifying the roles of each, scheduling meetings between supervisors and supervisees to create a code of conduct for working together on long terms, regulating guidelines for supervisor selection and tailoring supervisory programs that prioritize the characteristics identified in this research.

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Metacognitive Awareness and Group Membership as Predictors of Academic Performance

Author(s): Andrea Barta,Tünde Póka,Borbála Tamás / Language(s): English Issue: 27/2024

Numerous studies highlighted the role of higher-order cognitive processes and metacognitive awareness in academic performance and later careers. Similarly, extracurricular activities, such as various group memberships, have a positive impact on university success, enhancing cognitive abilities alongside social and emotional factors. The aim of this research is not only to uncover simple linear relationships but to examine the impact of group membership, as an extracurricular activity, on the relationship between metacognitive awareness and academic performance. We surveyed students from the Babeș-Bolyai University Faculty of Psychology and Educational Sciences, using the convenience sampling method and applying a correlational cross-sectional design. Positive, moderate-strength relationships were found between academic performance, metacognitive awareness, and group membership. According to the moderation model, group membership is not a significant moderator; however, based on the overall model, it can be concluded that group membership has a positive effect on academic performance. The study draws attention to the organization and support of extracurricular and co-curricular programs as activities that enhance metacognitive awareness and academic performance.

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The Implications of Assessment Based on Contextual Learning on Students' Results

Author(s): Maria Carmen Țîru / Language(s): English Issue: 27/2024

Creating contexts in teaching, learning, and assessing the student involves a complex activity whose purpose is the student's progress. The connection between the three processes can be assured by choosing the best educational context for the university teacher. In the student-centered university educational process, having the students as partners in the teaching process and assessing them based on contextual learning is essential. This study analyses the influence of assessment based on contextual learning on students' learning results and used descriptive and comparative quantitative research with a non-experimental design to achieve this goal. The sample was 114 students from the Teacher Training Department, West University of Timisoara, Romania, second year of study, Level 1 of the Postgraduate Program, for the academic year 2021–2022 (20 males and 94 females). Using two formative context-based assessment tasks and one summative content-based assessment task, the study revealed that assessments based on practical contextual learning tasks positively impact students' results more than content-based assessments. Also, the contextual assessment task type influences students' results, with the practical context determining better results than a cognitive-theoretical context. The study's limitations suggested that many factors could be involved in studying the impact of different types of contextual assessment on students' results. Future experimental research could be done on considering experimentally confirmed variables and criteria for construing and choosing the appropriate type of task for formative and summative contextual assessment that confirms students' progress, including new technologies support in contextual assessment.

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Benefits of the Duchenne Smile and Positive Emotions. A Systematic Review

Author(s): Violeta Lupu-Merca,Sebastian Vaida / Language(s): English Issue: 27/2024

The Duchenne smile is the genuine smile characterized by the activation of the muscles around the eyes and mouth. It has been associated, in the specialized literature, with the experience of positive emotions. Through the present work, using a qualitative approach, we aimed to identify and systematize the studies carried out in the period 2010-2023 that investigated the relationship between the Duchenne smile and positive emotions. Following the application of specific keywords, 611 studies were identified, from which, after applying the inclusion-exclusion criteria, 8 studies were included in the review. A conclusion could not be drawn regarding the idea that the Duchenne smile is indisputably an indicator of positive emotions, but the data provide us with important information such as the following: the Duchenne smile is associated with experiencing positive emotions (happiness, joy, hope, contentment) and manifests itself in the context of affiliation and cooperation. It has an important role in triggering extended cognitive states (attentional ones) and can be performed voluntarily (in the presence/absence of a positive emotion), having the same health benefits as spontaneous smiling. In addition, the Duchenne smile increases the acceptance rate of feedback given by teachers in class. The relationship between the Duchenne smile and positive emotions is context dependent.

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The Impact of an Induction Mentoring Programme for Novice Teachers. Reflections, Feedback, and Directions for Future Research

Author(s): Alina Georgeta Mag,Adina Elena Glava,Letiția Muntean-Trif,Mihaela Gabriela Neacșu / Language(s): English Issue: 27/2024

This paper examines the effects of an innovative induction programme that was provided to novice teachers during their first year of teaching. The opinions of the participants were gathered concerning the practicality and pertinence of the mentoring actions performed, the most significant outcomes of mentoring-style learning, and possible directions for the mentoring programme's continuing development. The participants explicitly mentioned the mentoring programme's formative value, placing particular emphasis on the importance of introspection and the establishment of communities for peer learning. The participants' feedback underscored the importance of maintaining an empirical approach to the matter of induction mentoring. Additionally, it emphasised the necessity of tailoring and individualising mentoring strategies to address the diverse requirements of the participants.

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Investigating the Reading Preferences of Second-grade Pupils through Creation Lessons

Author(s): Diana-Crina Marin,Mușata Bocoș / Language(s): English Issue: 27/2024

It is unanimously accepted that reading activities have positive effects on children's development. Recent research has shown that pupils’ interest in reading activities could be enhanced by providing interesting and age-appropriate books. The purpose of the research is to determine whether it is beneficial to organize didactic activities in which pupils use their creativity to establish titles of attractive books for them. At the same time, we were interested in finding out whether pupils want to frequently participate in creative lessons based on story writing. All 54 second-grade pupils who have participated in our research mentioned that they enjoyed participating in the creation lessons, and would like to cooperate with other older peers in the process of writing the stories. The research revealed that could be beneficial to organize lessons based on stimulating students' creativity with the purpose of understanding the reading preferences of the primary school pupils.

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Navigating the Maze: Parental Alienation, Self-Esteem and Parenting Styles

Author(s): Iuliana Petrușchevici,Antonia Pintilie,Georgeta Pânișoară,Dorina Maria Nijloveanu / Language(s): English Issue: 27/2024

This study examines the interplay between childhood parental alienation, adult self-esteem, and parenting styles experienced during upbringing. The sample comprises 125 Romanian participants (76% female, 24% male), aged 21 to 59 (M= 33.8, SD= 8.88). Distinct datasets were formed based on the absence of either parent during childhood, enabling separate analyses for mother-child and father-child relationships. Results reveal a statistically significant negative association between childhood parental alienation and adult self-esteem. Moreover, a significant positive correlation is found between experiencing democratic parenting during childhood and current self-esteem. The study also demonstrates that the authoritarian parenting style only moderates the relationship between parental alienation and self-esteem within the father-child relationship, albeit at a low to moderate level of influence. Conversely, this effect is not observed within the mother-child relationship. These findings have been further analyzed in the context of current research on the topic, thus contributing to the comprehension, prevention and management of parental alienation, its impact on adult self-esteem, and the promotion of healthier parent-child relationships

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Civic Conscience, the True Educational Ideal in John Dewey and Jean Piaget

Author(s): Irina Siminiceanu / Language(s): English Issue: 27/2024

In a world heavily challenged by new historical and technological developments, the civic conscience of the individual must regain a defining importance in the education process. As the culmination of efforts to shape the new generations, it reinstates democratic values in schools, so that we can find them later in society. Here, I will illustrate that two great philosophers of education, John Dewey and Jean Piaget, have already shown that educational systems should primarily aim towards civic conscience, even though neither of them uses the term explicitly. New solutions must be sought to reintegrate society into schools as an educational material, to foster the development of the skills that the citizen of tomorrow will need, a citizen who will not only have the mission to restore balance but also to ensure the progress of society.

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The Impact of Peer and Cyberbullying on Elementary School Children in the Republic of Serbia

Author(s): Lazar Stošić,Irena Stošić,Aleksandra Janković / Language(s): English Issue: 2/2024

This study examines the prevalence of various forms of peer bullying among elementary school children, with a particular focus on the rising issue of cyberbullying. Utilizing a specially constructed Likert scale, the research gathered data from a sample of 98 children, composed of 51 boys and 47 girls, across grades five to eight. The findings reveal that verbal abuse, such as name-calling, mocking, and insulting, is the most common form of bullying experienced by children. Physical bullying behaviors like hitting, pushing, and kicking are also prevalent. Furthermore, the study highlights the significant presence of cyberbullying, characterized by malicious online messaging and social media interactions, which often result in emotional distress and withdrawal from social activities. The reliability and internal consistency of the measurement scale were confirmed by a Cronbach’s Alpha coefficient of 0.775. The results underscore the importance of addressing both traditional and cyber forms of bullying to ensure a safer school environment. The study advocates for comprehensive educational programs that promote digital literacy and empathy among children to mitigate the negative impacts of bullying. Additionally, the research suggests implementing effective intervention strategies that include prompt responses to reported bullying incidents and providing support to victims. This study contributes to the growing body of literature on bullying by offering insights into the dynamics of peer and cyberbullying, emphasizing the need for continuous monitoring and preventive measures within educational settings.

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Predictors of ICT Integration in Teaching: The Role of Teachers’ ICT Self-Efficacy and ICT Infrastructure

Author(s): Marijana Momčilović,Stefan Ninković / Language(s): English Issue: 2/2024

Information and Communication Technologies (ICT) have the potential to enhance teaching and learning and influence the development of students’ digital competencies. However, harnessing the potential of ICT in a way that contributes to positive student outcomes poses a challenge for many teachers. The question arises as to whether providing adequate ICT infrastructure in schools facilitates access and, therefore, the use of ICT in teaching. Additionally, it is significant to examine the role of teachers’ knowledge and beliefs in this context. Therefore, this study aimed to explore the relationship between teachers’ perception of ICT infrastructure in schools, ICT self-efficacy, and ICT integration. The study involved 590 teachers from primary and secondary schools in Serbia. By conducting multiple regression analysis, significant effects of teachers’ ICT self-efficacy and perception of available ICT equipment in schools on the use of ICT in teaching activities were obtained. ICT self-efficacy explains the criterion variable to a greater extent. The paper concludes with recommendations for future research and practice.

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The Role and Importance of Quality of Life among Preschool Children as a Prerequisite for a Positively Oriented Upbringing

Author(s): Zvonimir UŽAREVIĆ,Snježana DUBOVICKI / Language(s): English Issue: 2/2024

The aim of this study was to evaluate the health-related quality of life (QoL) in a sample of healthy preschool children in the Republic of Croatia and comment on whether and how the research results open the preconditions for positive individual scenarios of the future related to positively oriented upbringing. The Pediatric quality of life inventory generic core scales (PedsQLTM) was completed by 230 healthy preschool children (5-6 years old) and their parents as a proxy-report. The data was descriptively analysed first. Reliability was assessed by Cronbach’s alpha. The statistically significant difference between the PedsQLTM scales (physical, emotional, social, kindergarten and psychosocial functioning) for preschool children and their parent’s proxy-report were analysed. The PedsQLTM scale score means for children’s self-report ranged 71.32-76.49, with the total score was 74.53. Score means for their parent’s proxy-report scale ranged 73.59-85.46, with the total score of 80.93. All the self-report and proxy-report scales showed satisfactory reliability with Cronbach’s alpha varying between 0.64 and 0.89. Statistically significant difference between scales in self-report and proxy-report was for physical (t=-7.12, p<0.01), social (t=-6.42, p<0.01) and school functioning (t=-2.62, p<0.01) as well as psychosocial (t=-4.82, p<0.01) and total health (t=-6.85, p<0.01). The Croatian PedsQLTM is valid and reliable generic pediatric health-related QoL measurement that can be recommended for children’s self-reports and their parent’s proxy-reports. The results of the research open a precondition for positive individual scenarios of the future related to positively oriented upbringing.

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Parteneriatul educaţional din perspectivă sociopsihopedagogică

Author(s): Laura-Maria Șişca / Language(s): Romanian Issue: 11/2022

The article presents the role of scholar partnership. The problem of educational partnership represents a social, cultural, psychological and pedagogical phenomenon, even historical, related to the emergence and evolution of instructive‑educational institutions; of the sentimentalization of parent-child relationships; the responsibility of the family and society regarding the education of the young generation and the need to improve parental skills, including meeting the needs of the family and the school in providing quality social assistance. There have always been fairly stable social relations between family, kindergarten and school.

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Textul şi jocul

Author(s): Irina-Cătălina Vrânceanu / Language(s): Romanian Issue: 11/2022

This paper aims to present the way in which certain processed didactic games, taking into account the fact that the game can become a stimulating teaching tool at any level of study, especially in the digital age. We have carefully displayed their steps using our own material resources or from certain specialized books, we have considered that their application should target the differentiated work with those who encounter difficulties in learning, by adapting the entire didactic approach to the general level of the class through strategies,techniques and methods. All these actions have as their sole purpose the logical, rational and thorough understanding and learning of minimal notions, not the quantitative acquisition that will help students to integrate harmoniously into society. In its entirety, didactic games, as away of learning, have multiple benefits for both the teaching staff and the students, as they are message bearers and offerers in terms of the specifics of the discipline.

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