EDU REVIEW. International Education and Learning Review / Revista Internacional de Educación y Aprendizaje

Social Support Network Action and Academic Training

Angélica Inês Miotto — 2022-04-06

The student's protagonism in academic training triggers mechanisms that foster autonomy, motivation, pleasure of learning and involvement in diversified activities. The study aims to analyze the pedagogical proposal of the extension course "Protagonism and spaces for student participation", developed at the Euro-American University Center (Unieuro), Brazil, considering the pedagogical modules offered, as well as the didactic and audio-visual materials. The methodological trajectory considered the qualitative investigative approach through the analysis of the course plan and the Virtual Learning Environment. As a result, the course allows the student's ambiance, adaptation, and engagement in the university environment.

Study of the Schemes Constructed of Ratio and Proportion by Pre-university Students

Elena Fabiola Ruiz Ledesma — 2022-05-17

The cognitive action carried out by the student when making use of mathematical concepts in contexts other than the one learned implies the reconstruction of them. This action represents a major difficulty faced by students. The concepts of ratio and proportion were worked on, through a teaching sequence, with a sample of 35 first-semester high school students in Mexico City, which allowed observing the reconstruction of their schemes, supported by the theoretical framework of Reflexive Abstraction. proposed by Piaget. The students were able to argue the solution strategies used in solving problems, which resulted in the modification of their actions.

POST COVID-19: Digital Epistemology and Flexible Education in Digital Era

Roberto Enrique Chang López — 2022-03-08

This essay presents a strategy on school innovations supported by ICTs, MOOCs, and the internet in pedagogies as well as in learning modalities during and after COVID-19. A review of the literature on educational systems and innovation in educational quality and epistemology of digital education is included. Therefore, the problem is to flexibly rethink the internal processes of the school, but also to develop technological skills for both teachers and students in the transition from the traditional epistemological model to the digital one.

Teacher and Student Perception of Learning through Active Methodologies in Higher Education

Konrad Fritz León — 2022-04-22

Perception of teachers and students of the current teaching and learning process must be considered when implementing active methodologies and their relationship with the achievement of competencies. This research seeks to interpret the perception of dentistry teachers and students regarding learning by active methodologies through a mixed-type study and phenomenological design. The results showed that both actors perceive that the application of active methodologies is favorable for the development of skills and better learning, allowing the development of research skills, teamwork, responsibility, and organization.

Analysis for Migration from Presential Settings to Virtual Settings in Higher Education

Edith Olivo García — 2022-04-28

The objective of this research is to propose a model that allows the change between learning modalities through the u-learning and rotation model, where teachers obtain digital and pedagogical skills to develop meaningful learning in their students regardless of the environment where they are; this is due to the practices that have had to be modified due to the COVID-19 pandemic, the research was applied in the Faculty of Informatics of the Autonomous University of Querétaro.

Institutional Factors: Student Desertion in Psychology at the National University of Córdoba

Facundo Ruffinatto — 2022-04-28

The desertion and retention of students are issues that have been addressed at the level of national and international university political management. Insertion into university life constitutes one of the fundamental periods where permanence and/or university desertion is at stake. Through focus groups, those institutional factors predominant in desertion were explored. Population massiveness was characterized as the most relevant and predominant aspect in desertion, along with academic performance, which is influenced by multiple edges. Also, factors associated with student retention were recognized.