Assessing Critical Thinking Performance of Postgraduate Students in Threaded Discussions (2024)

Assisted by technologies, the 21 st century education demands self-directed learners in an indispensible way. This paper describes the role of digital resources (DR) in a language-learning environment that can be critical to Self-Directed Learning (SDL) in ESL settings. The report identifies a number of qualities of DR, which give them the above advantage. These relate to features, which help enhance (a) students' personal motivation, motivational and cognitive strategies, (b) the learning process (self-monitoring, problem-solving, autonomy and collaboration), and (c) the learning contexts (enhanced environment, learning space and community and policies).

OECD Working Paper, 2018

Proceedings of the 2016 ITiCSE Working Group Reports

NWU Self-Directed Learning Series

NWU Self-Directed Learning Series, 2019

The research tries to understand and explain the phenomenon of leadership in the context of UniversidadNacional Autónoma de Honduras (UNAH). This study uses the design of mixed method, based on aquality framework (rigor, reliability and validity). It describes the design in terms of the scope, purpose,priority and sequence of methods (quantitative and qualitative); and characterizes each method in terms ofsampling, data collection and analysis. For both approaches, convenience sampling is used. The dominanttheory (Transformational and Charismatic Leadership) is only used in the quantitative dimension; theMultifactor Leadership Questionnaire was applied to a sample of 149 observations in three levels(linkage) of the new educational model of UNAH. An Analysis of variance (ANOVA) was applied. In thequalitative dimension, the expanded system of leadership theories was applied in sixteen (16) interviewsand five (5) focus groups allowing covering the different levels established in the educational model(Macro, Meso and Micro). Was also achieve to interview ten (10) males and six (6) females. Focusgroups were integrated into five (5) groups for a representation of ten (10) men and nine (9) women, i.e.involving in total thirty-five (35) persons. Based on the results of this study, in the field of Leadership, wecan identify the recommendations for future studies. In all organizations, independent of the sector towhich it subscribe the leadership is a critical engine and causal determinant factor. The actual progress ofthe organization and / or institution depends critically in pushing the management team. With the analysisof the quantitative approach, it is demonstrated that on average, women score higher on transformationaland transactional leadership compared to man, who also scored lower on leadership directioncharacterized by Exception Passive and Laissez-Faire. With the qualitative approach, the highestpercentage of saturation was the so-called Transformational and Charismatic theory, and surprisingly anew category of centralized leadership was identified in an inductive way. The findings provide insightsinto the types of leadership that influence the educational model of UNAH, and could contribute to designhigher education initiatives in terms of policy, programs and projects.Keywords: Mixed method, transformational charismatic, and system of leadership theories.

International Association for Development of the Information Society, 2017

END 2014 – International Conference on Education and New Developments, 2014

The Electronic Journal of e-Learning, 2020

The Electronic Journal of e-Learning, 2020

Prosiding the 3rd English Teaching Conference, 2017

Communication and collaboration are regarded as part of essential focus toprepare students for increasingly complex life and work environments in the 21stcentury. Collaboration skills are highly required by the students to provide themselveswith the ability to work effectively and respectfully with diverse teams in the future.Collaborative Learning (CL), then, is very crucial and said to be able to facilitate thestudents to attain higher level thinking and preserve information for longer times thanindividual learning. This article reviews Vygotsky’s idea of the “zone of proximaldevelopment” and the concepts of Collaborative Learning. Then, the characteristics andprinciples of CL are presented. The discussion of how collaborative learning differs fromcooperative learning followed by some ideas of collaborative works in the classroomand how they are best practiced also complete the discussion. In addition, method forexamining CL process including conversation analysis is discussed.Keywords: collaborative learning, cooperative learning, conversation analysis

This paper describes the design and development process used to create Alien Rescue, a multimedia-enhanced learning environment that supports problem-based learning (PBL) in middle school science. The goal of the project is to further our understandings of technology, pedagogy, and instructional theories as they relate to the application of PBL within middleschool classrooms through the application of design-based research. A unique characteristic of the project is that it is developed entirely by a team of graduate learning technologies students, working under the direction and supervision of the faculty. Throughout the development process, graduate student developers learn steps and strategies for designing immersive learning environments, engage in technology development, and conduct research that informs future design iterations. Key features of the development model are described in detail and developers’ reflections are shared. Recommendations for those interested in engaging similar endeavors are provided.

Marc Prensky (2001) defined the digital natives as the first generation to grow up with the new technology [1]. Since then, new citizens of the digital world startedto study in our classrooms, having new needs in teaching and learning matters dueto the implementation of what it is called information technologies.Steve Jobs, between 2007 and 2010 introduced in our homes and normal daily lifethe versatility of the touch screen interaction that opened a completely new globalhorizon. Thereafter new ways of teaching started to emerge in order to fulfill thehunger of knowledge that suddenly and without realizing was in our digitalfingerprints. Triggered by curiosity, looking at the new devices are our kids, theuniversity students of 2030.The use of smartphones with its apps in any context and place is starting tointroduce a completely new model of student in kindergartens and primaryschools. These new students have new abilities, new ways of thinking, new ways of interact with peers, and of course, new ways of learning. It is natural to think that the brain structure is changing. In fact, John M. Grohol (2008) states “any person can affect his brain simply by doing something repetitively, or doing something differently”.Once these new students arrive at universities, a new model of face-to-face master class has to be offered where Instant, Global and Digital Knowledge engage their expectations and enhance their new way to look at the world among others.In order to build the model that the 2030’ students will demand we should first know how those students would look like.The present work sets the common characteristics of those future engineering university students that are growing up at the same time that new digital teaching strategies are starting to emerge at our universities. To know “how” they are building up their knowledge is keystone in the success of the new curricula of Engineering University Studies.[1] Prensky M., (2001), MCB University Press (2001), On the Horizon, 9, 5

The research tries to understand and explain the phenomenon of leadership in the context of UniversidadNacional Autónoma de Honduras (UNAH). This study uses the design of mixed method, based on aquality framework (rigor, reliability and validity). It describes the design in terms of the scope, purpose,priority and sequence of methods (quantitative and qualitative); and characterizes each method in terms ofsampling, data collection and analysis. For both approaches, convenience sampling is used. The dominanttheory (Transformational and Charismatic Leadership) is only used in the quantitative dimension; theMultifactor Leadership Questionnaire was applied to a sample of 149 observations in three levels(linkage) of the new educational model of UNAH. An Analysis of variance (ANOVA) was applied. In thequalitative dimension, the expanded system of leadership theories was applied in sixteen (16) interviewsand five (5) focus groups allowing covering the different levels established in the educational model(Macro, Meso and Micro). Was also achieve to interview ten (10) males and six (6) females. Focusgroups were integrated into five (5) groups for a representation of ten (10) men and nine (9) women, i.e.involving in total thirty-five (35) persons. Based on the results of this study, in the field of Leadership, wecan identify the recommendations for future studies. In all organizations, independent of the sector towhich it subscribe the leadership is a critical engine and causal determinant factor. The actual progress ofthe organization and / or institution depends critically in pushing the management team. With the analysisof the quantitative approach, it is demonstrated that on average, women score higher on transformationaland transactional leadership compared to man, who also scored lower on leadership directioncharacterized by Exception Passive and Laissez-Faire. With the qualitative approach, the highestpercentage of saturation was the so-called Transformational and Charismatic theory, and surprisingly anew category of centralized leadership was identified in an inductive way. The findings provide insightsinto the types of leadership that influence the educational model of UNAH, and could contribute to designhigher education initiatives in terms of policy, programs and projects.Keywords: Mixed method, transformational charismatic, and system of leadership theories.

The Future of Education Conference Proceedings, 2024

Proceedings (extract) of the 14th International Conference "The Future of Education" (19 June 2024, online event; 20-21 June 2024, in Florence - Italy).Edited by Pixel, published by Filodiritto Editore.

Broadening Horizons Through 21st Century-Oriented Language Education, 2021

In the last two decades, the world has witnessed notable developments in technology which have affected the way people live, communicate, learn, and teach dramatically. Paradigms in education have also changed radically from the traditional transmission model to active learning based on experiences. Learners are expected to acquire these skills like communication, collaboration, critical thinking, creativity, and digital literacy skills along with knowledge in various areas as they prepare for the future workforce (Larson & Miller, 2011). The present work reviews different frameworks which present the so-called 21st century skills, their definition and implementation in education and in language classrooms. Different innovative learning methodologies integrating digital technologies that can be used to improve students' second language and the relevant skills are presented in detail.

The Electronic Journal of e-Learning, 2020

9th International Conference The Future of Education, 2019

Proceedings of the 9th International Conference "The Future of Education! (Florence, Italy, 27-28 June 2019).Edited by Pixel, published by Filodiritto Editore.

Proceedings of the 12th European Conference on Game Based Learning, 2019