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Following the pandemic, Chilean universities have received a generation of students from a virtual academic world who demand the articulation of their lesson through a combination of active methodologies and the use of technology, offering teachers the opportunity to apply different teaching strategies. The objective of this study is to analyze the effects of the use of mobile devices together with the Geogebra software on the learning of 79 firstyear Engineering students at the Universidad Católica del Norte. This approach was implemented as an alternative work strategy to support teachers and students. The study is quantitative and descriptive-correlational. Data were gathered by means of a questionnaire designed ad hoc and validated through a structural equation model. The questionnaire was applied during two consecutive periods and descriptive and factorial analyses were performed. The main results show a high motivation with the use of these technological resources in the classroom and an increase in the academic performance of the students. This shows the usefulness and versatility attached to the interactive way of teaching tested in this study which can be applied across different levels and mathematics courses. [ABSTRACT FROM AUTHOR]

Copyright of Djoussour El-maarefa is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article brings results from a doctoral research, focusing on teaching and learning of the concept of rational numbers, relevant both in the school context and in everyday living activities. The complexity of the subject has aroused the interest of several researchers over the years, considering that high school and college students still do not understand the concept, although it has been introduced in the early grades. The main objective of this research is to conduct a Systematic Review of the Latin American Literature in the last ten years, on the concept of rational numbers after its study in elementary school, that is, in high school and in higher education. Among the purposes of the research is the pursuit to identify which themes are present in the investigations, with the intention of knowing the nature of the issues perceived in the classroom while using the concept, as well as the gaps left and recent trends in the field of mathematics education research. By observing the stages of a Systematic Review of Literature, the analyzed corpus consists of 45 articles. With this analysis it was possible to identify 4 main themes: Ratio and Proportional Reasoning; Rational Number Operations; Rational Number Representations; and The Concept of Rational Numbers and their Interpretations. [ABSTRACT FROM AUTHOR]

New educational proposals at university are focused on the development of skills and the learning outcomes that students are expected to acquire to accomplish said proposals. Metacognition plays a crucial role in that learning process, which is focused on students, who should be guided and questioned by their professors, so that they can self-regulate throughout their educational career. Looking at this through a neuropsychological lens, we feel compelled to think this happens because of the presence of language, a higher brain function that, once internalized, allows us to engage in a dialogue with ourselves, organizes verbal thinking, and provokes the processes of formal logical thinking that university education always requires. This work studies the relationship between the summative assessment and the self-evaluation of the learning outcomes that sophomores majoring in Educational Psychology at a private university in Rosario, Argentina, acquired by the end of their Psycholinguistics course in 2023. The purpose of this study is to describe and argue the ways in which language presents itself in two evaluation instances, applied in a course that has it as its subject matter. This is a descriptive, quantitative, relational, cross-sectional study. Data was gathered through the implementation of two instruments: the 3rd Content Revision Form--that includes both conceptual questions and a case study--, and the Learning Outcomes Self-Evaluation Rubric. Conclusions show that the individual summative assessment produced an average of 6 and a median of 7 points. Altogether, 66% of the answers were delivered correctly, both in conceptual questions and in the case study. When answering the learning outcomes self-evaluation, half the population recounted that they achieved "a lot" of outcomes, a fourth of them considered they accomplished "many," 18% said their outcomes were "enough," and only two students answered they had "few." This self-evaluation about the results does not depend on the score obtained in the summative assessment. [ABSTRACT FROM AUTHOR]

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Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Social Science Information is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Discussion-based courses in international relations rely on students' careful reading of complex texts in advance of class. However, instructors face a perennial problem: many students do not read effectively, or at all. We argue that students often want to, but do not always know how to , read such material effectively. With instruction and guidance on effective reading strategies, students can improve reading comprehension. To test our hypotheses, we measure the effects of (1) receiving course-preparation assignment worksheets (CPAs), (2) receiving critical/active reading strategies instruction, or (3) receiving both interventions (1) and (2) on students' consumption of reading assignments and reading comprehension. Across four sections of an "International Security Studies" course, we tested our hypotheses using student self-assessment. Results indicate that both CPAs and reading strategies instruction increase student consumption and self-assessed comprehension of assigned material, but with intriguing nuance across the range of possible responses. Generally, no added benefit upon comprehension is realized by offering both treatments together. These effective reading strategies offer benefits beyond our classroom, imparting students with long-lasting skills and offering instructors easily adaptable activities for use in other courses. [ABSTRACT FROM AUTHOR]

This research involves studying the digital uses of 221 Swiss and Belgian university teachers. The aim is to understand the uses actually implemented in higher education in these two countries. In order to categorise these uses, a typology of digital uses in education has been constructed. It aims to include both the uses made by teachers to prepare their lessons and teach and the uses they request from their students. This typology was established on the basis of existing literature (Denis, 2001; Paquette, 2002; Bégin, 2008; Peraya, 2008; Vuorikari et al., 2022) and includes both face-to-face and remote, synchronous and asynchronous uses. The aim of this research is therefore also to check the applicability of this typology and to adapt it on the basis of feedback from teachers.

Ce numéro compte deux articles synthétisant les connaissances, sept études empiriques, un texte de discussion et un entretien. Ce numéro met principalement en lumière huit articles explorant comment les technologies actuelles peuvent être mobilisées pour une adaptation toujours plus précise à la diversité des apprenants, que ce soit en formation initiale ou continue, indépendamment de leur âge ou des défis auxquels ils font face, et dans des contextes variés. Ce varia souligne également que, parallèlement aux dispositifs technopédagogiques conçus par les établissements et les enseignants, les pratiques et usages des apprenants, en particulier les jeunes, sont largement influencés par leur environnement familial et social.

In this article we present a study on difficulties in the process of learning the definition of the limit of a sequence. It is a qualitative study whose aim was to analyze the actions of a subject when dealing with a situation involving this definition. To this end, we discussed the concepts involved in the conceptual field of this definition, together with the analysis of a proposed situation. The data was produced through written and oral production, collected from the activity resolution sheets and audio and video produced during the session. The analyses show the difficulty in disengaging from graphic representations used to deal with particular situations, in the case of sequences that converge, even when the subject is confronted with a study of the conceptual elements involved in the formal definition. [ABSTRACT FROM AUTHOR]

The continuum councils established within the framework of the ACORDA project serve as departmental forums dedicated to discussions and local initiatives. The project was initially conceptualized with the goal of uniting the various stakeholders in the guidance process. It's aim was to foster collaboration and provide support, ultimately facilitating a more successful transition for students into higher education. This article delves into the role of continuum councils, drawing insights from data gathered during two council sessions within the same department. The findings underscore that these councils serve as a valuable platform for cultivating collective engagement among diverse participants, facilitating the exchange of experiential knowledge, and fostering a shared understanding of guidance principles. [ABSTRACT FROM AUTHOR]

The new generations develop their lives surrounded by different digital media, consuming and producing everything that increasingly refined algorithms put within their reach. In this context, proposals appear which seek to enhance citizens' critical perspective and which are beginning to be put into practice in formal educational initiatives that raise awareness about consumption and digital dependence. This article sought to analyze the reflections of the students before an experience of "digital diet" (24 hours of disconnection), integrated in a subject of the Degree of Social Education during the academic year 2021/2022. For this purpose, a qualitative methodology was proposed which aimed to analyze the educational possibilities of this proposal for raising awareness about the use of digital media. The results of this work revealed that an important part of the participating students failed to complete the challenge or showed symptoms associated with addiction. At the same time, the protagonists asserted the importance of ICT in different areas of their lives. Finally, the need to raise awareness among citizens through proposals such as the one analyzed in this study is highlighted. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cet article explore les représentations et les expériences vécues de l'université Cheikh Anta Diop. L'UCAD abrite des connaissances « disciplinées » fondées sur des idées de développement national. Cette université produit également des formes multidirectionnelles de connaissances et de solidarité issues du travail et de la production culturelle des étudiant.e.s. Nous examinons la signification symbolique de Cheikh Anta Diop sur le campus qui porte son nom depuis 1986. Son œuvre incarne une vision décoloniale et panafricaine, à savoir, celle d'une Afrique libérée de la tutelle coloniale et portée par la jeune génération. Cette perspective se matérialise sur le campus au travers d'hommages visuels, musicaux et intellectuels. Cependant, les publications de Diop font rarement parti du curriculum académique. Dans la seconde partie de l'article, nous discutons des représentations narratives qui compliquent l'espace du campus et sa promesse diopienne d'un futur africain. Le déficit infrastructurel, des valeurs conservatrices et des inégalités genrées trouvent leur expression au travers du roman de Mohamed Mbougar Sarr, De purs hommes, et des films produits par le collectif étudiant Ciné-UCAD. Nous mettons l'accent sur la créativité et les temporalités enchevêtrées qui se confrontent aux stratégies institutionnelles, remettant en question le rôle social de l'enseignement supérieur. [ABSTRACT FROM AUTHOR]

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Copyright of Orientation Scolaire et Professionnelle (OSP) is the property of Institut National d'Etude du Travail et d'Orientation Professionnelle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Orientation Scolaire et Professionnelle (OSP) is the property of Institut National d'Etude du Travail et d'Orientation Professionnelle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

L’usage des plateformes d’intelligence artificielle et en particulier ChatGPT-3 interroge le monde universitaire depuis décembre 2022. Certains enseignants prennent peur tandis que d’autres y décèlent de nombreuses opportunités pour eux-mêmes et pour les étudiants. Mais quel est le réel usage des étudiants face à cette IA? Cette recherche s’intéresse à l’usage de ChatGPT-3 par des étudiants de première année de l’Université de Namur (Belgique). L’enquête a été réalisée pendant les mois de février et mars 2023, soit quelques mois après la sortie de ChatGPT-3. Des étudiants de six facultés (informatique, droit, médecine, sciences, sciences économiques, sociales et de gestion ainsi que de philosophie et lettres) ont été sondés afin de mieux connaître leur utilisation de ChatGPT, mais aussi de cerner les cours dans lesquels ils y ont recours. De plus, cette enquête a permis de mettre en lumière les avantages perçus par les étudiants quant à l’usage de ChatGPT-3 et de manière générale quant à l’usage d’intelligences artificielles. Ces données sont interprétées selon le modèle des stratégies d’apprentissage par développé par Boulet et al. (1996). Pour terminer, nous montrerons comment les données recueillies ouvrent de nouvelles pistes de recherche quant à l’esprit critique des étudiants face à ChatGPT.

L’intelligence artificielle (IA) transforme en profondeur les secteurs de l’éducation et de l’enseignement supérieur. Cet éditorial explore comment les systèmes éducatifs intègrent l’IA dans leur gouvernance, leur gestion et leur politique. Il aborde les enjeux éthiques, les défis de la personnalisation de l’apprentissage ainsi que les risques liés aux biais algorithmiques. Les articles présentés dans ce numéro proposent une réflexion sur les impacts de l'IA, notamment dans le développement professionnel des enseignants, la gouvernance scolaire basée sur les données ainsi que les perceptions et usages de technologies comme ChatGPT et les chatbots dans les milieux éducatifs.

Oktay Cem Adıgüzel est professeur titulaire à l’Université Anadolu et professeur invité à l’Université du Québec à Montréal (UQAM). Dans cet entretien, il nous parle de ses recherches sur l’intelligence artificielle et de ce que cette dernière peut apporter au champ de l’éducation. S’inspirant des neurosciences, il met notamment en évidence le rôle que l’intelligence artificielle peut jouer dans les rétroactions apportées aux étudiants pour soutenir leurs processus d’apprentissage. Il partage également sa vision de la situation actuelle et des évolutions potentielles des établissements et pratiques éducatives ainsi que des risques liés au développement de l’intelligence artificielle qui s’accompagne, selon lui, d’un changement de paradigme.

Dans cet article, nous nous proposons de réfléchir à la lecture en Français Langue Etrangère (FLE) dans l’enseignement supérieur en contexte argentin. Quel est le point de vue du lecteur dans la construction du sens ? L’écriture des notes de lecture, comment façonne-t-elle le processus d’interprétation du sens ? Les étudiants, comment conçoivent-ils leurs journaux de lecture ? Ces questions, parmi d’autres, sont à l’origine de notre travail.

Transforming the methods of access to higher education, Parcoursup strengthens the effect of secondary school and teachers in the guidance of final year students. Informed and supported, theses high school students are invited to reify their aspirations through non-hierarchical wishes. Borrowing from the sociology of experience (Dubet, 1994), this contribution questions the way in which high school students experienced this Parcoursup procedure which engages their orientation process. From a double survey carried out by questionnaire (n=713) and by interview (n=37) among first-year university students, the results show that if their experience of the procedure in its technical dimension is facilitated by the support received, the way they do understand the discourses of their teachers is more nuanced. [ABSTRACT FROM AUTHOR]

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Higher education was affected by the outburst of Covid-19, making it necessary to adapt on site teaching to an online modality. This adaptation affected teaching strategies, including active methodologies. The purpose of this study was to examine the use and adaptation of active methodologies during remote teaching in the Law, Education and Nursing degrees at two public universities. In this quantitative study, which employed an online survey, 162 individuals participated including students (n=118) and teaching staff (n=44). The results identified that the adaptation of active methodologies to the new scenario of online teaching was uneven. Students valued the changes positively, although they pointed out the need to improve quality. Teachers highlighted the difficulties they encountered: technical and space issues, management of large groups, and lack of training. Another difficulty mentioned by the cohort referred to the lack of a direct teacher-student and student-student contact. This was perceived to imply lower motivation and participation in class. The impact of the use of these active methodologies had positive effects in terms of learning, including student satisfaction and knowledge transfer. However, negative aspects such as the overload of tasks both for students and teachers was also mentioned. In conclusion, active methodologies promote student participation, involvement, and motivation in on line scenarios, but it is necessary to continue studying how to improve the adaptation of these methodologies to overcome their practical limitations. [ABSTRACT FROM AUTHOR]

In recent years, faculty members have heard numerous calls to review their research, teaching and administrative practices from the perspective of a mission known as Equity, Diversity, Inclusion, or under the acronym EDI, to which the terms Decolonization and Social Justice are sometimes associated. These calls have found a varying support depending on the disciplines, institutions and countries, where teachers and researchers have undertaken to integrate these objectives into their work. In Canada, following the report of the Truth and Reconciliation Commission (2015), universities developed initiatives which claimed to decolonize and indigenize the curriculum. This article questions the impact of a higher education course, which studied the media coverage of racialized activists in France, as taught in this context. After a brief presentation of the institutional use of the word 'decolonization' and its critiques, the article describes the parameters of the development of this course and its implications in terms of engagement and allyship. It then questions the dimension of the latter considering that the course is taught in L2 French, a language whose presence around the world finds its origins in a colonial and imperialist history and in the discrimination of indigenous, creole, regional and vernacular languages. Finally, I present the argument that positionality is a crucial part of the decolonial reflection and the critical and anti-racist pedagogy, for which epistemological points of view must be openly presented and historicized.

Dans l’enseignement supérieur, les dispositifs et les outils numériques utilisés par les étudiants peuvent les amener à s’organiser sous forme de communautés de pairs et, ce faisant, à interagir en toute autonomie. Ils sont alors susceptibles de prendre quelque distance par rapport aux attentes et aux modes de fonctionnement propres à leur université, d’être tentés par des voies plus ou moins parallèles à celle-ci, à moins que les pratiques interactives à distance ne leur offrent des opportunités d’apprentissage ou d’investigation accrues. Dans cet article, plusieurs travaux sont examinés en ce sens afin de voir si de telles pratiques constituent un enjeu ou une menace pour l’institution universitaire. L’utilisation simultanée des outils officiels (comme les forums propres aux universités) et des moyens officieux dont disposent les étudiants (en l’occurrence les réseaux sociaux) est de nature à introduire un certain brouillage dans leurs interactions, cependant il peut y avoir là des opportunités d’échanges à caractère exploratoire ou des collaborations inédites. L’hybridation ainsi à l’œuvre est alors susceptible de se présenter comme un atout pour l’institution comme pour les étudiants.

Cet article décrit le dispositif d’un cours de marketing de premier cycle universitaire dont l’objectif est de travailler l’innovation et le développement de produit ou de service par un concours international qui récompense les productions les plus prometteuses. Chaque année les sujets changent et, pour cette édition, les travaux doivent porter sur le métavers, la réalité virtuelle, la réalité augmentée, l’intelligence artificielle, le gaming ou les NFT (jeton non fongible). Afin de s’assurer que les étudiants aient les connaissances et la compréhension nécessaires de ces thématiques pour effectuer leur travail de création, un dispositif de formation complet en quatre temps répartis sur une quinzaine de périodes de cours a été créé, basé sur un design pédagogique en trois parties : étudiant, contexte et employabilité. L’objectif est de s’assurer que les étudiants comprennent les notions avant de les utiliser pour le développement de produit. Cet article démontre les apprentissages effectifs réalisés et l’importance de confronter les étudiants aux technologies numériques émergentes.

Cette note de lecture résume les principales conclusions d’un mémoire de maîtrise portant sur la relation pédagogique en formation à distance (FAD). Les résultats de cette recherche démontrent qu’en contexte de FAD, bien que plus de la moitié du corps enseignant (n = 73) considère la relation comme satisfaisante, la majorité estime que la distance impacte négativement cette dynamique. Confrontées aux défis liés à la distance physique ou aux limitations techniques, les personnes enseignantes déploient diverses stratégies innovantes pour favoriser un climat de classe positif, une présence accrue et une qualité relationnelle optimale. Les résultats de cette recherche soulèvent des questions sur la FAD, soulignant l’importance d’ajuster les pratiques éducatives tout en préservant la qualité de la relation pédagogique.

Complex problem solving (CPS) is one of the 21st century skills frequently listed in competency frameworks, which is the case in those for business learners. However, weaknesses observed in recent management graduates suggest that they do not master CPS process. Although this could be explained by a lack of disciplinary knowledge, it is likely that it is also attributable to underdeveloped metacognitive skills. Thus, it seemed promising to us to design digital scaffoldings (DS) based on the theory of scaffolding, in order to guide the learner in his CPS process on the cognitive and metacognitive levels. This research contributes to the literature on the influence of DS by using a qualitative approach aimed at explaining how and why learners mobilize them. Given that results suggest that these learners have little experience with CPS and that we can qualify them as novices, recommendations for designing DS adapted to their level are proposed to support the development of this skill.

Educational institutions have seen a significant increase in the number of students with disabilities over the past decade. Many of these learners face challenges related to learning or academic and social integration. To help them overcome these challenges, a French Grande École of Engineering has implemented a tutoring program that consists of offering disciplinary and methodological support to learners in HS. Given the innovative nature of this project, we carried out qualitative research to understand the experience of 12 student tutors from this school who documented in an experience journal each session offered to their mentee. The analysis of the data highlights the learning achieved on the pedagogical (adaptation of their teaching and approaches), personal (contribution of a diversity of skills) and professional levels (evolution of their relationship to disability and greater openness to inclusion). Challenges were also highlighted, particularly when the skills or knowledge to be mobilized entail too great an investment, as well as the limitations of distance tutoring.

Cet article présente les résultats d’une recherche mixte menée à l’Université Côte d’Azur (France) autour de la mise en place des syllabus numériques. En tant qu’instruments au service de l’apprentissage des étudiants, les syllabus (ou plans de cours) sont susceptibles de favoriser une représentation convergente des intentions pédagogiques des enseignants et de la perception de celles-ci par les étudiants. Cette recherche rend compte des représentations que se font des syllabus les étudiants et les enseignants interrogés (par questionnaires et entretiens semi-directifs) et de leur perception du dispositif mis en place dans leur université. Les résultats mettent en lumière une divergence de point de vue entre les projections des enseignants et les attentes des étudiants. Ils soulignent la nécessité d’une meilleure compréhension des besoins des étudiants et de l’élaboration d’une représentation partagée de l’environnement d’apprentissage pour favoriser une expérience d’apprentissage réussie.

Experts commonly assert that social innovation is best taught outside of higher education, given that higher education institutions are prone to rigidity traps. Opposing research suggests that social innovation can flourish within institutions of higher education when they embrace new ways of teaching and learning. Using a student-initiated and led Social Innovation Organization (SIO) at a university in South Asia as a case study, this article considers how social innovation education might emerge from and take root within institutions of higher education and what the consequences are for social relations, power structures, and institutional practices. [ABSTRACT FROM AUTHOR]

After the 1974 revolution, higher education in Portugal democratised, diversifying the student population. This study investigates the inclusion policies of Portuguese Higher Education Institutions (HEIs), analysing support measures in their statutes. The document analysis of 26 statutes reveals progress and challenges in implementing these measures, highlighting disparities in distribution, limited psychosocial focus, and a predominantly medical approach. The influence of institutional autonomy and the lack of specific legislation for inclusion in higher education were also identified, legitimizing variations in resource offerings and limiting access to support measures in HEIs. [ABSTRACT FROM AUTHOR]

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