@article {1407, title = {EMERGING EDUCATIONAL DESIGN IN ONLINE TRAINING IN HIGHER EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {79}, year = {2021}, month = {June/2021}, pages = {Continuous}, type = {Original article}, chapter = {397-411}, abstract = {Universities are living in a time of major transitions regarding the challenge of rethinking and transforming the current pedagogical models so they can respond to the needs of the global knowmad society. In this study, the Design-Based Research (DBR) approach is used to address the improvements of two emerging pedagogical designs in e-learning in the university context: the model of the Center for Research in Education and ICT (CIIET) of the University of Santiago de Chile (Chile) and the model developed by the Education Node research group of University of Extremadura (Spain). The main focus of these models is the student, who by developing activities based on the resolution of a contextualized problem and using new strategies, accompanied by open resources for resolution, resulting in a learning outcome that can be achieved and measured through assessment. This work aims to advance in identifying of some pedagogical keys for the design of online training scenarios that promote environments of production, research, and open dissemination of best practices, to experience new creative forms and collaborative learning, which have emerged within the hyper connected society and the net-culture. }, keywords = {higher education, instructional design, open educational resources, research-based design}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/21.79.397}, url = {http://oaji.net/articles/2021/457-1623676687.pdf}, author = {Mar{\'\i}a Rosa Fern{\'a}ndez-S{\'a}nchez and Juan Silva-Quiroz} } @article {1166, title = {RUSSIAN LANGUAGE NEEDS AMONG UNIVERSITY STUDENTS IN MALAYSIA}, journal = {Problems of Education in the 21st Century}, volume = {76}, year = {2018}, month = {October/2018}, pages = {Continuous}, type = {Original article}, chapter = {693-705}, abstract = {In the context of higher education foreign language courses are viewed as skills-oriented subjects that aim to enable students to communicate in a foreign language. The main four language skills to be developed are listening, speaking, reading and writing. Until recently, decisions about which of the linguistic skills should be emphasized in a foreign language program have been taken without seeking the opinions of language learners. To address this issue, the present research examined needs for learning the Russian language among students in a Malaysian public university. To achieve this research aim, a survey questionnaire was distributed among prospective learners of Russian. Four different statistical methods were performed to analyse the data, namely, the descriptive statistics, the independent t-test, the exploratory factor analysis and the reliability test. The findings from the descriptive statistics revealed that the respondents considered developing face-to-face interactive skills, such as the speaking and listening skills, as most important. The findings of the t-test suggested that demographic variables might have some influence on the students{\textquoteright} perceptions of the skills{\textquoteright} importance. For example, the students who spoke Malay at home placed a higher value on developing their ability to speak in a polite manner and to understand non-verbal communitive acts, such as gestures. The results of the exploratory factor analysis revealed that the language skills as perceived by the students formed several dimensions where interactive and non-interactive skills tended to form distinct clusters. This research concludes with a discussion of pedagogical implications to be drawn from the findings. }, keywords = {higher education, language needs, Malaysia, Russian language}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/18.76.693}, url = {http://oaji.net/articles/2017/457-1540320341.pdf}, author = {Larisa Nikitina and Ma Tin Cho Mar and Fumitaka Furuoka} } @article {907, title = {MAKING GENDER A SUBJECT OF DISCUSSION - A MISSION (IM) POSSIBLE IN THE 21TH CENTURY?! STUDENTS OF EDUCATIONAL STUDIES AS AN EXAMPLE WITHIN THE CONTEXT OF ACADEMIA}, journal = {Problems of Education in the 21st Century}, volume = {60}, year = {2014}, month = {July/2014}, pages = {Discontinuous}, type = {Original article}, chapter = {101-113}, abstract = {Higher education is supposed to create open-minded graduates within social topics. General assump-tions about educational science transfer a quiet sensitive picture across in particular gender issues and the awareness of gender inequalities. In contrast to other disciplines, scientific debates about gen-der issues do have a long tradition, even if not always thematised as such. The curriculum of educa-tional science offers a wide range of so called gender-seminars, where students can spend time on gender related topics and the awareness of gender equality. Women are overrepresented among edu-cational students and regarding to a {\textquotedblleft}new deal for young women{\textquotedblright} (McRobbie 2009), which may influ-ence the way young woman and men think about the importance of gender-related topics, the question about the relevance of gender and gender issues for the discipline of educational studies often remains vague. According to this following research questions arose: how do students of educational science discuss gender issues, how does a de-articulation form gender issues, and how is rhetoric equality produced among university students of educational science. The data are based on a qualitative em-pirical survey composed of four group discussions carried out with 14 university students of educa-tional studies from German speaking universities. The aim was to reconstruct and analyse both - an individual and collective - understanding or interpretations regarding gender issues. The findings of this study have revealed that the reflection of gender issues and talking about gender is somehow caught between gender equality, difference and usurpation. This takes into account the mechanisms and masking effects of neoliberal activation. Deliberations about how educational studies can handle these challenges should imply a gender-reflected understanding of learning and educational processes.}, keywords = {gender, higher education, university students}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/14.60.101}, url = {http://oaji.net/articles/2015/457-1421876706.pdf}, author = {Sabine Klinger and Ines Findenig} } @article {930, title = {SCIENCE COMPETENCY OF ARGENTINIAN UNIVERSITY STUDENTS IN THE FIRST YEAR OF BIOCHEMISTRY AND BIOTECHNOLOGY COURSES}, journal = {Problems of Education in the 21st Century}, volume = {62}, year = {2014}, month = {December/2014}, pages = {Discontinuous}, type = {Original article}, chapter = {29-39}, abstract = {The aim of this study is to assess the science competency of university students enrolling in the School of Biochemistry and Biological Sciences (first year of the courses of Biochemistry and Biotechnology at the Universidad Nacional del Litoral de Santa Fe, Argentina) and examine the effects of these courses on their competencies of Chemistry proficiency. The concept of science competency has been drawn from the 2006 Program for International Student Assessment (PISA). To collect the information, two ad hoc questionnaires were drafted with questions addressing three science sub-competencies: identifying scientific issues (ISI), explaining phenomena scientifically (EPS) and using scientific evidence (USE). The first questionnaire was designed with the aim to inquire into the initial sub-competencies of the first-year students (n= 84). The second one (n= 50) was designed to explore the influence of the courses on their developments of such sub-competencies. The results indicate that first-year students started with a low performance level for all the sub-competencies assessed but the first-year of education influenced to develop the sub-competencies identifying scientific issues and explaining phenomena scientifically. Performance levels on using scientific evidence decreased. Therefore, the findings suggested that the courses in the first year need to help students or boost this sub-competency to be able to draw conclusions based on evidence about science-related issues. }, keywords = {higher education, science competency, scientific knowledge}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/14.62.29}, url = {http://oaji.net/articles/2015/457-1423570474.pdf}, author = {Claudia Beatriz Falicoff and Jose Manuel Dom{\'\i}nguez Casti{\~n}eiras and Hector Santiago Odetti} }