Digital activism in students of a university in central Mexico in the COVID-19 era

Universities and educational organizations aim to bring an innovative approach to internationalization in higher education in the digital environment. They focus on enhancing and cultivating the students' communication and intercultural competencies and building self-confidence in an international environment. This study presents an overview of the existing educative strategies and innovative interventions used for integrating/developing International Mobility (IM hereafter) competencies in higher education. For this purpose, we searched various databases following the MOOSE Guidelines for Meta-Analyses and Systematic Reviews of Observational Studies in the last five years. Our findings reveal the literature gap regarding teaching and learning in the content of International Mobility and extend the possibilities for future research directions.

Section: Discussionmentioning

confidence: 99%

Teaching and learning in the content of International Mobility: An overview of the existing evidence

Patelarou¹,

Zourmpakis²,

Menšíková³

et al. 2022

“…Rais et al (2018) explain that game-based learning could attract learners to play the game and learn. This state makes learners memorize and retain it longer because it involves cognitive, affective, psychomotor, emotional, and social skills (Aguayo et al, 2022). Khotima & Pratama (2022) explain that an educative game makes learners more active.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

The effectiveness of android-based budiran game assisted by smart apps creator 3 to improve science learning outcomes of fourth graders in theme 1

Sutrisni

Utaminingsih

Murtono

et al. 2022

Educational games are learning educational tools, where these tools can encourage students to think creatively and perform actions with fellow students by playing games in a learning activity. This research aims to analyze the effectiveness of an android-based budiran game assisted by SAC3 to improve science learning outcomes of fourth-graders in theme 1. Budiran stands for bunyi dan indra pendengaran. This game is educative in the form of an android-based game made by SAC3. It was developed with Borg & Gall's R&D model, adapted from Sugiyono with seven stages. The game's effectiveness in the fourth graders' science learning outcome was done with pretest and posttest control group design. The researchers took the experimental group of fourth-graders from Public Primary School Bendanpete 2 and Public Primary School Ngetuk 3. Then, the researcher took fourth-graders from Public Primary School 1 and 3 Bendanpete as the control group. The researcher obtained the data from the test. The data analysis included an n-gain test and t-test with a significant level of 0.05. The results showed improvement in the posttest score of the experimental group, higher than the control group's posttest score. The N-gain posttest of the experimental group is 64%, categorized as moderate. The t-test score on the posttest obtained t-count = 8.803, with significant level 0.000 < ɑ with ɑ = 0.05. Thus, the developed game effectively improved the science learning outcomes of fourth-graders on theme 1.

“…The most important aspect of this kind of activity would be the fairness with which one student marks, comments, and provides feedback to others. Teachers are allowed to disclose their students' grades only when it is necessary to do so (Aguayo et al, 2022;Can & Bardakci, 2022).…”

Section: Students and Teachers' Experiencesmentioning

confidence: 99%

Exploration of the Workshop activity for peer assessment in online courses of mathematics

Dahal¹,

Luitel²,

Pant³

2022

This paper explores the use of the Workshop activity in teaching mathematics courses. Using a workshop as a learning and evaluation tool for the MPhil in Mathematics Education's Graph and Network course, the study's goal was to find the best way to get st(udents involved in learning and peer assessment. The Workshop activity in Moodle is, to some extent, robust peer assessment activity for mathematics (but not limited to). Based on specified rubrics, students add their assignments/submissions. These assignments/submissions are later allocated randomly amongst their peers, at least three, to assess with anonymity based on the aspects provided by the course facilitators. Likewise, this tool helps to foster students' assessment skills against peers' submissions. Subscribing teaching experiment as a research methodology under qualitative research, this paper explores practical pedagogical uses of the Workshop activity in three episodes of the mathematics education courses. These three episodes were based on planning, intervening, peer assessment, and evaluation. The learning shows that the Workshop activity is helpful in learning and peer assessment. This paper looks at how key affordances can be used to conduct peer and self-assessment, improve learning engagement, and develop skills like self and peer evaluation. The findings of this study show that the Workshop activity engaged the students to become active constructors of knowledge. It acts as an essential assessment tool to transform students into active learners. In the end, the paper provides several possibilities for the students to learn and correct their learning while assessing peers' submissions.