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El objetivo de este estudio es conocer la valoración de los estudiantes acerca de las ventajas y limitaciones que tienen los cursos masivos abiertos en línea (MOOC, por sus siglas en inglés) frente a otros modelos de enseñanza en los contextos socio-educativos. Se ha seguido un método cualitativo descriptivo de una muestra de estudiantes universitarios españoles de educación social. Los datos se extrajeron a través de un análisis de contenido de cada uno de los edublogs que generó el alumnado. El análisis porcentual del alumnado universitario perteneciente a los aspectos positivos que presentan esta nueva modalidad formativa son los siguientes: gratuidad (16,67%), favorece a la formación de los desfavorecidos (13,61%), flexibilidad horaria (10,88%), educación en línea (9,52%) y gran variedad de cursos que ofrecen las plataformas MOOC (8,84%). Como conclusión, las principales fortalezas de los cursos MOOC es la gratuidad y sus principales debilidades son los escasos sistemas de tutorización y evaluación en otros modelos de enseñanza.
Eloy López-Meneses; José Gómez-Galán; César Bernal-Bravo; Esteban Vázquez-Cano. Fortalezas y debilidades de los cursos masivos abiertos en línea (MOOC) frente a otros modelos de enseñanza en contextos socio-educativos. Formación universitaria 2020, 13, 77 -84.
AMA StyleEloy López-Meneses, José Gómez-Galán, César Bernal-Bravo, Esteban Vázquez-Cano. Fortalezas y debilidades de los cursos masivos abiertos en línea (MOOC) frente a otros modelos de enseñanza en contextos socio-educativos. Formación universitaria. 2020; 13 (6):77-84.
Chicago/Turabian StyleEloy López-Meneses; José Gómez-Galán; César Bernal-Bravo; Esteban Vázquez-Cano. 2020. "Fortalezas y debilidades de los cursos masivos abiertos en línea (MOOC) frente a otros modelos de enseñanza en contextos socio-educativos." Formación universitaria 13, no. 6: 77-84.
Unequal economic growth shapes food systems. Nutrition problems incorporate inappropriate practices, so nutrition education is key to empowering consumers to choose healthy foods. However, increasing the accessibility of healthy diets is related to reducing the cost of nutritious foods. The accounting management of healthy nutrition should allow for optimal global decision-making. The evolution of scientific production and global research trends on this topic between 1968 and 2019 have been studied. Statistical and mathematical methods have been applied to 1738 documents from the Scopus database. The results provided data on the agents that participate in the development of the theme. Data reveal an exponential trend, especially in the previous decade, with more than 50% of scientific production. Future lines of research have been identified: investment in health systems; green label education; early impact of food insecurity; WIC (Women, Infants, and Children) nutrition education; food waste audit; and ecological footprint of food. The central contribution of the study has been to detect the main future directions of research, providing critical points that will allow us to identify the themes of future publications, in addition to providing an instrument for decision-making carried out by the research funding sponsors.
Emilio Abad-Segura; Mariana-Daniela González-Zamar; José Gómez-Galán; César Bernal-Bravo. Management Accounting for Healthy Nutrition Education: Meta-Analysis. Nutrients 2020, 12, 3715 .
AMA StyleEmilio Abad-Segura, Mariana-Daniela González-Zamar, José Gómez-Galán, César Bernal-Bravo. Management Accounting for Healthy Nutrition Education: Meta-Analysis. Nutrients. 2020; 12 (12):3715.
Chicago/Turabian StyleEmilio Abad-Segura; Mariana-Daniela González-Zamar; José Gómez-Galán; César Bernal-Bravo. 2020. "Management Accounting for Healthy Nutrition Education: Meta-Analysis." Nutrients 12, no. 12: 3715.
The meaning of knowledge through simulation implies knowing how to interpret everyday processes and situations. The knowing of mechanisms and technological operators involved, being competences that are worked with special attention in the Technology classroom and help to consolidate knowledge, awaken the interest of students and motivate them towards research in the field of science and technology, as well as their capacity for analysis and reasoning. The research methodology is an action research, common to evaluative studies of educational innovation in training processes and improvement of professional practice. The selection of this teaching experience is due, on the one hand, to its innovation proposal integrating the methodological strategy of "Problem-Based Learning (ABP) being the backbone of the Technology area. On the other hand, the use of simulators, playing a fundamental role in the implementation of those processes embodied in projects that solve simple day-to-day problems. The emerging critical explanatory categories - selected for this work - have been; interest in solving technical problems, in robotics sessions, and programming simple mechanisms. As a result, the design of educational experiences based on the simulation of mechanisms or processes through digital media awakens the interests of the students as well as other sensations and emotions linked to the great diversity of content developed in the computer room, highlight the themes current technological booming as programming, simulation of structures, mechanical movements or electrical and automatic circuits.
Ester Micó-Amigo; César Bernal Bravo. Evaluative research on teaching innovation with simulators in the area of Technology in Compulsory Secondary Education. IJERI: International Journal of Educational Research and Innovation 2020, 134 -146.
AMA StyleEster Micó-Amigo, César Bernal Bravo. Evaluative research on teaching innovation with simulators in the area of Technology in Compulsory Secondary Education. IJERI: International Journal of Educational Research and Innovation. 2020; (14):134-146.
Chicago/Turabian StyleEster Micó-Amigo; César Bernal Bravo. 2020. "Evaluative research on teaching innovation with simulators in the area of Technology in Compulsory Secondary Education." IJERI: International Journal of Educational Research and Innovation , no. 14: 134-146.
Current higher education policies include several challenges, such as the academic internationalization of universities, mobility, and cultural plurality. Beyond the official curriculum, university educators have conceptions of citizenship and pluricultural competence. To understand the conceptions of educators on both topics in the Hispanic and Japanese contexts of higher education, this article presents a quantitative study involving a collaboration between a sample of education and social sciences teaching staff from universities in Spain and Japan. The CYASPS® (Citizenship and Plurilingual Social Actors in Higher Education) instrument and a categories system were designed for data collection and analysis with the support of SPSS (Statistical Package for the Social Sciences) software. Using a comparative approach, this study investigated the teaching staffs’ conceptions about citizenship and pluricultural teaching–learning environments, which focused on their views regarding different kinds of citizenship, citizens’ participation, and sources for the development of pluricultural competences. Based on a descriptive and factorial analysis, there were significant correlations between citizenship and pluricultural competence, with relevant connections between key aspects of pluricultural competence, including awareness of the rights from the liberal citizenship model, civic commitment of the republican citizenship model, and several elements of cosmopolitan and radical citizenship.
Emilio José Delgado-Algarra; Ignacio Aguaded; César Bernal-Bravo; Antonio Alejandro Lorca-Marín. Citizenship and Pluriculturalism Approaches of Teachers in the Hispanic and Japanese Contexts: Higher Education Research. Sustainability 2020, 12, 3109 .
AMA StyleEmilio José Delgado-Algarra, Ignacio Aguaded, César Bernal-Bravo, Antonio Alejandro Lorca-Marín. Citizenship and Pluriculturalism Approaches of Teachers in the Hispanic and Japanese Contexts: Higher Education Research. Sustainability. 2020; 12 (8):3109.
Chicago/Turabian StyleEmilio José Delgado-Algarra; Ignacio Aguaded; César Bernal-Bravo; Antonio Alejandro Lorca-Marín. 2020. "Citizenship and Pluriculturalism Approaches of Teachers in the Hispanic and Japanese Contexts: Higher Education Research." Sustainability 12, no. 8: 3109.
Pocos son los estudios que analizan la presencia de las Tecnologías de la Información y la Comunicación (TIC) en los sistemas de valoración de la calidad docente. El presente trabajo revela el peso de las TIC en las etapas del diseño de un instrumento con episodios de comportamiento, destinado a evaluar la eficiencia del profesorado en modalidades online.La investigación, siguiendo la metodología Behavioral Anchored Rating Scales (BARS), implica en la construcción del mencionado instrumento a un total de 477 estudiantes y seis profesores de grados online de la Universidad Rey Juan Carlos.Los resultados revelan una elevada presencia de episodios de comportamiento con elementos TIC, tanto en las diferentes etapas del proceso de construcción como en el propio instrumento final. En este último, el 94.00% de los episodios de comportamiento recogen algún tipo de alusión a las TIC. Los hallazgos revelan que el Learning Management System (LMS), las video clases y la videoconferencia - con 63.83%, 34.04% y 29.79% respectivamente - son los recursos tecnológicos con mayor presencia en los episodios recogidos en el instrumento de medición resultante. Asimismo, los resultados muestran el peso específico de las TIC en las siguientes categorías de la docencia online: introducción de la asignatura, resolución de dudas, capacidad explicativa y facilidad de seguimiento.
Luis Matosas-López; Cesar Bernal-Bravo. Presencia de las TIC en el diseño de un instrumento BARS para la valoración de la eficiencia del profesorado en modalidades de enseñanza online. Psychology, Society & Education 2020, 12, 43 -434.
AMA StyleLuis Matosas-López, Cesar Bernal-Bravo. Presencia de las TIC en el diseño de un instrumento BARS para la valoración de la eficiencia del profesorado en modalidades de enseñanza online. Psychology, Society & Education. 2020; 12 (1):43-434.
Chicago/Turabian StyleLuis Matosas-López; Cesar Bernal-Bravo. 2020. "Presencia de las TIC en el diseño de un instrumento BARS para la valoración de la eficiencia del profesorado en modalidades de enseñanza online." Psychology, Society & Education 12, no. 1: 43-434.
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Emilio José Delgado-Algarra; Cesar Bernal-Bravo; Esteban Vázquez-Cano; Eloy López-Meneses. Mediación y ciudadanía crítica para la resolución de conflictos en la enseñanza de las ciencias sociales. La mediación como estrategia de resolución de conflictos en ámbitos sociales y educativos. 2020, 5 -16.
AMA StyleEmilio José Delgado-Algarra, Cesar Bernal-Bravo, Esteban Vázquez-Cano, Eloy López-Meneses. Mediación y ciudadanía crítica para la resolución de conflictos en la enseñanza de las ciencias sociales. La mediación como estrategia de resolución de conflictos en ámbitos sociales y educativos.. 2020; ():5-16.
Chicago/Turabian StyleEmilio José Delgado-Algarra; Cesar Bernal-Bravo; Esteban Vázquez-Cano; Eloy López-Meneses. 2020. "Mediación y ciudadanía crítica para la resolución de conflictos en la enseñanza de las ciencias sociales." La mediación como estrategia de resolución de conflictos en ámbitos sociales y educativos. , no. : 5-16.
Este artículo se enmarca en un proyecto aprobado y financiado por el Consejo de Investigación de Ciencias Sociales y Humanidades de Canadá, sobre redes sociales, participación ciudadana y educación. El objetivo es explorar y comprender los impactos del uso, difusión y producción de las redes sociales en la participación ciudadana y la democracia. El nuestro es un estudio de tipo interpretativo, descriptivo del comportamiento de los jóvenes y corresponde a su fase inicial. Un cuestionario online ha sido respondido por 127 estudiantes, de los cuales el 95,05% son españoles. En este trabajo se presentan los resultados más significativos cuantitativos y cualitativos, así como las cuestiones críticas en base a los resultados obtenidos con la herramienta ATLAS-ti para identificar pautas relevantes y establecer un marco que ofrezca un significado a las respuestas. Se concluye que los problemas a los que hacen más referencia los jóvenes encuestados en relación al uso de las redes sociales son los problemas éticos, entre los que destacan el engaño, la crueldad, el ciberbullying, el uso de las redes para descalificar o desacreditar a personas, la competitividad, las faltas de respeto a las opiniones ajenas, los juicios infundados y la existencia de contenidos “oscuros”, lo que nos induce a cuestionarnos de qué modo afecta positiva o negativamente este hecho a su comprensión de la “participación ciudadana”.
Rocío González–Andrío Jiménez; Universidad Rey Juan Carlos; César Bernal Bravo; Irene Magdalena Palomero Ilardia. Uso de las redes sociales entre los jóvenes y ciudadanía digital: análisis tras la COVID-19. REIDICS. Revista de Investigación en Didáctica de las Ciencias Sociales 2020, 7, 64 -81.
AMA StyleRocío González–Andrío Jiménez, Universidad Rey Juan Carlos, César Bernal Bravo, Irene Magdalena Palomero Ilardia. Uso de las redes sociales entre los jóvenes y ciudadanía digital: análisis tras la COVID-19. REIDICS. Revista de Investigación en Didáctica de las Ciencias Sociales. 2020; 7 ():64-81.
Chicago/Turabian StyleRocío González–Andrío Jiménez; Universidad Rey Juan Carlos; César Bernal Bravo; Irene Magdalena Palomero Ilardia. 2020. "Uso de las redes sociales entre los jóvenes y ciudadanía digital: análisis tras la COVID-19." REIDICS. Revista de Investigación en Didáctica de las Ciencias Sociales 7, no. : 64-81.
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Emilio José Delgado-Algarra; Cesar Bernal-Bravo; Esteban Vázquez-Cano; Eloy López-Meneses. La enseñanza de las Ciencias Sociales y la ciudadanía. Estudio comparado hispano-japonés. La enseñanza de las Ciencias Sociales y la ciudadanía. Estudio comparado hispano-japonés. 2019, 1 .
AMA StyleEmilio José Delgado-Algarra, Cesar Bernal-Bravo, Esteban Vázquez-Cano, Eloy López-Meneses. La enseñanza de las Ciencias Sociales y la ciudadanía. Estudio comparado hispano-japonés. La enseñanza de las Ciencias Sociales y la ciudadanía. Estudio comparado hispano-japonés.. 2019; ():1.
Chicago/Turabian StyleEmilio José Delgado-Algarra; Cesar Bernal-Bravo; Esteban Vázquez-Cano; Eloy López-Meneses. 2019. "La enseñanza de las Ciencias Sociales y la ciudadanía. Estudio comparado hispano-japonés." La enseñanza de las Ciencias Sociales y la ciudadanía. Estudio comparado hispano-japonés. , no. : 1.
Emilio José Delgado-Algarra; Cesar Bernal-Bravo; Esteban Vázquez-Cano; Eloy López-Meneses. ENSEÑANZA DE LAS CIENCIAS SOCIALES Y CIUDADANÍA. La enseñanza de las Ciencias Sociales y la ciudadanía. Estudio comparado hispano-japonés. 2019, 122 -134.
AMA StyleEmilio José Delgado-Algarra, Cesar Bernal-Bravo, Esteban Vázquez-Cano, Eloy López-Meneses. ENSEÑANZA DE LAS CIENCIAS SOCIALES Y CIUDADANÍA. La enseñanza de las Ciencias Sociales y la ciudadanía. Estudio comparado hispano-japonés.. 2019; ():122-134.
Chicago/Turabian StyleEmilio José Delgado-Algarra; Cesar Bernal-Bravo; Esteban Vázquez-Cano; Eloy López-Meneses. 2019. "ENSEÑANZA DE LAS CIENCIAS SOCIALES Y CIUDADANÍA." La enseñanza de las Ciencias Sociales y la ciudadanía. Estudio comparado hispano-japonés. , no. : 122-134.
Emilio José Delgado-Algarra; University of Huelva; Eloy López Meneses; César Bernal Bravo; Antonio Alejandro Lorca-Marín; University of Pablo de Olavide; University of Rey Juan Carlos I. Citizenship Oriented to Justice in Higher Education: Didactic Experience and Revision in the Bachelor’s Degree in Primary School Education. Trends and good practices in research and teaching. A Spanish-English collaboration 2019, 1 .
AMA StyleEmilio José Delgado-Algarra, University of Huelva, Eloy López Meneses, César Bernal Bravo, Antonio Alejandro Lorca-Marín, University of Pablo de Olavide, University of Rey Juan Carlos I. Citizenship Oriented to Justice in Higher Education: Didactic Experience and Revision in the Bachelor’s Degree in Primary School Education. Trends and good practices in research and teaching. A Spanish-English collaboration. 2019; ():1.
Chicago/Turabian StyleEmilio José Delgado-Algarra; University of Huelva; Eloy López Meneses; César Bernal Bravo; Antonio Alejandro Lorca-Marín; University of Pablo de Olavide; University of Rey Juan Carlos I. 2019. "Citizenship Oriented to Justice in Higher Education: Didactic Experience and Revision in the Bachelor’s Degree in Primary School Education." Trends and good practices in research and teaching. A Spanish-English collaboration , no. : 1.
This study breaks away from the immobility experienced by quality control systems in higher education. The authors, following the Sustainable Development Goals (SDGs) on quality education set by the United Nations, propose a questionnaire delivery system through mobile messaging services that overcomes the problem of the low response rates of students for these surveys. The research follows an experimental design, is developed over three years, and involves 811 subjects who are distributed in two groups: an experimental group, in which the questionnaires are delivered through mobile messaging services, and a control group. The researchers examine the existence of differences in response rates through a descriptive comparative exploration between the two groups, also applying the Student’s t-test to evaluate the significance of the findings. The results reveal that the rates for the experimental group are not only higher than those achieved for the control group but are also significant. The authors conclude that the delivery of surveys through mobile messaging services significantly increases response rates. This fact improves the representativity of the information collected and meets the goals of the quality control system with greater certainty.
Luis Matosas-López; Cesar Bernal-Bravo; Alberto Romero-Ania; Irene Palomero-Ilardia. Quality Control Systems in Higher Education Supported by the Use of Mobile Messaging Services. Sustainability 2019, 11, 6063 .
AMA StyleLuis Matosas-López, Cesar Bernal-Bravo, Alberto Romero-Ania, Irene Palomero-Ilardia. Quality Control Systems in Higher Education Supported by the Use of Mobile Messaging Services. Sustainability. 2019; 11 (21):6063.
Chicago/Turabian StyleLuis Matosas-López; Cesar Bernal-Bravo; Alberto Romero-Ania; Irene Palomero-Ilardia. 2019. "Quality Control Systems in Higher Education Supported by the Use of Mobile Messaging Services." Sustainability 11, no. 21: 6063.
Pablo Torres-Carrión; Carina S. González-González; Cesar Bernal-Bravo; Alfonso Infante Moro. Improving cognitive abilities through gestural interaction. Proceedings of the 5th Workshop on ICTs for improving Patients Rehabilitation Research Techniques 2019, 1 .
AMA StylePablo Torres-Carrión, Carina S. González-González, Cesar Bernal-Bravo, Alfonso Infante Moro. Improving cognitive abilities through gestural interaction. Proceedings of the 5th Workshop on ICTs for improving Patients Rehabilitation Research Techniques. 2019; ():1.
Chicago/Turabian StylePablo Torres-Carrión; Carina S. González-González; Cesar Bernal-Bravo; Alfonso Infante Moro. 2019. "Improving cognitive abilities through gestural interaction." Proceedings of the 5th Workshop on ICTs for improving Patients Rehabilitation Research Techniques , no. : 1.
The increase in the internationalization of universities has been accompanied by an increase in multiculturalism in classrooms. Due to this situation, with the objective of knowing the conceptions of university professors around pluricultural competence and attending to the connection with their positioning in relation to the models of cosmopolitan citizenship; a mixed research is developed in the Hispanic-Japanese context of higher education, focusing attention on education and social sciences professors. In general, it is concluded that there are connections between the positioning of multiculturalism and cosmopolitan citizenship. Thus, the university professors of both countries highlight the advantages of cultural plurality in educational environments and, despite the fact that there is governmental support for academic internationalization, in the sample of Japanese professors, there is a greater concern about the preservation of national identity in cultural plurality.
Emilio José Delgado-Algarra; César Bernal-Bravo; Eloy López-Meneses. Multicultural Competence and Cosmopolitan Citizenship in the Hispanic-Japanese Context of Higher Education. Journal of New Approaches in Educational Research 2019, 8, 166 .
AMA StyleEmilio José Delgado-Algarra, César Bernal-Bravo, Eloy López-Meneses. Multicultural Competence and Cosmopolitan Citizenship in the Hispanic-Japanese Context of Higher Education. Journal of New Approaches in Educational Research. 2019; 8 (2):166.
Chicago/Turabian StyleEmilio José Delgado-Algarra; César Bernal-Bravo; Eloy López-Meneses. 2019. "Multicultural Competence and Cosmopolitan Citizenship in the Hispanic-Japanese Context of Higher Education." Journal of New Approaches in Educational Research 8, no. 2: 166.
Plurilingual and pluricultural competence refers to the ability to use languages for communicative purposes and to participate in an intercultural relationship in which a person, as a social agent, dominates -with different degrees- several languages and has experience of various cultures. From the theoretical framework and the review around the problem, a categories system is elaborated in three blocks: types of citizenship, plurilingual competence and pluricultural competence. This system is useful for the configuration of the questionnaire CYASPS® “citizenship and plurilingual social actor in Higher Education” and for the systematization of data analysis with the support of the statistical analysis program SPSS.
E. J. Delgado-Algarra; Cesar Bernal-Bravo; Makiko Ishida. Citizenship and plurilingual social actors in Spain and Japan: methodological aspects and introduction to exploratory analysis regarding the plurilingual competition category. IJERI: International Journal of Educational Research and Innovation 2019, 50 -62.
AMA StyleE. J. Delgado-Algarra, Cesar Bernal-Bravo, Makiko Ishida. Citizenship and plurilingual social actors in Spain and Japan: methodological aspects and introduction to exploratory analysis regarding the plurilingual competition category. IJERI: International Journal of Educational Research and Innovation. 2019; (12):50-62.
Chicago/Turabian StyleE. J. Delgado-Algarra; Cesar Bernal-Bravo; Makiko Ishida. 2019. "Citizenship and plurilingual social actors in Spain and Japan: methodological aspects and introduction to exploratory analysis regarding the plurilingual competition category." IJERI: International Journal of Educational Research and Innovation , no. 12: 50-62.
Este trabajo muestra el vínculo entre los niveles de competencia mediática del profesorado no universitario y la formación recibida por el profesorado de acuerdo con los actuales currículos universitarios en España. A partir de nuestro análisis, que se llevó a cabo a partir de los currículos de todas las universidades españolas con formación en educación (un total de 252 grados) y de un diagnóstico de competencia mediática de profesores no universitarios (906 sujetos) de nueve provincias españolas, llegamos a la conclusión de que existe una relación coherente entre estas dimensiones. En otras palabras, las deficiencias en la competencia mediática del personal docente no universitario son un claro reflejo de la poca importancia otorgada a la alfabetización mediática en los programas universitarios. Como resultado, destacamos la necesidad de revisar y reestructurar la formación universitaria en alfabetización mediática ofrecida a futuros profesores y maestros. Es necesaria una formación coherente y sólida que se centre en todas las dimensiones de la competencia mediática y no sólo en la capacidad tecnológica, en contraste con la oferta actual de las universidades españolas.
Cesar Bernal-Bravo; Vicent Gozálvez; Ángel Hernándo Gómez; Maria José Massanet Jorda. Relación entre formación universitaria y competencia mediática del profesorado. Revista Complutense de Educación 2019, 30, 1113 -1126.
AMA StyleCesar Bernal-Bravo, Vicent Gozálvez, Ángel Hernándo Gómez, Maria José Massanet Jorda. Relación entre formación universitaria y competencia mediática del profesorado. Revista Complutense de Educación. 2019; 30 (4):1113-1126.
Chicago/Turabian StyleCesar Bernal-Bravo; Vicent Gozálvez; Ángel Hernándo Gómez; Maria José Massanet Jorda. 2019. "Relación entre formación universitaria y competencia mediática del profesorado." Revista Complutense de Educación 30, no. 4: 1113-1126.
Analyzing the influence of social media on the learning process is no longer a novel idea; however, due to its importance for students and consequently for teachers, research continues to explore the pedagogical potential of social media. The main objective of the present study was to analyze the influence of teacher roles (guide or facilitator) on students’ social participation in Twitter and their perceived academic experience. The sample consisted of 525 future teachers, all of the Master’s degree students at Spain’s National Distance Education University (UNED). We used a mixed triangulation design, a theoretical model, quantitative methods (descriptive analysis and contrast of means) and qualitative methods (content analysis following the principles of grounded theory). Our results showed that the teacher’s role as a facilitator exerted a more positive influence on how students assessed their experience and on their participation on Twitter than the role as a guide. We conclude that the use of social media sites in education offers a motivating and satisfying framework that is not provided by other more traditional means such as forums, and that a role that facilitates independent learning is a better strategy when using social media in the classroom.El análisis de la influencia de las redes sociales en el proceso de aprendizaje ya no es una novedad. Sin embargo, debido a su importancia para el alumnado y en consecuencia para el profesorado, la literatura científica sigue prestando atención al potencial pedagógico de las redes sociales. El objetivo principal de esta investigación fue analizar la influencia del rol del profesorado (guía y facilitador) sobre la participación social en Twitter y la experiencia académica percibida de los estudiantes. La muestra estuvo formada por 525 futuros profesores, estudiantes de posgrado en la Universidad Nacional de Educación a Distancia. Se utilizó un diseño mixto de triangulación, un modelo teórico, una parte cuantitativa (análisis descriptivo y contraste sobre medias) y otra cualitativa (análisis de contenido, siguiendo los principios de la teoría fundamentada). Los resultados mostraron que el rol facilitador del profesor influye positivamente en la valoración de la experiencia por parte de los estudiantes y en la participación en Twitter, en mayor medida que el rol guía. Por un lado, se concluye que el uso de las redes sociales, en el ámbito educativo, proporciona un marco motivacional y de satisfacción que no lo aportan otros medios más tradicionales, como los foros, y, por otro, que un rol que facilita un proceso de aprendizaje independiente es mejor estrategia cuando hablamos de redes sociales en el aula.
Sonia Santoveña-Casal; César Bernal-Bravo. Exploring the influence of the teacher: Social participation on Twitter and academic perception. Comunicar 2019, 27, 75 -84.
AMA StyleSonia Santoveña-Casal, César Bernal-Bravo. Exploring the influence of the teacher: Social participation on Twitter and academic perception. Comunicar. 2019; 27 (58):75-84.
Chicago/Turabian StyleSonia Santoveña-Casal; César Bernal-Bravo. 2019. "Exploring the influence of the teacher: Social participation on Twitter and academic perception." Comunicar 27, no. 58: 75-84.
Gestural interfaces are closely related with cognition and physical activity, and can be powerful tools for cognitive training and motor skills. Their use has been proposed by researchers in various areas, including education, and within this field, inclusive education. In this study, a systematic literature review about children computer gestural interactions (touch, body, face and motion) and on its application to digital educational resources for learning disabilities has been conducted. Applying the Torres-Carrión method, a “conceptual mindfact” and research problem has been structured, as a basis to build the search script, to be applied in the selected scientific databases (Scopus, WoS and Google Scholar). Five research questions are proposed, which involves standards of gesture-based computer interaction for children, design guides, methods and instruments, non-invasive interaction environments and personalization of didactic resources for children with special needs, in particular children with Down’ syndrome. As a final product, a list of relevant magazines and databases of the area has been obtained; 47 valid papers were analyzed to answer the research questions, and they are organized in a structured way, allowing the researcher to establish a valid context from which to focus future research.
Pablo Torres-Carrión; Carina González-González; César Bernal-Bravo; Alfonso Infante Moro. Gesture-Based Children Computer Interaction for Inclusive Education: A Systematic Literature Review. Communications in Computer and Information Science 2018, 133 -147.
AMA StylePablo Torres-Carrión, Carina González-González, César Bernal-Bravo, Alfonso Infante Moro. Gesture-Based Children Computer Interaction for Inclusive Education: A Systematic Literature Review. Communications in Computer and Information Science. 2018; ():133-147.
Chicago/Turabian StylePablo Torres-Carrión; Carina González-González; César Bernal-Bravo; Alfonso Infante Moro. 2018. "Gesture-Based Children Computer Interaction for Inclusive Education: A Systematic Literature Review." Communications in Computer and Information Science , no. : 133-147.
The World Health Organization (WHO) claims that currently in developing countries, 80% to 90% of persons with disabilities of working age are unemployed, whereas in industrialized countries the estimation points values between 50% and 70%. In developing countries, it is common employing persons with disabilities only with the aim of complying the state regulations. These persons commonly perform tasks for which they are overqualified. For these reasons, in this paper, we present a prototype of an expert system to support the provisioning of staff with disabilities. Our proposal considers the following elements to provide support in decision making: a set of the most common positions in the industry, the skills required to cover these positions, the disabilities with higher prevalence, and the complex relations among these elements. The prototype system has been validated with the support of a team of experts and has achieved excellent results (more than 78% of precision).
M. Rodas-Tobar; C. Bernal-Bravo; M. Andres-Romero; A. Pinos-Figueroa; P. Vidal-Mogrovejo; A. Leon-Pesantez; V. Robles-Bykbaev; F. Pesantez-Aviles. An expert system to support the provisioning of staff with disabilities in industry. 2018 IEEE Biennial Congress of Argentina (ARGENCON) 2018, 1 -6.
AMA StyleM. Rodas-Tobar, C. Bernal-Bravo, M. Andres-Romero, A. Pinos-Figueroa, P. Vidal-Mogrovejo, A. Leon-Pesantez, V. Robles-Bykbaev, F. Pesantez-Aviles. An expert system to support the provisioning of staff with disabilities in industry. 2018 IEEE Biennial Congress of Argentina (ARGENCON). 2018; ():1-6.
Chicago/Turabian StyleM. Rodas-Tobar; C. Bernal-Bravo; M. Andres-Romero; A. Pinos-Figueroa; P. Vidal-Mogrovejo; A. Leon-Pesantez; V. Robles-Bykbaev; F. Pesantez-Aviles. 2018. "An expert system to support the provisioning of staff with disabilities in industry." 2018 IEEE Biennial Congress of Argentina (ARGENCON) , no. : 1-6.
In the 21st century, the landscape of education has changed dramatically due to the application of technology in teaching and learning. This is especially true for teaching children with special needs. Technology has made it possible for the special needs children to be actively involved in their learning. The use of interactive whiteboards in the Special Education Center Princesa Sofia presented a few challenges for both the teachers and the students, hence KiNEEt was developed to overcome these problems. KiNEEt is a system which has been developed with the major aim of improving physical and cognitive skills in students with special needs. The different activities in KiNEEt are configurable and the tutor can modify the settings according to the needs of the student. The activities are game-oriented to attract the students attention and motivate them to learn. KiNEEt is highly interactive and it will encourage the students to be active learners. Results showed that Microsoft Kinect is the most suitable platform for this device as the students will be able to use the computer while simultaneously improving their digital competence, cognitive and physical skills.
Juan Jesus Ojeda-Castelo; Jose Antonio Piedra-Fernandez; Luis Iribarne; César Bernal-Bravo. KiNEEt: application for learning and rehabilitation in special educational needs. Multimedia Tools and Applications 2018, 77, 24013 -24039.
AMA StyleJuan Jesus Ojeda-Castelo, Jose Antonio Piedra-Fernandez, Luis Iribarne, César Bernal-Bravo. KiNEEt: application for learning and rehabilitation in special educational needs. Multimedia Tools and Applications. 2018; 77 (18):24013-24039.
Chicago/Turabian StyleJuan Jesus Ojeda-Castelo; Jose Antonio Piedra-Fernandez; Luis Iribarne; César Bernal-Bravo. 2018. "KiNEEt: application for learning and rehabilitation in special educational needs." Multimedia Tools and Applications 77, no. 18: 24013-24039.
El presente estudio presenta un análisis bibliométrico de la Revista Complutense de Educación de los últimos diez años (2005-2015). Se han analizado 269 artículos correspondientes a los Vol. 16, N. 1 (2005) al Vol. 26, N. 3 (2015). La información se obtuvo de la versión electrónica de la revista y se establecieron para el análisis, los siguientes índices bibliométricos: número de artículos publicados por año de publicación, tipo de metodología, temática, índice de autoría, filiación institucional de los autores, productividad por país y revistas citantes en Google Scholar, Scopus, Science Citation Index, Social Science Citation Index y Arts and Humanities Citation Index. En las conclusiones se discuten los aspectos más relevantes que hay que potenciar y otros que es necesario mejorar para que la revista consiga una mayor difusión. Finalmente, el estudio ofrece algunas sugerencias de mejora para mejorar el impacto de la revista y su posicionamiento nacional e internacional en bases de datos.
Esteban Vazquez-Cano; María R. Belando-Montoro; Cesar Bernal-Bravo. Estudio bibliométrico y de impacto de la Revista Complutense de Educación (2005-2015). Revista Complutense de Educación 2017, 28, 1127 -1250.
AMA StyleEsteban Vazquez-Cano, María R. Belando-Montoro, Cesar Bernal-Bravo. Estudio bibliométrico y de impacto de la Revista Complutense de Educación (2005-2015). Revista Complutense de Educación. 2017; 28 (4):1127-1250.
Chicago/Turabian StyleEsteban Vazquez-Cano; María R. Belando-Montoro; Cesar Bernal-Bravo. 2017. "Estudio bibliométrico y de impacto de la Revista Complutense de Educación (2005-2015)." Revista Complutense de Educación 28, no. 4: 1127-1250.