Search citation statements
Paper Sections
Citation Types
Year Published
Publication Types
Relationship
Authors
Journals
Indique uno o varios de los siete Temas de Interés Didáctico:[] Metodologías didácticas, elaboraciones de guías, planificaciones y materiales adaptados al EEES.[ ] Actividades para el desarrollo de trabajo en grupos, seguimiento del aprendizaje colaborativo y experiencias en tutorías.[X] Desarrollo de contenidos multimedia, espacios virtuales de enseñanza-aprendizaje y redes sociales.[ ] Planificación e implantación de docencia en otros idiomas.[ ] Sistemas de coordinación y estrategias de enseñanza-aprendizaje.[ ] Desarrollo de las competencias profesionales mediante la experiencia en el aula y la investigación científica.[ ] Evaluación de competencias. Resumen.En los últimos años, el impacto de la Web 2.0. Entre las nuevas generaciones ha sido remarcadamente significativo (Pew Research Center, 2010). Este trabajo muestra los resultados de una experiencia innovadora basada en el uso de una Red Social para fomentar el desarrollo de competencias básicas y la implicación activa de los estudiantes en la asignatura. En opinión de los alumnos, la experiencia ha sido valorada muy positivamente. La experiencia contribuyó a una mayor implicación en la asignatura y a una mejor colaboración con los compañeros y con el profesorado. Como consecuencia la mayoría de los estudiantes optarían por el uso de la Red Social como soporte básico si tuviesen que matricularse de nuevo en la asignatura. Sobre la relación entre rendimiento y uso de la Red, se identificaron dos perfiles de acuerdo a los patrones de uso. Los estudiantes con un perfil de uso más intensivo mostraron rendimientos más altos que aquellos con perfil de uso bajo. Keywords: Abstract.In the past 5 years the impact of the Web 2.0 in new generations has been remarkably significant (Pew Research Center, 2010). This paper reports on an experience in the use of Social Network Sites (SNS) to support student involvement with the subject and to develop basic skills. According to students' opinion, the experience was deemed as positive. They considered that the experience contributed to a higher engagement with the subject and a deeper collaboration with other students and teaching staff. As a result, the majority of students would prefer the use of SNS as a first option if they had to enrol again in the subject. Regarding the relationships between academic performance and use of the SNS, two different student profiles were identified based on usage patterns of the platform. Students with a more intensive use of the site showed a significantly better performance than students with a low usage profile. 394Texto. IntroductionThe underlying objective of the recent reform of the European university system (European Ministers of Education, 1999) is to facilitate the development of students' competencies in a lifelong learning scenario. The European Commission (2008) highlighted the need for integrating Information and Communication Technologies (ICT) in all levels of education in order to support lifelong learning and innovation. ICT constitutes the most relevant mean to retrie...
Indique uno o varios de los siete Temas de Interés Didáctico:[] Metodologías didácticas, elaboraciones de guías, planificaciones y materiales adaptados al EEES.[ ] Actividades para el desarrollo de trabajo en grupos, seguimiento del aprendizaje colaborativo y experiencias en tutorías.[X] Desarrollo de contenidos multimedia, espacios virtuales de enseñanza-aprendizaje y redes sociales.[ ] Planificación e implantación de docencia en otros idiomas.[ ] Sistemas de coordinación y estrategias de enseñanza-aprendizaje.[ ] Desarrollo de las competencias profesionales mediante la experiencia en el aula y la investigación científica.[ ] Evaluación de competencias. Resumen.En los últimos años, el impacto de la Web 2.0. Entre las nuevas generaciones ha sido remarcadamente significativo (Pew Research Center, 2010). Este trabajo muestra los resultados de una experiencia innovadora basada en el uso de una Red Social para fomentar el desarrollo de competencias básicas y la implicación activa de los estudiantes en la asignatura. En opinión de los alumnos, la experiencia ha sido valorada muy positivamente. La experiencia contribuyó a una mayor implicación en la asignatura y a una mejor colaboración con los compañeros y con el profesorado. Como consecuencia la mayoría de los estudiantes optarían por el uso de la Red Social como soporte básico si tuviesen que matricularse de nuevo en la asignatura. Sobre la relación entre rendimiento y uso de la Red, se identificaron dos perfiles de acuerdo a los patrones de uso. Los estudiantes con un perfil de uso más intensivo mostraron rendimientos más altos que aquellos con perfil de uso bajo. Keywords: Abstract.In the past 5 years the impact of the Web 2.0 in new generations has been remarkably significant (Pew Research Center, 2010). This paper reports on an experience in the use of Social Network Sites (SNS) to support student involvement with the subject and to develop basic skills. According to students' opinion, the experience was deemed as positive. They considered that the experience contributed to a higher engagement with the subject and a deeper collaboration with other students and teaching staff. As a result, the majority of students would prefer the use of SNS as a first option if they had to enrol again in the subject. Regarding the relationships between academic performance and use of the SNS, two different student profiles were identified based on usage patterns of the platform. Students with a more intensive use of the site showed a significantly better performance than students with a low usage profile. 394Texto. IntroductionThe underlying objective of the recent reform of the European university system (European Ministers of Education, 1999) is to facilitate the development of students' competencies in a lifelong learning scenario. The European Commission (2008) highlighted the need for integrating Information and Communication Technologies (ICT) in all levels of education in order to support lifelong learning and innovation. ICT constitutes the most relevant mean to retrie...
This paper examines the perceptions of practitioners of the new directions taken by NZICA with respect to its academic and professional programme requirements to obtain CA Institute membership. The "future viability of any professional body is dependent on continuously attracting new members, ideally the best and the brightest new tertiary graduates", and this is "undoubtedly the case for New Zealand's professional accounting body, the New Zealand Institute of Chartered Accountants (NZICA)" (Malthus & Fowler 2009, p. 26). In this study, the concurrent triangulation approach to mixed methods described by Creswell (2009) was used to collect data. This approach enabled the results of the two quantitative and qualitative databases to be integrated and compared. It was found that accounting practitioners felt the changes made by NZICA may devalue the brand, while the reduction in liberal papers would result in a narrower degree. Overall, accounting practitioners agreed that three to four years of tertiary accounting education was adequate, a broader four-year course would result in a better-rounded graduates. The reduction in the length of the tertiary programme caused concern that future graduates would be less mature. Accounting practitioners also felt that the changes would harm the credibility of NZICA internationally. However, some accounting practitioners did welcome the fact that the NZICA membership requirements will be more aligned with Institute of Chartered Accountants Australia. Accounting practitioners felt that the new technical modules would offer more flexibility. They believed that the four technical modules should repeat the material taught at university, as long as a balance was maintained between technical and practical skills. They also believed that the changes would result in an increased onus on the employer. Additionally, accounting practitioners agreed that on-the-job training should not replace a tertiary qualification in accounting. Accounting practitioners noted that on-the-job training replacing tertiary education meant that individuals who learn better through practical experience would be advantaged. However, if there was no tertiary education, then graduates would face a steep learning curve.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.