Remote study process during Covid-19

Lāma, Elza; Slišāne, Agnese

doi:10.18844/prosoc.v7i3.5241

Cited by 10 publications

(7 citation statements)

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“…The digital competences' mean value is 5.32, which is considered to be high. The digital competence of students to carry out the learning process in Latvia has previously been recognized as high, and the results of this study thus confirm that [30].…”

Section: Students' Self-assessment Of Their Digital Competencesupporting

confidence: 82%

Self-Assessment of the Entrepreneurial Competence of Teacher Education Students in the Remote Study Process

Slišāne

Rubene

2021

Sustainability

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Competence-based education has been in the spotlight for several years, and it is a topical issue in the European Union as well as marking the reform of the Latvian education system. The Council of the EU considers entrepreneurial competence to be one of the key competences for lifelong learning, and Latvia’s school reforms require teachers to create a study process where students develop entrepreneurial competence. This publication presents research on the self-assessed entrepreneurial competence of teacher education students to find out whether there is any correlation between their assessment of entrepreneurial competence and their readiness/ability to develop this competence in their students, as well as which methods/activities they see as suitable to do so in the classroom and the remote study process. An online survey using the QuestionPro platform was used to collect the data. The questionnaire was fully completed by 157 pedagogy students from various higher education institutions, and it consisted of four question blocks: demographic and socio-cultural questions, entrepreneurial competence, digital competence, and open-ended questions. The data provided by the questionnaire developed for this research showed that students’ self-assessed entrepreneurial competence in a remote study process rated their digital competences highest, followed by their entrepreneurial competences. The results indicate that students are sufficiently prepared to be able to further develop their entrepreneurial competence in the remote study process. From the data, it can be concluded that higher education needs to focus on the development of entrepreneurial competence and should also supplement the methodological knowledge of students to improve their readiness to teach entrepreneurial competences to others. It should also be noted that there is a strong correlation between students’ entrepreneurial competence and their readiness to teach entrepreneurial competences to others. An online survey using the QuestionPro platform was used to collect the data. The questionnaire was fully completed by 157 pedagogy students from various higher education institutions, and it consisted of four question blocks: demographic and socio-cultural questions, entrepreneurial competence, digital competence, and open-ended questions.

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Section: Students' Self-assessment Of Their Digital Competencesupporting

confidence: 82%

Self-Assessment of the Entrepreneurial Competence of Teacher Education Students in the Remote Study Process

Slišāne

Rubene

2021

Sustainability

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“…Frontiers in Education 05 frontiersin.org be provided to students who require additional assistance (Abbott et al, 2009;Lāma and Lāma, 2020). Digital solutions can make it easier to differentiate the learning process, catering to both gifted students and those facing learning difficulties, as well as students with special needs (Diass, 1999;OECD, 2020;UNESCO, 2023).…”

Section: Resultsmentioning

confidence: 99%

Challenges and opportunities for the development of future teachers’ professional competence in Latvia

Āboltiņa,

Lāma,

Sarva

et al. 2024

Front. Educ.

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In the 21st century, characterized by the continual evolution of education and new educational needs being raised and demanded, teachers’ professional competence encounters a series of challenges. In the context of Latvian education, it is highly significant to enhance the professional competence of future teachers and adapt it according to real-world challenges and opportunities. The professional competence of future teachers encounters challenges ranging from adapting to technological advancements to fostering an inclusive learning environment for diverse groups of students. In this research mixed method approach is applied, quantitative data from the self-evaluation instrument developed through the project “Development and Implementation of the Education Quality Monitoring System” (2nd round) and qualitative data from focus group discussions with education stakeholders are employed to analyze the challenges and opportunities for the development of future teachers’ professional competence. Based on the analysis, challenges for the enhancement of future teachers’ professional competence were identified at both institutional and individual levels among those strengthening schools as learning organizations and fostering open mindset toward change. By shedding light on these challenges and opportunities, this study contributes to the broader discourse on teachers’ preparation and continuous development, ensuring their readiness to navigate the multifaceted landscape of modern education effectively.

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“…Owing to the COVID-19 disruption, the majority of academic faculty members at all levels were forced to quickly adapt their teaching methods, subject matter, and instructional materials to transition to online teaching at an unparalleled ratio (Manco-Chavez et al, 2020). However, some teachers had trouble adjusting to digital pedagogy and e-learning, and collaboration abilities, and adopting new strategies for evaluating, imparting knowledge, and collaborating on the internet (König et al, 2020;Lāma & Lāma, 2020). This can be a result of university teachers' general ignorance of the fundamental information and communication technology (ICT) components, especially in Nigeria, where university teachers are used to face-to-face instruction and lack access to adequate ICT facilities for online teaching.…”

Section: Open Accessmentioning

confidence: 99%

Digital competencies and the 21<sup>st</sup> century skills of university teachers in Nigeria

Ogunbodede,

Ewata,

Kumar

et al. 2023

EUR J INTERACT MULTIMED ED

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The study examined university teachers’ digital literacy in Nigeria’s south-south geopolitical region. The descriptive survey approach was used, and three research questions served as the study’s direction. Data were gathered via an online questionnaire. SPSS version 23 was used to calculate the mean and standard deviation after frequency counts and simple percentages were used to evaluate the data while the independent t-test was used to test the hypothesis. The online survey was distributed to 200 faculty members, and 91 of them fill it out, yielding a 46% response rate. The sample for the study consisted of 91 lecturers who answered the online survey. Two measurement and evaluation specialists and two experts in digital technology evaluated the questionnaire. Cronbach’s alpha was employed to determine the instrument’s dependability, and the result was 0.74. The results showed that university lecturers possess high levels of both fundamental and multidimensional digital competence. The survey found that among the difficulties experienced by university teachers in acquiring digital skills were a lack of opportunity for information and communication technology (ICT) training, the high cost of ICT literacy training, inadequate ICT facilities, and a lack of sponsorship. Lastly, the outcome of the hypothesis test indicates that there is no statistically substantial difference in the levels of digital competence between male and female university lecturers. Based on their findings, the researchers suggested that university administrators set up digital skills training for university faculty members as well as assistance and incentives to promote development of digital abilities. The government should be dedicated to education overall by investing adequate finances for teacher training, infrastructural development, and enhanced welfare programs to deliver excellent university education in this digital era.

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Remote study process during Covid-19

Cited by 10 publications

References 0 publications

Self-Assessment of the Entrepreneurial Competence of Teacher Education Students in the Remote Study Process

Self-Assessment of the Entrepreneurial Competence of Teacher Education Students in the Remote Study Process

Challenges and opportunities for the development of future teachers’ professional competence in Latvia

Digital competencies and the 21<sup>st</sup> century skills of university teachers in Nigeria

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