Problems of Education in the 21st Century

833

Authors: Editorial Board

Contents, Vol. 79, No. 6, 2021, PEC

838-857

Authors: Michal Černý

Over the last thirty years, technology has created a new space (cyberspace) where people meet each other, seek information, or simply try to navigate through. However, there is no consensus in research on the character of cyberspaces and the extent to which they are real. In the first systematic empirical research of this nature, the study found an answer to this question through a survey of metaphorical accounts of university students in Information Studies, and Librarianship (N=102) collected over three years (2019-2021). Cyberspace is a real space in students' experiences, language, and thought structures. A space that allows movement, orientation, and search to be related with one another. An environment in which cognition, learning, and knowledge are structuring activities. Learning and cognition in this space occur differently than in the physical environment, which poses a challenge for developing specific didactic practices and social programs for students. Students perceive cyberspace as linked to the need to acquire new epistemic tools to help them overcome the crisis of knowledge they experience through this space.

880-893

Authors: Nurullah Yazici

It is important to determine the behaviors of primary school pre-service teachers, who have successfully completed the "Mathematics Textbook Review" course during their undergraduate education, regarding the use of textbooks in their professional life. Therefore, it is important to determine the approaches of pre-service teachers who have positive ideas about using the mathematics textbook in their undergraduate education and the reasons for these approaches in the process after starting the profession. This research was designed with a developmental perspective from qualitative research approaches and was conducted with two different study groups in Turkey. The first study group consists of 162 primary school mathematics pre-service teachers. The second group consists of 43 primary school mathematics teachers who worked for at least two years in their professional life. As a result of the research, more than half of the pre-service teachers (n=132) stated that they would use textbooks as a basic resource in the in-class teaching process. Pre-service teachers' reasons for using the course book in the classroom teaching process were grouped under four categories: "it is a guide for teaching, homework, affordability, and opportunity for repetition". When the data obtained from the mathematics teachers were examined, it was determined that most of the teachers did not use the textbook as the main source in the classroom teaching process. When the obtained data are examined holistically, it is concluded that even though the rate of pre-service teachers thinking of using the textbook is high, this rate will decrease in professional life.

912-927

Authors: Diana Olcar, Tajana Ljubin Golub, Majda Rijavec

Flow experience is related to well-being. Still, the question arises as to whether the flow is beneficial because of its intensity and frequency, or its contribution to well-being depends on the domain in which it is experienced. It was hypothesized that flow experienced in a domain that is perceived important and useful (i.e., the academic domain) contributes more to students’ well-being than flow experienced in domains that are perceived as less important and less useful (leisure and routine activities) even though it is in academic domain experienced less often and less intensely. This hypothesis was tested in two separate studies. In the first study, the flow was operationalized as a trait and the frequency of flow was measured via questionnaires. In the second study, the flow was operationalized as a state and the intensity of flow was measured via the experience sampling method. The samples were comprised of university students from Zagreb, Croatia. Both studies showed that flow in a domain that is perceived as more important and useful (i.e., the academic domain), although is experienced less often and less strongly, is more related to students’ well-being than flow in domains perceived by students as less important and less useful (leisure and routine activities). It was also tested if the association between academic flow and well-being is mediated by academic achievement. This hypothesis was not accepted. The results of this study indicate that it is important for students to have opportunities to experience flow in their studies because it is a pleasant state, related to better achievement, and it adds to their overall well-being.

942-955

Authors: G S Prakasha, KY Hemalathaa, Ponni Tamizh, Bhola Bhavna, Anthony Kenneth

Outbreak of COVID-19, online examination, and e-proctoring have caused more exam anxiety and affected exam performance among students’ studying in International Baccalaureate (IB) Diploma Programme (DP). Therefore, the present research aimed to find effect of online test anxiety on academic performance of IBDP students in the subjects related to science, technology, engineering, and mathematics (STEM). Study employed quantitative descriptive survey research design and administered survey questionnaire to 200 IB DP students who took online test during COVID-19 through convenient sampling technique. Sample included both first and final year DP students with due representation to boys and girls. Results of the study revealed a moderate negative correlation between online test anxiety and academic performance of IBDP students in STEM subjects. Regression analysis explained 14.1% variation in the STEM subject performance because of online exam anxiety under e-proctored condition. There exists a statistically significant difference between first and final year students’ online exam anxiety and STEM subject average grades. Future research may focus on conducting comfortable online examination methods with no additional exam anxieties.

971-992

Authors: Esther Molebogeng Thage, Patricia Namayammu Mokgosi, Jane Tozama Mthembu

Guided reading (GR) approach has been shown to have positive effect on reading fluency and comprehension. However, most studies on GR have focused on primary schools, specifically the Foundation Phase. Therefore, this study employed the GR approach to examine its possible effects on the reading proficiencies of Grade 9 English Second Language (ESL) learners in Gauteng province. Social and cognitive constructivism underpinned the study, which employed action research to determine the possible effects of implementing GR on the reading proficiencies of a sample of eight Grade 9 ESL learners who were purposively selected to participate in this study. Data were collected through interviews, observations, and reflection cards, oral and written reading tests. Results indicated that GR approach had caused a significant improvement in these learners’ reading fluency and comprehension because of collaborative learning and scaffolding. In addition, GR also developed a sense of ownership in their learning, a sense of community and innovative and inquisitive minds. The study recommends that learners who struggle with reading be identified early, and GR intervention strategies be implemented and monitored. Every school needs to have a reading policy and the Education Department should ensure that it is implemented and monitored.

1011-1014

Authors: Editorial Board

End page, Vol. 79, No. 6, 2021, PEC

693

Authors: Editorial Board

Contents, Vol. 79, No. 5, PEC, 2021

700-715

Authors: Meltem Akın Kösterelioğlu

Cognitive flexibility is one of the most important skills that school administrators should have in today's world of rapid change and transformation. This study aimed to explore whether emotional intelligence and self-leadership predicted cognitive flexibility. The study universe consisted of principals and deputy principals working in primary, secondary and upper-secondary schools affiliated with the Provincial Directorate of National Education in the center and districts of Amasya in the 2019-2020 academic year. The views of participating school administrators who voluntarily participated in the study (N=204) were analyzed in the framework of the study. Self-Leadership Questionnaire, Cognitive Flexibility Scale and Trait Emotional Intelligence Questionnaire were used as data collection tools in addition to the Personal Information Form developed by the researcher. In the analysis the data was used for the multiple regression analysis conducted to determine whether self-leadership and emotional intelligence predicted cognitive flexibility. Based on the study results, it was concluded that self-leadership and emotional intelligence together -with all their dimensions- had a predictive effect on cognitive flexibility. Based on the results of the research, it can be said that training and practices that improve administrators’ emotional intelligence levels and provide them with self-leadership awareness will make an indirect contribution to cognitive flexibility skills. Based on the results of the research, it can be argued that offering training and practices that improve administrators’ emotional intelligence levels and provide self-leadership awareness will make an indirect contribution to the development of their cognitive flexibility skills.

728-750

Authors: Milica M. Gajić, Vera D. Županec, Snežana S. Babić-Kekez, Aleksandra R. Trbojević

Previous research of inquiry-based learning in natural science education indicates that there are different methodological trends and paradigms in the study of these issues. The aim of this research has been to analyze the selected relevant studies on inquiry-based learning in natural science education in order to assess their scope and limitations in the light of educational changes and reform initiatives. Directions of analysis of the relevant studies include considerations of the following: 1) Theoretical starting points and specific conceptual solutions, 2) Methodological design (research questions / problems, methods, techniques, and procedures), as well as 3) (Re)interpretation of the most significant findings. It could be stated that studies on inquiry-based learning in the field of natural sciences are rather insufficient, very diverse and heterogeneous, differing from each other both in terms of theory and conceptual solutions, research problems, methodological design, and implications for educational work. Even though experiments are very common in natural sciences, it has been found that triangulation is often used as a combination of qualitative and quantitative paradigms. The common thread that connects the selected studies in this field is the recognition of importance of inquiry-based learning as a very promising model of active teaching the natural sciences. It could be concluded that such studies require an interdisciplinary approach to the subject of study, both in empirical and theoretical field, providing better understanding of the future research directions of this phenomenon.

767-780

Authors: Pinar Mert

Women expose to barriers in their work-life that are not stated clearly. Although these invisible barriers occur in many sectors, they are common in the education sector. So, this study aimed to reveal the relation between the paternalistic leadership displayed by principals in traditional collectivist cultures and the glass ceiling syndrome experienced by female teachers. For this reason, the correlation survey model was used in the research. Female teachers living in Istanbul were selected with the appropriate sampling method due to the Covid 19 outbreak. “The Paternal Leadership Behaviors Scale of School Principals” and “Glass Ceiling Syndrome Scale for Female Teachers” were applied to 358 female teachers. Applied t-test, correlation, ANOVA, and regression analysis. As a result of statistical analysis, it saw that the benevolent, moral, authoritarian, and exploitative leadership behaviors perceived by teachers significantly predicted the perceptions of glass ceiling syndrome. Although benevolent, moral, authoritarian, exploitative paternalistic leadership behaviors mainly indicated teachers' perception of the glass ceiling, they were even low. Especially authoritarian and exploitative paternalistic leadership behaviors explained 5% of the total variance in teachers' perception of the glass ceiling syndrome.

804-825

Authors: Viera Šilonová, Vladimír Klein, Ivana Rochovská

The research focuses on the diagnostics and stimulation of socially disadvantaged children of a pre-school age, which is a crucial component of inclusive education. The aim of the research was to experimentally verify through input and output orientation diagnostics the effectiveness of the stimulation program for 5 to 6 year old socially disadvantaged children in kindergartens. The results of the input and output orientation screening of 5 to 6 year old children from the experimental and control groups were analysed. Furthermore, the effectiveness of the stimulation program intended for the training of areas of deficits of partial functions and symptoms in the experimental group was verified, and conclusions and recommendations for pedagogical theory and practice in the area of inclusive approaches at the pre-primary stage of the school system were formulated. The research demonstrated that the experimental group of children achieved statistically significantly better results in the post-test, focused on the area of symptoms measured by the t-test, than the control group. It was also confirmed that both groups of socially disadvantaged children (control and experimental) achieved statistically significantly better results in the post-test, focused on the area of deficits of partial functions, than in the pre-test.

511-512

Authors: Editorial Board

Contents, Vol. 79, No. 4, 2021, PEC

516-543

Authors: Michal Černý

Information literacy is a critical topic in contemporary pedagogy and information science, it is ranked among the essential competencies for the 21st century, and in recent years, it has received increasing research interest. The problem, however, is that the research is focused mainly on primary and university (college) contexts and only rarely analyses secondary school settings. This paper, therefore, focuses on a group of high school students and on whether the literature's idea of their needs corresponds to their actual needs. Based on the analysis of 32 documents indexed in the Scopus and Web of Science databases, the paper identifies seven significant discursive areas addressed in the literature, both theoretically and empirically. These are the relationship of libraries and librarians to the development of information literacy, information evaluation, the relationship of information literacy and learning competencies, connection with other competencies, emphasis on constructivist approach, the social dimension of information literacy and its possible use for self-actualization. These topics form a specific research discourse, which they set out. In the second phase of the research, focus groups (8 groups in 4 schools, 41 students) on information literacy are studied through the seven essential discourses mentioned. Although our sample lacked reflections on the relationship between the library and high school students, the remaining six fundamental discourses appeared in the testimonies of high school students (Libraries and librarians, evaluation of information, learning competencies, connection with other literacy, constructivist approach, the social dimension of information literacy, information literacy as a means of self-actualization). The findings show that the main difference between literary discourse and student responses is in the perception of libraries as centres of information literacy development and that students prefer the school or their teachers in their place.

554-567

Authors: Anatolii Ivanchuk, Tetiana Zuziak, Oksana Marushchak, Anatolii Matviichuk, Viktor Solovei

Technical literacy is a component of professional competence of the pre-service technology teacher. However, the course content of technical disciplines in the pedagogical universities of Ukraine is not consistent with the content knowledge subsequently used in teaching practice of a technology teacher. Also, there is a need in general technical literacy of the students, yet it is developed only in its engineering design aspect. In the paper, it was proved that for the general technical literacy of pre-service technology teachers the basic concepts are the following technical phenomena: motion transmission, changes in kinematic parameters of motion, changes in force parameters of motion. Natural and scientific foundations of the machine drives were used as the basic topic-specific knowledge. It was hypothesized that effectiveness of teaching technical literacy to children would raise if the narrative about the technical phenomena is included in the content of the “Utility machinery” course for the pre-service technology teachers. The pedagogical experiment was performed in the Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University (Ukraine). It included ascertaining, formative, and control stages. At the ascertaining stage of the pedagogical experiment, the students’ readiness level to study technical phenomena was determined. At the formative stage, the students’ readiness to develop children’s technical literacy was measured. At the control stage, students’ readiness level to develop technical literacy was estimated in experimental and control groups. Theoretical value of the results is in substantiating technical topic-specific content knowledge as necessary for the pre-service technology teachers. Practical significance of the results is in implementation of the narratives about technical phenomena in the learning practice of the students of pedagogical university.

585-596

Authors: Kamil Arif Kırkıç, Feriha Uludağ

Achievement in a course mostly depends on the students' characteristics and how teachers make their courses effective for their students' learning. Although different characteristics of teachers and students can affect learning outcomes, new approaches like STEM may cause new characteristics which affect students’ achievement as STEM attitudes. This study examines the correlation between secondary school students' STEM attitudes and their achievement in the Technology and Design Course (T & DC). A correlational survey model was applied in the study. A total of 400 students studying in the seventh and eighth grades constitute the sample of the study. A personal data form and STEM attitude test were utilized to collect data. Pearson Correlation Analysis and Regression Analysis techniques were used in the data analysis process. As a result of the analysis, it was found a positive and significant correlation between students' Technology and Design Course achievement and STEM attitudes. Students' attitudes to STEM predict their achievement in the Technology and Design Course by 5.1%. Students developing positive STEM attitudes can further enhance achievement in the (T&DC), which enables students to acquire the necessary design skills to produce technology in the future.

611-625

Authors: Ly Thi Bac La, Nga Thi Thu Nguyen, Anh Thi Thuy Truong, Thu-Giang Tran, The-Thang Nguyen

Cohesive speech has commonly become regarded as one of the essential aspects of language development, especially for pre-schoolers. This study aimed to shed light on the cohesive speech of pre-schoolers (CSP) knowledge base. Three hundred ninety-five publications close related cohesive speech research of 5-6-year-old children were collected from the Scopus database. By using the bibliometric approach, the results showed the growth rate of publications over time from 1970 to 2020. In this period, the top five countries, the United States, the United Kingdom, Australia, Brazil and France, have published over 60% of total documents. Besides, four main interests of authors in this field were discovered: “language development”, “speech pathology outcomes”, “speech therapy”, “language intervention”. Among these themes, “speech pathology outcomes” was the most relevant one. Another finding, in recent years, scholars focused on aspects of autism spectrum disorder of pre-schoolers. More importantly, the achievements of this discipline have considerably made positive contributions to various fields both in terms of theory and practice, especially in language and linguistics, speech and hearing, psychology, and medicine. Overall, these studies highlight the need for many other studies, particularly relevant to pre-schooling when new generations should be better prepared to be happy in school by their future cognitive developments.

640-656

Authors: Duygu Turgut, Zeha Yakar

Considering the recent rapid developments in science and technology, it is quite important for individuals to be able to make decisions about their own future and their children's future for the society in which they live and to know how to establish a balance of risk and decision. For this reason, teacher training programs should be planned to internalize pre-service teachers' awareness of responsibility. Regarding this point, the development of pre-service science teachers' bioethical values was examined on a class level basis using survey research. Research sample consisted total of 286 pre-service teachers of Science Teacher Training Program. Bioethical Values Questionnaire was applied to determine pre-service teachers’ bioethical values. As a result of analyses, it was determined that pre-service teachers’ bioethical values increased according to their class levels they attended. It was stated that pre-service science teachers’ bioethical values related to sub-dimensions of “Benefits of Biotechnology Applications”, “Science and Ethics”, “Reproductive Technologies and Cloning” and “Control of Genetic Interventions” were increased based on participants’ class levels. In addition, the results of the study revealed that pre-service teachers also had some concerns about the benefits of biotechnology applications.

674-685

Authors: Barbara Zaman, Francka Lovšin Kozina

Today’s world is facing a problem with the growth of textile products and in particular, textile waste, which already represents a serious environmental problem. From the point of view of ensuring sustainable handling of textile products, it is thus very important that individuals have the appropriate knowledge, attitudes and skills for sustainable handling of textile products or that they are properly ‘textile literate’. After all, appropriate textile literacy enables individuals to act according to the concept of sustainable development. The purpose of this research, which included 80 students from three Slovenian schools, who had completed their lower secondary education in the 2018/2019 school year, was to find out what their basic textile knowledge was and how they transferred it into their daily lives. Ninth graders were found to be deficient in basic textile skills, with girls having statistically significant better knowledge than boys. The girls were also statistically significantly better at recognising the connection between the acquired knowledge and everyday life and achieved a better result in terms of sustainable handling of textile products. The research findings can help teachers to be aware of the critical points in textile teaching in the context of sustainable development. The results also suggest that the current placement of textile content in the fifth grade, without further upgrading of the content in higher grades is not optimal. Most of the surveyed students had high grades in the fifth grade, but knowledge that is vital from the point of view of the sustainable behaviour of an individual is low in the ninth grade. These results can provide useful information for school policy makers who want to follow modern concepts of sustainable development.

339

Authors: Editorial Board

Contents, Vol. 79, No. 3, 2021, PEC

343-359

Authors: Emine Akkaş Baysal, Gürbüz Ocak

Student misbehaviors in the classroom both disrupt students’ attention and affect negatively teaching and learning process. With the increase of online courses after Covid-19 pandemic, the type of student misbehaviors changed a lot. The aim of research was to examine student misbehaviors encountered during online courses, to identify the most common and disruptive student misbehaviors from teachers' perspective and to put forth teachers’ suggestions about proper behaviors. The research was a phenomenological study. Data were gathered from 71 teachers teaching different courses and working at various levels. For data collection, a semi-structured interview form developed by the researchers was used. It was assessed through descriptive analysis. According to findings, a list containing 27 different student misbehaviors was generated. Results showed that the most common misbehaviors were indifference to course, not attending course, turning off webcam and slanging. The most disruptive misbehaviors were making noise, absenteeism, and distractibility. Findings revealed that teachers had some ideas to overcome these misbehaviors such as taking attendance, getting family support, encouraging students to turn on webcam, creating intrinsic motivation and organizing parent meetings. It can be concluded that some unwanted student behaviors can be seen during online courses; however, it can be overcome with the help of some precautions taken by teachers.

381-396

Authors: Rolién J. V. Cirilo, Elaine A. Colagrande

This research presents an integrative review about the methodological procedures adopted in the research of the Chemistry PCK, with the aim of identifying the data collection instruments used to explain the PCK in this field, seeking to observe its frequency of use and also contribute to the advancement of knowledge established by previous reviews. 89 articles published in magazines well evaluated by CAPES were selected, indexed to the Scopus (Elsevier) database. The treatment of the data was based on the technique of content analysis, resulting in six categories constructed a posteriori: a) period of publications; b) country of origin of the research; c) relationship to a specific topic; d) the teaching experience of the target audience; e) research approach and data collection instruments; and f) the use of PCK models as a theoretical framework. The results suggest a methodological predominance of a qualitative nature, with interviews, field diaries, observation of the practice, and questionnaires some of the most used instruments. Besides, a trend related to the specification of topics in the Chemistry discipline can be identified, as well as the lack of clarity regarding the variety of PCK models present in the literature and the failure to adopt these as a theoretical basis in most of the research studies analysed. There is also an express need to investigate the PCK of Chemistry teachers in practice in higher education since the results reinforce the scarcity of papers for this specific audience.

412-424

Authors: Ramazan Gürbüz, Muammer Çalık

Since contemporary learning theories, strategies and models offer the interdisciplinary approach, educators need new pedagogical alternative ways to attain it in practicum. For this reason, the current research aimed to illustrate how to intertwine mathematical modeling with an environmental issue that recruits waste management (e.g., reuse-recycle-reduce) to live an environmentally friendly lifestyle. Through a case study research, 6 seventh-grade students (3 females and 3 males; aged 13-14) voluntarily participated in the research. The researchers videotaped and analyzed all interactive learning processes to elicit the students’ environmental dialogues. The results indicated that the interdisciplinary mathematical modeling afforded the students to acquire the targeted environmental concepts/issues and somewhat supported their arguments. Since the current research illustrates an alternative pedagogy to integrate science/environmental education into mathematics, it may be used to facilitate dissemination and applicability of the STEM education.

451-466

Authors: Nomsa Mabena, Patricia Namayammu Mokgosi, Selina Serole Ramapela

Learners’ mathematics performance globally and locally has been a major concern. Learners are generally not performing well in mathematics. This is also true of learners in Kwagga West Circuit, Nkangala district in Mpumalanga province of South Africa. Performing badly in the subject negatively affects them, preventing them from progressing to the next grades. This research employed a qualitative case study design with observation and semi-structured interviews with a sample of three school management team (SMT) members, six teachers, nine learners, and three parent component members of the school governing body (SGB) to determine factors affecting learner performance in mathematics in the senior phase. The results showed that numerous factors influenced learners’ confidence and performance. The factors found to have an impact on mathematics performance were learner related, such as ill-discipline, language barriers and learner attitudes. Teachers’ factors included lack of pedagogical content knowledge and skill, and lack of appropriate professional training. Finally, the study offers suggestions for further research and recommendations regarding learners, teachers, schools, school management teams, the parents, as well as for the national education ministry.

485-504

Authors: Alexander Zureck

The range of study programs in finance and the ways how to study due to place, time, and focus has increased in recent years. Students can choose what and how they want to learn. If someone finds an appropriate program he must decide to study face-to-face, online, or in a hybrid format. Finance is often a duty in business administration or related study programs. For many students in those classes the financial topics are bleak. This leads to a passive consumption of contents and ends often in dropping out. The aim of this research was to discuss methods to activate and keep learners motivated by using well selected media in teaching. To identify which media is used in teaching, a literature review was done. Teaching annual reports and other official reports available in English and/or German from several international educational institutions are read, compared, and analyzed. Additionally, secondary academic literature is checked for further examples. In a first step, therefore, different techniques to active students, such as collaboration or interaction, are discussed critically on a literature base. In a second step, based on the techniques, a selection matrix was obtained that supports educators to select the right medium to deal with a certain technique. Many examples were found that might assist educators in the practical use of the selection matrix.

191

Authors: Editorial Board

Contents, Vol. 79, No. 2, 2021

194-206

Authors: Hasan Yücel Ertem

Central exams which are reflection of structure of education systems determine many schooling processes. Especially, scores coming from these exams are indicators for student performance. Transition to upper-secondary school from lower-secondary school is based on “System of Transition to Upper-Secondary Schools” (LGS). The current study aimed to examine the relationship between scores on System of Transition to High Schools (LGS) and student, classroom, and school level variables. The design of the study is a correlational research. The random sample consisted of 731 students from 47 classrooms in the 15 lower-secondary schools. Secondary data coming from educational institutions via school information form were analyzed by Hierarchical Linear Modelling (HLM). School success score as a student-level variable, experience of a class teacher as a classroom-level variable, and a number of exam branch teachers, and a number of teachers assigned in support and training courses as school-level variables predicted significantly students’ performance in LGS. Considering the results of the current study, activities for professional development of teachers is recommended urgently to increase performance of the students.

220-228

Authors: Robert Krause

Being overconfident in one’s abilities is connected to poor self-judgment and it is essential to find ways how to reduce this phenomenon. The aim of the study was to research whether the act of taking a reading literacy test can be an effective means of reducing the overconfidence effect in the sample of Slovak teachers. Using purposive sampling method, a sample of 225 teachers from across school levels was obtained. The levels of overestimation (OE) and overplacement (OPE) effects were compared before and after having undergone the reading literacy test. The results showed that even just taking the test can reduce OE and to a lesser degree also OPE in all participants regardless of the feedback, which was in contrast to the original belief that just the experience itself does not affect overconfidence. Greater reduction in OE was observed in less competent participants, whereas none was observed among the more competent. These results showed that experience is also a form of debiasing.

241-254

Authors: Magda Francisca Cejas Martínez, Mercedes Navarro Cejas, Gina Silvana Venegas Alvarez, Carlos Enrique Proaño Rodríguez, Derling Jose Mendoza Velazco

In February 2020 Ecuador declared a health emergency due to the Covid-19 pandemic. On-site classes were suspended. The Ecuadorian university population does not adapt to virtual educational platforms. The objective of the study was to analyse student perception of Ecuadorian educational platforms in higher education during the COVID-19 pandemic. The study was quantitative. The sample was non-probabilistic participatory, consisting of students from different universities in the Province of Chimborazo. For data collection, a questionnaire with four study variables was applied. The results were analysed with T student and MANOVA. There is a positive perception of students using the educational platforms. There were significant statistical differences according to gender variables, contrary to the levels of study and location, there is a greater sympathetic affection of students when receiving virtual classes by female teachers. It can be concluded that the Covid-19 pandemic accelerated the adoption of online learning by higher education institutions.

273-295

Authors: Eka Tkavashvili

Teacher professional diaries are teacher reflections on their own and their colleagues’ observed practice. They are effective tools of increasing teacher qualification. Few research studies worldwide, while no such research studies in Georgia have been conducted on the impact of the application of reflective diaries on teachers’ reflective, communicative, and professional skills. Therefore, the aim of the research was to find out whether teachers’ reflective, communicative, and professional skills developed as a result of the application of reflective diaries, and if so, to what degree they increased. Quantitative research (an experiment with participation of 62 teachers) was held, with an experimental group whose participants wrote reflective diaries for 9 weeks and a control group which did not undergo any special treatment. A 5-point Likert scale questionnaire was developed, and its reliability and validity were assessed. Pre-experimental and post-experimental self-assessment questionnaire was held, the results were assessed and compared through descriptive statistics and a T-test. The results revealed that there was a positive average relationship between the application of diaries and reflective thinking, communicative and professional skills. According to the study results, the application of teacher reflective diary can be recommended as an effective tool for the development of reflective thinking, communication, and professional qualification.

312-332

Authors: Lars-Frederik Weiß, Gunnar Friege

Few teaching concepts have received as much attention in recent years as the Flipped Classroom (FC). This is clearly linked to media attention on the concept, which is currently being intensified by the Corona pandemic. In this research, the media rise of the concept is explained and the discrepancy between popularity and empirically validated research results is clarified. While the literature basis for the FC has grown enormously over the last decade, reviews and initial meta-analyses have shown, through their filter criteria, that not many of studies can meet scientific standards. The comparison of individual studies is particularly difficult, because there is no uniformly accepted framework and no uniform definition of the concept. For this reason, one of the goals of this research was to give an overview of the variety of FC definitions, discuss its most controversial characteristics, and to provide the key elements for a definition of the FC. A comparison of selected studies and reviews shows an assessment of the effectiveness of the teaching concept. The findings shed light on potential problems and challenges, and provide directions for future research.