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Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Campus Virtuales is the property of Campus Virtuales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Campus Virtuales is the property of Campus Virtuales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study was to identify segments of university professors with different predispositions and use of the blended-learning methodology in their teaching routine. Predictor variables were taken from individual socio-demographic and professional characteristics; each one of the phases of adoption typified in the Theory of Diffusion of Innovation, proposed by E. Rogers, were taken as criterion variables. The study involved 486 teachers from different universities in the Autonomous Community of Castilla y León (Spain). Data treatment was run via segmentation analysis using the CHAID algorithm. The results showed that the prior training on b-learning as the main predictor variable in 4 of the 5 classification trees obtained. The paper concludes by emphasizing the importance of knowing the expansion phases of the b-learning adoption process in academics, identifying user types or profiles based on individual characteristics, in order to inform decision-making by the university administrators interested in accelerating the dissemination of such educational innovations. [ABSTRACT FROM AUTHOR]

Learning General Physics I in technical sciences of university courses in the semipresential category is a pedagogical problem which needs attention and prompt didactic solution and well--based pedagogically proposals due to the fact that these courses are designed with a great deal of contents to be taught in a rather short period time. The course are mainly influenced by presential category along with a traditional design which has a tendency to separate physical phenomena in an analytically and simplifying way. However, these physical phenomena are to be studied since they provide students with formal learning of this discipline which, at the same time, brings about unnoticed difficulties to learn the basis of this science obviously necessaries for the future engineer is fulfillment. This paper shows a completely new didactic experiment based on revolutionary changes in the design of General Physics I which aims at the learning of general laws and principles that control real physical processes. This helps achieve a more rational organization of this course and makes a more firmly and better acquisition of knowledge about the basis of this discipline possible. All this is done fronts logical design of the contents which characterizes necessary magnitudes to describe mechanical movement from a logical point of vie co that responds to a construction of an initial conceptual map. [ABSTRACT FROM AUTHOR]

The universalizing process of the Cuban Higher Education constitutes, without doubt, an important challenge to the professional training because they should have the same qualification as the graduated students from the regular courses. The engineering education is also involved in this. This paper tries to think about some didactic characteristics arising in the semi-attendance conditions that are the basis of the pedagogic model. The didactic conception of the process is derived from the basic actions to execute by an engineer in any field, taking into consideration the Cultural and Historical Approach. Two points are of fundamental concern: the independent study guidance and the teaching job. The last is remarkable because it makes the student faces with similar situations to his future performance, a very important aspect under the conditions of this kind of teaching. These didactic tools leading to an integral student education and the logical generalization skill are basic for the development of the engineer under these new teaching conditions. [ABSTRACT FROM AUTHOR]

Universities are currently immersed in what is known as the process of European convergence to create the European Higher Education Area (EHEA). The aim is to establish a standardized, compatible and flexible European university system that enables graduates and undergraduates to move easily from one institution to another within Europe. As a result of evaluation mechanisms, the system will be transparent and of high quality, which will make it attractive and competitive internationally in a globalized world. In this paper, we focus on two distance learning modes that will become more important as a result of this change in universities: e-learning and b-learning. These basically involve the virtualization of learning processes through the use of computer equipment. We carried out a qualitative study using the case study method. The results indicate that teaching staff use information and communication technology (ICT) to improve student learning. Similarly, a high percentage (78%) of lecturers use some form of digital platform as a support for teaching. In conclusion, training policies should strengthen university teachers' skills in the use of ICT equipment, tools and resources related to blended and virtual learning. [ABSTRACT FROM AUTHOR]

Nowadays videolaparoscopical surgery awakes the interest of researchers who seek for alternatives in order to contribute to diminish risks by the implementation of Minimum Invasive Surgery; nevertheless in the formation of general surgeons, this technique is not dealt with, that's why, it becomes necessary to offer learning strategies towards this ain. This paper offers partial results of a research where videolaparoscopical surgical training is proposed for general surge or, by means of distance learning and focused on professional skills that should be developed. [ABSTRACT FROM AUTHOR]

This paper shows the results obtained from a blended training experience based on internet usage, more specifically, under the Blended Learning (b-learning) modality carried out on first-year students of Philosophy and Physics at the Pontifical University of Dominican Republic. The theoretical model in which this b-learning experience is sustained will be first presented and described, emphasizing the separation of activities to be done in virtual and attending sessions. Information was gathered for the purpose of this study through three different but complementary instruments: students' satisfaction questionnaire, interviews with students and interviews with lecturers by e-mail. The results achieved and the level of students' satisfaction show the significance of the experience as well as some limitations found concerning the need for teacher training and the difficulty of changing the organizational structures. Some of the conclusions point to the favourable attitude shown by teachers and students in blended learning, as well as the need for universities to include centers that support teacher training in these formative actions. [ABSTRACT FROM AUTHOR]

The design, development and results of a semipresential course of the optional subject "The Chemical Reaction" is presented in the present paper. The subject, given in the Faculty of Chemistry of Havana University, is taught using the multimedia "General Chemistry. Integrated Assignments". The students' opinions, obtained by applying polls, denote a high degree of satisfaction for the organization and development of the course and for the use of the multimedia, employed as main textbook. The good qualities of the final works presented show a high assimilation of the subject. [ABSTRACT FROM AUTHOR]

This paper proposes an educative software for self learning of the content of Superior Mathematics I studied in the Degree of Accounting and Finances in the mode Semi witness . It is based on the learning theories by L.S. Vigotsky and D.P. Ausubel. For its analysis and design UML was used and RUP methodology. Different scientific research methods were followed such as: analysis and synthesis method, inductive-deductive method, historical and logical analysis, statistics method, teaching experiment method, surveys and interviews which yielded true results. The theoretical foundations of the methodologies and engineering techniques of the software are described herein. The assessment of the product sustainability is carried out as well as an evaluation of it using the expert criterion method, bringing us to the conclusion that it is assessed as sustainable and very relevant. [ABSTRACT FROM AUTHOR]

Copyright of Campus Virtuales is the property of Campus Virtuales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Biblios is the property of University of Pittsburgh, University Library System and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Campus Virtuales is the property of Campus Virtuales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Currently there is a significant amount of information that refers to the generation of knowledge about teaching and learning modalities supported by technologies. This paper gives an outline of the work between 2003 and 2013 that has been published in Latin America through scientific media type. The purpose of this study was to identify the countries of origin, the thematic areas addressed, the methodology and the main discoveries. It was found that there is a tendency to make publications lacking of descriptive empirical referent; there are few publications that refer to research on mixed research paradigms, quantitative or qualitative. Similarly it was found that the information collected mainly comes from some specific areas such as psychology, education, economics, and computer science, among others; and there are few works that are focused on the development of research scientific production; this scientific area is weak, but it is at the same time an area of opportunity to be developed. [ABSTRACT FROM AUTHOR]