EDU REVIEW. International Education and Learning Review / Revista Internacional de Educación y Aprendizaje
https://journals.eagora.org/revEDU
<p><em>EDU Review</em> is a scientific journal that accepts manuscripts related to contemporary and emerging research, theory, methods, and practices in the field of education. The journal welcomes research articles, critical reflection articles, systematic review articles, book reviews, and proposals for the publication of Special Issues. The journal is peer-reviewed (doubly anonymous) and publishes papers written in Spanish and English.</p>Eagora Scienceen-USEDU REVIEW. International Education and Learning Review / Revista Internacional de Educación y Aprendizaje2695-9917<p>Those authors who publish in this journal accept the following terms:</p> <ol> <li class="show">Authors will keep the moral right of the work and they will transfer the commercial rights.</li> <li class="show">After <strong>1 year</strong> from publication, the work shall thereafter <strong>be</strong><strong> open access </strong>online on our website, but will retain copyright.</li> <li class="show">In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to <a href="mailto:publishing@eagora.org">publishing@eagora.org</a></li> </ol>Active Learning
https://journals.eagora.org/revEDU/article/view/4538
<p>This work applies the active learning methodology to students of the first course of the career in Information Systems Engineering at the National University, called Fundamentals of Informatics. This methodology was adapted very well to the current situation due to the COVID-19 pandemic. For this descriptive and explicative work a formulary was made in order to know the perception of the students, so a convenience sample was taken of N = 74 students. The students liked the remote face-to-face modality using MS Teams and the Zinjai IDE and they consider that the used tools favored their learning process.</p>Sandra Lucía Cabrera AlzateIrene Hernández Ruiz
Copyright (c) 2023 EDU REVIEW. International Education and Learning Review / Revista Internacional de Educación y Aprendizaje
2023-01-232023-01-2311111510.37467/revedu.v11.4538Educational innovation
https://journals.eagora.org/revEDU/article/view/3576
<p>This work shows the challenges that teachers have had, as a result of the COVID 19 pandemic, which has hit the world population. It has a mixed approach, prevailing throughout the study the triangulation of quantitative and qualitative data. The Executive Management Excellence Index (IEGD) was calculated using the indicators of the quality, improvement system of the International Federation of Fe y Alegría; likewise, the assessment of 35 innovative practices with a gender perspective and the use of Information and Communication Technologies (ICT), using established criteria.</p>Neyda del Rosario ZamoraEverardo Víctor JímenezAxel Urcuyo Quintana
Copyright (c) 2023 EDU REVIEW. International Education and Learning Review / Revista Internacional de Educación y Aprendizaje
2023-03-282023-03-28111173010.37467/revedu.v11.3576Stop Motion: Improvement of linguistic competence in EFL, Arts and Visual Education and Social Sciences
https://journals.eagora.org/revEDU/article/view/3429
<p>The use of digital tools can be a motivating and effective practice to improve the different contents in Secondary Education. This work proposes the use of the Stop Motion technique to integrate the contents of EFL, Social Sciences, and Arts and Visual Education from a hands-on approach. An empirical intervention was carried out with Secondary Education students to promote their creative common culture, improve their EFL learning, and strengthen their historical knowledge. A descriptive, inferential, and relational design was used to evaluate the usefulness of this project on students' performance by integrating CLIL and PBL and the Stop Motion tool.</p>Beatriz ChavesMaría AlcaláGema Földessy Rodrigo Correa
Copyright (c) 2023 EDU REVIEW. International Education and Learning Review / Revista Internacional de Educación y Aprendizaje
2023-03-292023-03-29111314810.37467/revedu.v11.3429Prototype of Expert System, Evaluation of Learning Activities with Written Natural Language
https://journals.eagora.org/revEDU/article/view/3958
<p>The expert system of the prototype is an educational technology that contributes to the virtual instrumentation of reality in professional practice aimed at students and provides automated evaluation to teachers, especially in activities based on written natural language. During software engineering the system design involved a multidisciplinary framework and organizational transformation that include the standardization of instructional design and computer governance during the Knowledge Engineering process. In addition, this prototype contributes to the improvement of quality, knowledge management and intellectual capital of the institution.</p>Lucia Patricia Carrillo Velázquez
Copyright (c) 2023 EDU REVIEW. International Education and Learning Review / Revista Internacional de Educación y Aprendizaje
2023-04-142023-04-14111496410.37467/revedu.v11.3958Dimensions and level of resilience in university students, during the COVID-19 pandemic
https://journals.eagora.org/revEDU/article/view/3462
<p>The objective of the study was to assess the levels of resilience in university students. The design was quantitative, descriptive of an exploratory nature, based on the questionnaire of Resilience, Strength and Personal Security, the sample consisted of 469 students. The results show that a favorable percentage of students is highly resilient in the six factors studied. There are also some statistically significant differences in factors, according to sex. In conclusion, students with a high level of resilience have greater skills and resources to face adverse situations, such as the pandemic, both academically and personally.</p>Lucila Patricia Cruz CovarrubiasPedro Aguilar PérezPedro Daniel Aguilar Cruz
Copyright (c) 2023 EDU REVIEW. International Education and Learning Review / Revista Internacional de Educación y Aprendizaje
2023-05-282023-05-28111657710.37467/revedu.v11.3462State of knowledge - assessment of learning and technological resources
https://journals.eagora.org/revEDU/article/view/3516
<p>The assessment of learning has been a challenge for teaching practice, a fact that was aggravated in the period of the COVID-19 pandemic highlighting social inequalities and digital exclusion. In this context, we aimed to carry out the state of knowledge on the assessment of learning and technological resources in Basic Education. A qualitative investigation, through document analysis. The theoretical framework emphasized formative assessment and the TPACK model (Technological Pedagogical Content Knowledge). The results confirm the potential of technological resources, pointing out the need for new studies in the post-pandemic period and the adaptation of the TPACK model.</p>Adriano De Araújo SantosLucia Giraffa
Copyright (c) 2023 EDU REVIEW. International Education and Learning Review / Revista Internacional de Educación y Aprendizaje
2023-03-152023-03-15111799310.37467/revedu.v11.3516