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Kosmos
Astronomia Astrofizyka
Inne

Kultura
Sztuka dawna i współczesna, muzea i kolekcje

Metoda
Metodologia nauk, Matematyka, Filozofia, Miary i wagi, Pomiary

Materia
Substancje, reakcje, energia
Fizyka, chemia i inżynieria materiałowa

Człowiek
Antropologia kulturowa Socjologia Psychologia Zdrowie i medycyna

Wizje
Przewidywania Kosmologia Religie Ideologia Polityka

Ziemia
Geologia, geofizyka, geochemia, środowisko przyrodnicze

Życie
Biologia, biologia molekularna i genetyka

Cyberprzestrzeń
Technologia cyberprzestrzeni, cyberkultura, media i komunikacja

Działalność
Wiadomości | Gospodarka, biznes, zarządzanie, ekonomia

Technologie
Budownictwo, energetyka, transport, wytwarzanie, technologie informacyjne

RUSC. Revista de Universidad y Sociedad del Conocimiento

This article describes an educational innovation project called SIMULACRE, funded by the Office of the Vice President for Research and Innovation at the Universitat Oberta de Catalunya (Open University of Catalonia, UOC) through a grant awarded under APLICA 2011. This project focuses on the design, development, implementation and evaluation of a new methodology for practical training in e-learning environments.The first part of the article gives an introduction to the features of the UOC’s educational model and to the various experiences of practical training in e-learning environments within the university. The second part presents a new proposal for practical training called SIMULACRE, which is based on a model that combines the theory of simulation games, problem-solving and cooperative learning. This part specifies the curricular competencies to be developed, the teaching stages into which their development is divided, and the new educational resources that this practical training model requires.The last part of this article presents the evaluation process done after the first implementation of the model in the practical subject seminars of the UOC master’s degree in Cultural Management in 2011. This evaluation had a two-pronged analysis, first of the SIMULACRE objectives, and second of the students’ competency acquisition.The results indicate that SIMULACRE is an educational proposal that allows practical training to be done online and offers the possibility of having direct contact with professionals, of team working and of decision making. They also show that it is a model that enables students to satisfactorily acquire competencies relating to problem-solving, decision-making and critical analysis. The article concludes that SIMULACRE is a valid proposal for gaining access to and doing practical training in e-learning environments.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n3-colombo-gomez 2014/07/16 - 15:04

This article describes an educational innovation project called SIMULACRE, funded by the Office of the Vice President for Research and Innovation at the Universitat Oberta de Catalunya (Open University of Catalonia, UOC) through a grant awarded under APLICA 2011. This project focuses on the design, development, implementation and evaluation of a new methodology for practical training in e-learning environments.The first part of the article gives an introduction to the features of the UOC’s educational model and to the various experiences of practical training in e-learning environments within the university. The second part presents a new proposal for practical training called SIMULACRE, which is based on a model that combines the theory of simulation games, problem-solving and cooperative learning. This part specifies the curricular competencies to be developed, the teaching stages into which their development is divided, and the new educational resources that this practical training model requires.The last part of this article presents the evaluation process done after the first implementation of the model in the practical subject seminars of the UOC master’s degree in Cultural Management in 2011. This evaluation had a two-pronged analysis, first of the SIMULACRE objectives, and second of the students’ competency acquisition.The results indicate that SIMULACRE is an educational proposal that allows practical training to be done online and offers the possibility of having direct contact with professionals, of team working and of decision making. They also show that it is a model that enables students to satisfactorily acquire competencies relating to problem-solving, decision-making and critical analysis. The article concludes that SIMULACRE is a valid proposal for gaining access to and doing practical training in e-learning environments.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n3-colombo-gomez 2014/07/16 - 15:04

Ethics and Citizenship education has become the focus of considerable debate since the launch of the European Higher Education Area. That this is the case is interesting, as it is a type of education that forms part of the educational mission of universities, as its history plainly demonstrates. Ethics and Citizenship education cannot be analysed solely in terms of its pedagogical requirements, the skills and competencies that it seeks to develop, or the type of students and professionals that the world needs today. Its success also requires that we explore what university lecturers understand by this type of education, the context it currently finds itself in, and how students perceive such an education. This paper presents a case study conducted on university lecturers in Education, Philosophy and Humanities at several European institutions.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n3-esteban-mellen-buxarrais 2014/07/16 - 15:04

This article analyses the process by which higher education in Latin America is being digitalised, and how it is radically changing the educational dynamics in the region. The incorporation of digital technology implies a transformation of traditional distance education and the creation of new distance education dynamics. Indeed, some institutions are now offering fully online programmes, and there is a general increase in the digitalisation of face-to-face teaching. This study analyses the state of the art of the educational changes brought about by educational digitalisation in Latin America, and characterises the various aspects of it. It also describes the slow start in the region of a convergent education between the traditional distance and face-to-face modes. 

http://rusc.uoc.edu/index.php/rusc/article/view/v11n3-rama 2014/07/16 - 15:04

For this study we conducted a bibliometric analysis of RUSC. Universities and Knowledge Society Journal in order to determine the characteristics of its scientific content. We analyzed 216 theoretical and empirical articles published in the period 2004–2013, using both qualitative indicators (article type, sample type, subject area of the article, author nationality, language of publication, and university of origin) and quantitative ones (citations per article, citations per article in the three years following publication, authorship index, and recentness index).The information required to perform the analysis was accessed via the electronic, open access version of the journal (for the analysis of documents) and via the IN-RECS database. The study results enabled us to determine the characteristics of the scientific content of the journal analyzed. We identify strengths that can be built on, areas for improvement, and points that should be taken into account in future studies, with the overall aim of improving the dissemination of the journal.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n3-ramiro-ramiro-alba 2014/07/16 - 15:04

For this study we conducted a bibliometric analysis of RUSC. Universities and Knowledge Society Journal in order to determine the characteristics of its scientific content. We analyzed 216 theoretical and empirical articles published in the period 2004–2013, using both qualitative indicators (article type, sample type, subject area of the article, author nationality, language of publication, and university of origin) and quantitative ones (citations per article, citations per article in the three years following publication, authorship index, and recentness index).The information required to perform the analysis was accessed via the electronic, open access version of the journal (for the analysis of documents) and via the IN-RECS database. The study results enabled us to determine the characteristics of the scientific content of the journal analyzed. We identify strengths that can be built on, areas for improvement, and points that should be taken into account in future studies, with the overall aim of improving the dissemination of the journal.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n3-ramiro-ramiro-alba 2014/07/16 - 15:04

This article presents a study in which we analyse the didactic use of tablets in the European Higher Education Area (EHEA). The competential and didactic use of mobile devices is a challenge for lecturers, students and universities alike. In the current university system, mobile devices play a key role that requires rigorous analysis to open up new channels of participation and didactic design in accordance with the EHEA. The research is contextualised in a sample of 419 students from three Spanish public universities: Complutense University of Madrid (UCM), University of Oviedo and National University of Distance Education (UNED), Spain. Through a quantitative and qualitative methodological approach, we proceeded to analyse the life stories of students who are familiar with tablets and use them in both their personal lives and for their university studies. The results show that this mobile device can be a useful resource in information processing, content access and creation, and generic competency development in line with the Dublin Descriptors and the main recommendations of the Tuning, Reflex and EUConverge European projects.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n3-vazquez-sevillano 2014/07/16 - 15:04

This article presents a study in which we analyse the didactic use of tablets in the European Higher Education Area (EHEA). The competential and didactic use of mobile devices is a challenge for lecturers, students and universities alike. In the current university system, mobile devices play a key role that requires rigorous analysis to open up new channels of participation and didactic design in accordance with the EHEA. The research is contextualised in a sample of 419 students from three Spanish public universities: Complutense University of Madrid (UCM), University of Oviedo and National University of Distance Education (UNED), Spain. Through a quantitative and qualitative methodological approach, we proceeded to analyse the life stories of students who are familiar with tablets and use them in both their personal lives and for their university studies. The results show that this mobile device can be a useful resource in information processing, content access and creation, and generic competency development in line with the Dublin Descriptors and the main recommendations of the Tuning, Reflex and EUConverge European projects.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n3-vazquez-sevillano 2014/07/16 - 15:04

Recent decades have witnessed a number of fundamental structural shifts, both internally within the higher education academy and external to it, that have transformed the character of universities. A universal, increased interest in Open Educational Resources (OER) is at once both one of these added pressures and perhaps potentially a key way to meet the growing demand for higher education. The overarching theme of this Special Section, OER initiatives in Broader Oceania, allows educators to showcase how challenges and opportunities in this region are being addressed with innovation and/or collaboration. It also facilitates sharing of knowledge and exchange of varied perspectives and dialogue, not only between countries in the region, but hopefully also between Broader Oceania and Europe. Developments and trends in OER and an emergent Open Educational Practice across Asia-Pacific mirror advances occurring across the world.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n3-james-bossu 2014/07/16 - 15:04

Recent decades have witnessed a number of fundamental structural shifts, both internally within the higher education academy and external to it, that have transformed the character of universities. A universal, increased interest in Open Educational Resources (OER) is at once both one of these added pressures and perhaps potentially a key way to meet the growing demand for higher education. The overarching theme of this Special Section, OER initiatives in Broader Oceania, allows educators to showcase how challenges and opportunities in this region are being addressed with innovation and/or collaboration. It also facilitates sharing of knowledge and exchange of varied perspectives and dialogue, not only between countries in the region, but hopefully also between Broader Oceania and Europe. Developments and trends in OER and an emergent Open Educational Practice across Asia-Pacific mirror advances occurring across the world.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n3-james-bossu 2014/07/16 - 15:04

In a region of geographically scattered, small island states, developing quality-enhanced learning materials across the hugely diverse, predominantly ocean-based learning and teaching environments, continues to present new challenges. This paper explores the potentially transformative nature of Open Educational Resources (OER) in a regional university. Against the backdrop of the bold, new Strategic Plan 2013–2018, University of the South Pacific (USP) educators are faced with transforming learning systems, practices and pedagogy to achieve excellent standards in learning teaching and knowledge creation. Selected case studies are provided to support the discussions for the application and development of OER at USP and the integration of Open Learning Design (OLD) principles and practices. In the drive to enhance the quality of learning and teaching through integrating OER and OLD, research provides the most compelling results for informing practice to achieve effective and sustainable responses to the achievement of the Strategic Plan objectives.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n3-koroivulaono 2014/07/16 - 15:04

In a region of geographically scattered, small island states, developing quality-enhanced learning materials across the hugely diverse, predominantly ocean-based learning and teaching environments, continues to present new challenges. This paper explores the potentially transformative nature of Open Educational Resources (OER) in a regional university. Against the backdrop of the bold, new Strategic Plan 2013–2018, University of the South Pacific (USP) educators are faced with transforming learning systems, practices and pedagogy to achieve excellent standards in learning teaching and knowledge creation. Selected case studies are provided to support the discussions for the application and development of OER at USP and the integration of Open Learning Design (OLD) principles and practices. In the drive to enhance the quality of learning and teaching through integrating OER and OLD, research provides the most compelling results for informing practice to achieve effective and sustainable responses to the achievement of the Strategic Plan objectives.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n3-koroivulaono 2014/07/16 - 15:04

How do you design a quality massive open online course (MOOC) that will be ‘fit for purpose’? The Understanding Dementia MOOC is an initiative of the University of Tasmania’s Wicking Dementia Research and Education Centre (Wicking Centre). It is an outworking of institutional commitment to open education resources (OER) and open educational practices (OEP). This paper describes the development of the university’s first MOOC, grounded in a philosophy that open learning design includes the criterion ‘fit for purpose’ and thus explicitly considers: the impetus for attempting a MOOC design; the goal (desired outcomes); the nature of the content; assumed capability thresholds of the intended cohort and; the technical and pedagogical design implications of the cohort’s learning readiness. The development team used a design-based research approach underpinned by an evaluation framework. This paper will discuss the interplay of factors which influenced decision-making, including the nature of expert content (packaged by the development team, translated by students and applied in individual contexts), the intended scope of influence, barriers to access in open learning design, pedagogical commitments including adult learning theory, technological constraints, as well as external stakeholder requirements. The paper concludes with a discussion of the impact of maintaining a clear purpose in making a specific body of knowledge available as open content. In particular, we suggest that considerations of content access are not simply physical or technical, but require tailoring the approach to threshold learning capabilities, as well as providing scaffolded content delivery such that individuals can translate their learning for their own contexts.//

http://rusc.uoc.edu/index.php/rusc/article/view/v11n3-king-doherty-kelder-mcinerney-walls-robinson-vickers 2014/07/16 - 15:04

How do you design a quality massive open online course (MOOC) that will be ‘fit for purpose’? The Understanding Dementia MOOC is an initiative of the University of Tasmania’s Wicking Dementia Research and Education Centre (Wicking Centre). It is an outworking of institutional commitment to open education resources (OER) and open educational practices (OEP). This paper describes the development of the university’s first MOOC, grounded in a philosophy that open learning design includes the criterion ‘fit for purpose’ and thus explicitly considers: the impetus for attempting a MOOC design; the goal (desired outcomes); the nature of the content; assumed capability thresholds of the intended cohort and; the technical and pedagogical design implications of the cohort’s learning readiness. The development team used a design-based research approach underpinned by an evaluation framework. This paper will discuss the interplay of factors which influenced decision-making, including the nature of expert content (packaged by the development team, translated by students and applied in individual contexts), the intended scope of influence, barriers to access in open learning design, pedagogical commitments including adult learning theory, technological constraints, as well as external stakeholder requirements. The paper concludes with a discussion of the impact of maintaining a clear purpose in making a specific body of knowledge available as open content. In particular, we suggest that considerations of content access are not simply physical or technical, but require tailoring the approach to threshold learning capabilities, as well as providing scaffolded content delivery such that individuals can translate their learning for their own contexts.//

http://rusc.uoc.edu/index.php/rusc/article/view/v11n3-king-doherty-kelder-mcinerney-walls-robinson-vickers 2014/07/16 - 15:04

Open access (OA) in the Australian tertiary education sector is evolving rapidly and, in this article, we review developments in two related areas: OA to scholarly research publications and open data. OA can support open educational resource (OER) efforts by providing access to research for learning and teaching, and a range of actors including universities, their peak bodies, public research funding agencies and other organisations and networks that focus explicitly on OA are increasingly active in these areas in diverse ways. OA invites change to the status quo across the higher education sector and current momentum and vibrancy in this area suggests that rapid and significant changes in the OA landscape will continue into the foreseeable future. General practices, policies, infrastructure and cultural changes driven by the evolution of OA in Australian higher education are identified and discussed. The article concludes by raising several key questions for the future of OA research and open data policies and practices in Australia in the context of growing interest in OA internationally.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n3-picasso-phelan 2014/07/16 - 15:04

Open access (OA) in the Australian tertiary education sector is evolving rapidly and, in this article, we review developments in two related areas: OA to scholarly research publications and open data. OA can support open educational resource (OER) efforts by providing access to research for learning and teaching, and a range of actors including universities, their peak bodies, public research funding agencies and other organisations and networks that focus explicitly on OA are increasingly active in these areas in diverse ways. OA invites change to the status quo across the higher education sector and current momentum and vibrancy in this area suggests that rapid and significant changes in the OA landscape will continue into the foreseeable future. General practices, policies, infrastructure and cultural changes driven by the evolution of OA in Australian higher education are identified and discussed. The article concludes by raising several key questions for the future of OA research and open data policies and practices in Australia in the context of growing interest in OA internationally.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n3-picasso-phelan 2014/07/16 - 15:04

In this paper, we investigate an approach to institutional change that aims to establish open educational practices (OEP) in a university and inculcate the use of open education resources (OER) as part of its curriculum work and teaching practice. Traditional practices that involve delivering knowledge resources for individualised learning within semester-length units of study are becoming increasingly ill-adapted to the demands of a dynamic and global educational landscape. OER offers a sustainable and equitable alternative to such closed arrangements, with the potential to meet the emerging demands of distributed learning settings. Nevertheless, changing educational practice remains a formidable challenge, and adopting OER is a radical break from legacy institutional practices. Our focus in this paper is on the starting point for embedding OER in curriculum work and teaching practice. We investigate change through emergent initiatives rather than a top-down program at La Trobe University in Australia: we ask what connections are necessary to establish open practices in a university. We trace three instances of OEP in one university that together build capacity in OER. We draw on Bardini’s strategy of bootstrapping, as an iterative and co-adaptive learning process that connects good practices in situ with institutional structures in order to build the groundwork for emergent change. These cases demonstrate how disparate innovations can be connected and re-purposed to establish a network of nascent OEP. 

http://rusc.uoc.edu/index.php/rusc/article/view/v11n3-hannon-huggard-orchard-stone 2014/07/16 - 15:04

In this paper, we investigate an approach to institutional change that aims to establish open educational practices (OEP) in a university and inculcate the use of open education resources (OER) as part of its curriculum work and teaching practice. Traditional practices that involve delivering knowledge resources for individualised learning within semester-length units of study are becoming increasingly ill-adapted to the demands of a dynamic and global educational landscape. OER offers a sustainable and equitable alternative to such closed arrangements, with the potential to meet the emerging demands of distributed learning settings. Nevertheless, changing educational practice remains a formidable challenge, and adopting OER is a radical break from legacy institutional practices. Our focus in this paper is on the starting point for embedding OER in curriculum work and teaching practice. We investigate change through emergent initiatives rather than a top-down program at La Trobe University in Australia: we ask what connections are necessary to establish open practices in a university. We trace three instances of OEP in one university that together build capacity in OER. We draw on Bardini’s strategy of bootstrapping, as an iterative and co-adaptive learning process that connects good practices in situ with institutional structures in order to build the groundwork for emergent change. These cases demonstrate how disparate innovations can be connected and re-purposed to establish a network of nascent OEP. 

http://rusc.uoc.edu/index.php/rusc/article/view/v11n3-hannon-huggard-orchard-stone 2014/07/16 - 15:04

Whilst Open Educational Resources (OER) offer opportunities for broadening participation in Higher Education, reducing course development and study costs, and building open collaborative partnerships to improve teaching and learning practices, they have yet to gain significant mainstream traction. Research surrounding open education has focused on adoption at the institutional level, identifying key enablers and barriers to practice, but the practicalities of engagement with open resources are not often addressed.By reviewing existing literature, and studying prior models used to explain OER (re)use, this paper proposes a continuum of use model. The proposed model seeks to acknowledge the complexity of applied knowledge required to fulsomely engage with open education by examining practitioner behaviours and the necessary supporting mechanisms. This conceptual model aims to be of use to both practitioners and also those responsible for designing professional development in an educational setting. Whilst the proposed model is designed for teaching staff use, some discussion is given as to how it could be applied to student learning using open resources as well.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n3-stagg 2014/07/16 - 15:04

Whilst Open Educational Resources (OER) offer opportunities for broadening participation in Higher Education, reducing course development and study costs, and building open collaborative partnerships to improve teaching and learning practices, they have yet to gain significant mainstream traction. Research surrounding open education has focused on adoption at the institutional level, identifying key enablers and barriers to practice, but the practicalities of engagement with open resources are not often addressed.By reviewing existing literature, and studying prior models used to explain OER (re)use, this paper proposes a continuum of use model. The proposed model seeks to acknowledge the complexity of applied knowledge required to fulsomely engage with open education by examining practitioner behaviours and the necessary supporting mechanisms. This conceptual model aims to be of use to both practitioners and also those responsible for designing professional development in an educational setting. Whilst the proposed model is designed for teaching staff use, some discussion is given as to how it could be applied to student learning using open resources as well.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n3-stagg 2014/07/16 - 15:04

E-learning is broadening education horizons all over the world. The contribution sought by this work is to evidence innovations and practices that are applied in teaching environments and fields of knowledge connected to Economics and Business in an on-line environment. In this sense, some contributions related to concepts and subjects considered as emergent, are presented here. These are, for example, acquisition of competencies in on-line environments, use of Wikipedia applied to statistics, use of tools offered by social networks or the subject of cooperative learning and teamwork. In addition to such contributions, we present some reflections over which are the best future trends of e-learning. In a near future, teachers will be able to make decisions based upon a huge amount of information that will be possible to generate after analysing the learning processes. In any case, everything seems to point at four features that will be progressively incorporated to the on-line learning: release and democratization of contents, addition of elements to motivate students, efficient management of teaching and, lastly, establishment of a tighter linkage between learning and profession.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n2-batalla-rimbau-serradell 2014/05/28 - 08:02

One of the cornerstones of the European Higher Education Area is its emphasis on a higher education that prepares graduates for a profession. Within this context, competencies play a key role in the design of degree courses because they constitute dynamic elements that enable higher education institutions to address the changing needs of society. In this setting, generic competencies become particularly relevant for the job market.Additionally, in recent years we have seen a significant increase in the number of online higher education options. Although there has been a lot of research into the effectiveness of e-learning, very few studies have actually looked into the employability potential of online graduates.This study analyses the impact that the online training methodology has on the employability potential of Business Management and Administration (BMA) graduates, and it does so from a two-fold perspective – that of online students and graduates themselves, and that of employers – by appraising the level of acquisition of generic competencies that are essential to the profile of the online BMA graduate. The findings show that online graduates have a positive appraisal of their education, which contrasts with their negative perception of how this training is appraised by the job market. On the other hand, business employers consider that, even though the competency level of online graduates may be lower in some of these competencies (teamwork, leadership) when compared to face-to-face students, it is similar in most of them and even higher in others (using ICT, searching for and managing information and time management, among others). These findings point to a shift in the way employers perceive online graduates and their ability to compete with face-to-face students.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n2-fito-martinez-moya 2014/05/28 - 08:02

Immersed in an academic system where the curriculum teaches students specific skills in order to develop a future profession, social networks, as specialised environments primarily in informal education settings, prepare them in attaining innovative and emerging competences that are not found in the curriculum. Here we present the results of an innovative study funded by the Institute of Education Sciences at the University of Seville (US), Spain, and the Faculty of Economic and Social Sciences at the University of Carabobo (UC), Venezuela, encompassing a collaborative experience of best practices. A sample of 175 students was used in the study, of whom 55 were obtaining a degree in Business Administration at UC, and 120 were studying in the Faculty of Education Sciences at US. Among the most significant findings, we affirm that Facebook, as a learning environment for studying and sharing Quick Response (QR) codes, is a tool that the student defines as close, reliable, easy to use, and has many advantages over other settings, as it becomes a place where people from different locations meet and share common educational experiences. Furthermore, this study emphasises that using Facebook allows students to acquire and/or develop instrumental, interpersonal, and systemic competences. 

http://rusc.uoc.edu/index.php/rusc/article/view/v11n2-roman-martin 2014/05/28 - 08:02

The General Accounting subject is on the curricula of five different bachelor’s degrees offered in the Faculty of Economics and Business at the University of Granada (UGR), Spain. In a coordinated way, all the lecturers involved in this subject have generated interactive materials and a methodology that allows students to undertake online self-assessment activities that are very similar to the final exam. Following a blended-learning methodology, General Accounting combines classroom education techniques with the use of information and communication technology (ICT) tools, and the students work to improve their grades. In the 2012/13 academic year, students on two of the degrees were consulted about their overall satisfaction with using this platform. From the results, we can highlight the positive appraisal of the interestingness and usefulness of activities on the platform. We also obtained a positive correlation between the students’ access to the activities and the grades obtained in them, and the final grades obtained in the subject.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n2-gamiz-montes-perez 2014/05/28 - 08:02

The main purpose of this research work is to describe and evaluate a learning technique that actively uses Wikipedia in an online master’s degree course in Statistics. It is based on the comparison between Wikipedia content and standard academic learning materials. We define this technique as ‘learning by comparing’. In order to evaluate the performance of this learning technique, data from different academic semesters was collected. Through different hypothesis tests, the academic performance of the students following a learning-by-comparing strategy is compared with the case where Wikipedia is not used.Additionally, during the course the students are asked about the reliability, currentness, completeness and usefulness of Wikipedia, as rated on a 5-point Likert scale. This data is used to analyse the perceived quality of Wikipedia, for each statistical concept of the course, and to discover its relationship with academic performance. To that end, descriptive statistics, dependence tests, and contrasts of means have been performed. 

http://rusc.uoc.edu/index.php/rusc/article/view/v11n2-meseger 2014/05/28 - 08:02

This document analyses cooperative learning in a working group using a problem-based learning methodology. We also evaluate if the perception that each member of the group has of his/her contribution to cooperative learning is greater or lesser than that observed by his/her team-mates. Different elements of the work carried out in the group are analysed, such as the effective effort made, their participation, the organisation of the group, cohesion, communication, and the overall perception of their involvement in the cooperative learning and work. It is observed that the students perceive their contribution as greater than that perceived by their team-mates, although we find slight differences depending on the elements analysed. 

http://rusc.uoc.edu/index.php/rusc/article/view/v11n2-jareno-jimenez-lagos 2014/05/28 - 08:02

This book provides an answer to the question of how to make the most of the Internet in an educational context, focusing specifically on the promotion of work to integrate collaborative teaching-learning activities and didactic strategies. Thus, the pedagogical value of networks, the evolution of e-learning, the transition from interaction towards collaboration, the differences between cooperative and collaborative work, and the establishment of action guidelines that define and guide the design of collaboration in an educational context (analysing the dimensions and types of task involved) are the fundamental issues addressed in this publication. 

http://rusc.uoc.edu/index.php/rusc/article/view/v11n2-rodera 2014/05/28 - 08:02

E-learning is broadening education horizons all over the world. The contribution sought by this work is to evidence innovations and practices that are applied in teaching environments and fields of knowledge connected to Economics and Business in an on-line environment. In this sense, some contributions related to concepts and subjects considered as emergent, are presented here. These are, for example, acquisition of competencies in on-line environments, use of Wikipedia applied to statistics, use of tools offered by social networks or the subject of cooperative learning and teamwork. In addition to such contributions, we present some reflections over which are the best future trends of e-learning. In a near future, teachers will be able to make decisions based upon a huge amount of information that will be possible to generate after analysing the learning processes. In any case, everything seems to point at four features that will be progressively incorporated to the on-line learning: release and democratization of contents, addition of elements to motivate students, efficient management of teaching and, lastly, establishment of a tighter linkage between learning and profession.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n2-batalla-rimbau-serradell 2014/05/28 - 08:00

One of the cornerstones of the European Higher Education Area is its emphasis on a higher education that prepares graduates for a profession. Within this context, competencies play a key role in the design of degree courses because they constitute dynamic elements that enable higher education institutions to address the changing needs of society. In this setting, generic competencies become particularly relevant for the job market.Additionally, in recent years we have seen a significant increase in the number of online higher education options. Although there has been a lot of research into the effectiveness of e-learning, very few studies have actually looked into the employability potential of online graduates.This study analyses the impact that the online training methodology has on the employability potential of Business Management and Administration (BMA) graduates, and it does so from a two-fold perspective – that of online students and graduates themselves, and that of employers – by appraising the level of acquisition of generic competencies that are essential to the profile of the online BMA graduate. The findings show that online graduates have a positive appraisal of their education, which contrasts with their negative perception of how this training is appraised by the job market. On the other hand, business employers consider that, even though the competency level of online graduates may be lower in some of these competencies (teamwork, leadership) when compared to face-to-face students, it is similar in most of them and even higher in others (using ICT, searching for and managing information and time management, among others). These findings point to a shift in the way employers perceive online graduates and their ability to compete with face-to-face students.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n2-fito-martinez-moya 2014/05/28 - 08:00

Immersed in an academic system where the curriculum teaches students specific skills in order to develop a future profession, social networks, as specialised environments primarily in informal education settings, prepare them in attaining innovative and emerging competences that are not found in the curriculum. Here we present the results of an innovative study funded by the Institute of Education Sciences at the University of Seville (US), Spain, and the Faculty of Economic and Social Sciences at the University of Carabobo (UC), Venezuela, encompassing a collaborative experience of best practices. A sample of 175 students was used in the study, of whom 55 were obtaining a degree in Business Administration at UC, and 120 were studying in the Faculty of Education Sciences at US. Among the most significant findings, we affirm that Facebook, as a learning environment for studying and sharing Quick Response (QR) codes, is a tool that the student defines as close, reliable, easy to use, and has many advantages over other settings, as it becomes a place where people from different locations meet and share common educational experiences. Furthermore, this study emphasises that using Facebook allows students to acquire and/or develop instrumental, interpersonal, and systemic competences. 

http://rusc.uoc.edu/index.php/rusc/article/view/v11n2-roman-martin 2014/05/28 - 08:00

The General Accounting subject is on the curricula of five different bachelor’s degrees offered in the Faculty of Economics and Business at the University of Granada (UGR), Spain. In a coordinated way, all the lecturers involved in this subject have generated interactive materials and a methodology that allows students to undertake online self-assessment activities that are very similar to the final exam. Following a blended-learning methodology, General Accounting combines classroom education techniques with the use of information and communication technology (ICT) tools, and the students work to improve their grades. In the 2012/13 academic year, students on two of the degrees were consulted about their overall satisfaction with using this platform. From the results, we can highlight the positive appraisal of the interestingness and usefulness of activities on the platform. We also obtained a positive correlation between the students’ access to the activities and the grades obtained in them, and the final grades obtained in the subject.

http://rusc.uoc.edu/index.php/rusc/article/view/v11n2-gamiz-montes-perez 2014/05/28 - 08:00

The main purpose of this research work is to describe and evaluate a learning technique that actively uses Wikipedia in an online master’s degree course in Statistics. It is based on the comparison between Wikipedia content and standard academic learning materials. We define this technique as ‘learning by comparing’. In order to evaluate the performance of this learning technique, data from different academic semesters was collected. Through different hypothesis tests, the academic performance of the students following a learning-by-comparing strategy is compared with the case where Wikipedia is not used.Additionally, during the course the students are asked about the reliability, currentness, completeness and usefulness of Wikipedia, as rated on a 5-point Likert scale. This data is used to analyse the perceived quality of Wikipedia, for each statistical concept of the course, and to discover its relationship with academic performance. To that end, descriptive statistics, dependence tests, and contrasts of means have been performed. 

http://rusc.uoc.edu/index.php/rusc/article/view/v11n2-meseger 2014/05/28 - 08:00

This document analyses cooperative learning in a working group using a problem-based learning methodology. We also evaluate if the perception that each member of the group has of his/her contribution to cooperative learning is greater or lesser than that observed by his/her team-mates. Different elements of the work carried out in the group are analysed, such as the effective effort made, their participation, the organisation of the group, cohesion, communication, and the overall perception of their involvement in the cooperative learning and work. It is observed that the students perceive their contribution as greater than that perceived by their team-mates, although we find slight differences depending on the elements analysed. 

http://rusc.uoc.edu/index.php/rusc/article/view/v11n2-jareno-jimenez-lagos 2014/05/28 - 08:00

This book provides an answer to the question of how to make the most of the Internet in an educational context, focusing specifically on the promotion of work to integrate collaborative teaching-learning activities and didactic strategies. Thus, the pedagogical value of networks, the evolution of e-learning, the transition from interaction towards collaboration, the differences between cooperative and collaborative work, and the establishment of action guidelines that define and guide the design of collaboration in an educational context (analysing the dimensions and types of task involved) are the fundamental issues addressed in this publication. 

http://rusc.uoc.edu/index.php/rusc/article/view/v11n2-rodera 2014/05/28 - 08:00

In Bases, mediaciones y futuro de la educación a distancia en la sociedad digital, Professor Lorenzo García Aretio offers a scientifically grounded yet easy-to-read book providing an updated account of distance education in today’s digital society. It is aimed at university students, researchers and professionals in the field. In short, it deals with the fundamental issues of distance education by combining classic approaches with highly current and relevant viewpoints, problems and dilemmas. Massive open online courses (MOOCs), Web 2.0, teachers, quality, planning and the future of distance education are some of the topics covered in it. 

http://rusc.uoc.edu/index.php/rusc/article/view/v11n2-santovena 2014/05/28 - 08:00