Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The objective of this article is to analyze the doctoral thesis by publications in Mexico. Public universities (UNAM, IPN, UdeG) do not present this option. Private universities have more options for doctoral degrees: UEM, IESCDA have automatic degrees; UBC, UNISANT have more than ten degree options (one for publications); UNICLA, IEUM, IPEP have the option of a degree by publications.

The objective of this study is to show the feelings of undergraduate students during the health contingency. A qualitative study was carried out, through the narrative of 35 students. The main results show that they faced various feelings and challenges in their learning throughout almost two years of confinement.

Knowing how to use new technologies judiciously is the main challenge facing teachers in the 21st century in order to educate socially committed students. The fundamental basis for achieving this lies in "teaching how to think well". In this sense, the VESS model - Balanced Life with Sense and Wisdom", seeks to create a culture of thinking in the classroom, based on the use of routines and language of thought, which foster thinking skills in order to achieve an integral development among students. This quantitative research work is based on the validation of a questionnaire that focuses on the methodology of the VESS model, as well as the implication of Socrative as an evaluation tool in the development of democratic societies. Two studies -an exploratory and a confirmatory factor analysis- are shown throughout this work, which allow us to validate the instrument created ad-hoc, showing as results high goodness-of-fit indexes and adequate validity and reliability.

Augmented Reality (AR) is increasingly present at all levels of our educational system, from Early Childhood Education to University. This work analyzes the validity and reliability of the Questionnaire on the influence of Augmented Reality on child motivation "CIRAMI", adapted from the "Instructional Materials Motivation Survey IMMS" (Keller, 2010). Attention, relevance, trust, and satisfaction in children aged 3 to 6 years after using a technological resource under AR in the classroom are analyzed. The technique of expert judgment is used, assessing the relevance and clarity of the different items. The analysis of the results obtained in the CIRAMI validation process indicates that it has adequate content validity, reliability and construct validity. The reliability of the questionnaire shows a Cronbach's alpha index of .77. Due to the lack of instruments that help to measure the motivation of the child education student with ICT, it is presented as a resource to be used in research with similar characteristics.

The study considered the use of online learning applications for instructional delivery and assessment purposes in higher institutions of learning that stimulates a new atmosphere where lecturers could utilize these facilities to promote learning. The study also determined the gender difference between lecturers use of online learning applications for instructional delivery and classroom assessment in a post-covid context. The digital applications analyzed in this study include Google classroom, Email, Moodle, Canvas, Google, Microsoft Team, Zoom, Google Meet, Cisco Webinar, Facebook groups, Open Educational Resources (OERs), Google docs, Google slide, WhatsApp and Telegram Channel. At present, however, opinions are divided over the extent to which lecturers utilize these online learning applications in instruction and assessment. A descriptive survey research design was adopted with 152 participants (n = 88 males and n = 64 females) for the study and the instrument used for data collection was Utilization of Online Leaning Applications in Classroom Instruction and Continuous Assessment Questionnaire (UOLACICAQ). On December 2021, the participants completed the Questionnaire. The internal consistency of the instrument was determined using Cronbach’s Alpha and the reliability index of .93 was obtained. Results of the study show a low extent of utilization of online learning applications in classroom instruction and continuous assessment (Canvas, Microsoft Team, Google Meet, Cisco Webinar, OERs, Google slide, Telegram Channel, Facebook groups, Moodle, Google Classroom, learning management systems, Google forms and Google sheet). There was however, a significant difference between male and female lecturers' use of online learning applications for continuous assessment. Lecturers’ utilization of online learning applications in instruction and assessment of learning will expose them to different online learning applications used in delivery instructions and assessing students’ learning. The research supplies good idea of the instrument for measuring those staked learning outcomes in higher institution. However, lecturers do not differ in terms of the extent to which they use online learning applications while delivering instructions in the classroom based on gender.

The focus of this research is to investigate the relationship between learning flexibility, support services, and students' attitudes toward remote learning programs in Nigeria. A correlational research methodology is used, and 385 individuals drawn from a multi-stage sampling technique form the study's sample. The data collecting tool is a three-section questionnaire devised by the researchers. Experts validated the questionnaire, which was then administered once on a randomly selected sample to assess the internal consistency. The Cronbach Alpha formula produced values of .74, .77, and .78 for the three separate questionnaire constructs. At the .05 level of significance, two research questions were posed, and two related null hypotheses were investigated. The collected data is analysed using the Mean, Standard Deviation, and Pearson Product Moment Correlation formulas. The findings show that there is a positive relationship between digital learning flexibility and students' attitudes toward distant learning programs (r =.439, Freq=476, p.05). There is also a favourable link between technology supports and students' attitudes toward distant learning programs (r =.339, Freq=476, p.05). It is thus recommended, among other things, that providers of distance learning programs guarantee high flexibility and quality learner support services to cater to the academic needs of learners with different characteristics, as this would improve students' positive attitudes and increase the enrolment of candidates in distance learning programs.

This study determined the associations between Zoom fatigue and satisfaction with online learning among nursing students in a higher institution of learning in the Philippines. A cross-sectional research design was employed and a web-based survey using two self-report measures was conducted in 2021. Descriptive statistics, Pearson's correlation, and linear regression were used to analyze the responses of 408 student respondents. The sample demonstrated high levels of Zoom fatigue and low to average online learning satisfaction. There was a significant difference in the Zoom fatigue levels between male and female students. Higher Zoom fatigue levels predicted reduced online learning satisfaction. This study underscores that online learning and virtual meetings have a likely negative impact on students' online learning experiences. Nursing schools may need to reconsider the existing learning and teaching strategies and start measures that will foster more meaningful and positive experiences in the virtual learning environment.

Differentiated instruction is a form of teaching. The content, processes, products, or learning environment can be differentiated with respect to students' readiness to learn, interests, and learner profiles. Enrichment, one of the differentiation strategies, can be described as the student’s intensive work on any subject or area. Using game elements can also impact students' achievement, mathematics attitude, and motivation. The aim of this study was to investigate the influence of activities enriched with game elements on students’ learner profiles in mathematics lessons and their achievement, motivation, and attitudes. This current study used the quantitative quasi-experimental approach with 24 6th-grade students during two weeks. The Learner Profile Scale was used on the students and then mathematics activities with game elements were prepared for experimental group. An Academic Achievement Test and Attitude and Motivation Towards Mathematics Scales were used as data collection tools before and after the implementation of activities enriched with game elements. Mann Whitney U Test is used to analyse the differences between experimental and control group. Wilcoxon Signed Rank Test is used to analysed the difference pre- and post-test both experimental and control group. According the result significant point for students’ academic achievement, motivation and attitude is found as .229, .002 and .043 respectively. Effect size is calculated for students’ academic achievement, attitudes and motivation as .34, .58 and .58 respectively. As a result of this study, the use of enriching game elements had positive and larger effect on students’ motivation, and attitude in mathematics lessons. Although the differences between experimental and control group is not found significantly for the student's achievement, there is a difference between pre- and post-test and the size of effects is calculated as medium. Hence, the educational gamify activities should be design by considering the students’ types.

This article presents the results of the functional validation process of the Technological Empowered and Pedagogical Model (TEP) for the development of Digital Teaching Competence (DTC) in Initial Teacher Training. The methodological approach corresponds to Research Based on Design. The participants were 162 students, 131 teachers and 15 members of 4 curricular committees in the Faculty of Educational Sciences of the University of La Guajira. The instruments corresponded to the Satisfaction Questionnaire and the SWOT Analysis Matrix. The results showed satisfaction levels of 4.26 in teachers and 4.99 in students compared to the implementation of the model, over a maximum of 5 and 6 points respectively. Based on the findings, 20 strengths, 16 weaknesses, 20 opportunities and 8 threats of the TEP Model. In short, the TEP Model generates educational, pedagogical and curricular transformation innovation to appropriate digital technology in the professional training of teachers.

This study, carried out within the design-based research framework, aimed to create a digital environment for students with learning problems to read better. The social constructivist approach was used in this study, which generally focuses on the assumption that reading is an active, interactive, dynamic, and social language skill. The instructional content, built on a learning management system, was developed in line with this strategy. Focus on the problem, understand the problem, define the design goals, outline the solution, create the solution, and test the solution stages. This results in effective and efficient digital teaching material that students with learning problems can use in their reading processes. The study clearly showed the development process of digital material, as well as a deep theoretical discussion.