Posters (Asynchronous Session)
Do Temperament Traits Predict Social Media Addiction in Vocational School Students in Eastern Latvia? View Digital Media
Poster Session Alona Korniseva
With the technification of modern society, social media serves as one of the main forms of social communication for young people. The use of information technologies in all spheres of life, including education, promotes social involvement and interaction of young people in the media environment and, as a consequence, possible formation of addiction to social media. The research aim was to study the relationship between social media addiction and temperament in vocational school students in eastern Latvia. The research participants were 220 vocational school students. Addiction and temperament were studied using the Bergen Social Media Addiction Scale (BSMAS) and Rothbart Adult Temperament Questionnaire – Short Form (ATQ). The research results show that social media addiction positively correlates with negative affect and negatively correlates with effortful control. Addiction predictors are frustration, inhibitory control, and sociability. Students who spend too much time on social media demonstrate rather high addiction rates predicted by negative experiences and inadequate self-regulation and control when using social media. Further research needs to take into account age and gender differences of the students and study the context of how they use social media.
Finding the Intersection: Exploring Nursing Values, Critical Pedagogy, and Open Educational Practices
Poster Session Kristin Petrovic
Online distance education provides nursing students with the opportunity for educational advancement and professional development while removing the barriers of time and geography. However, students additionally may experience sociopolitical barriers in higher education. This led to questioning if online nursing education can also move beyond sociopolitical and power distribution barriers. To explore this overarching question, separate literature reviews of peer-reviewed articles and reputable open access sources published between 2015 and 2020, were completed for three concepts. These concepts are: (1) effects of critical teaching and learning practices in online higher education, (2) characteristics of open educational practices (OEP) in higher education and, (3) connecting professional nursing values with critical or open teaching and learning practices in nursing education. Each literature review was coded and thematically developed independently of the others. The thematic analyses were then compared for similarities and differences. This study considers the five most prominent intersectional themes found across the reviews. These findings will be used to establish the direction of dissertation research exploring how critically framed OEPs can increase learner and educator satisfaction by revealing barriers and stimulants to the integration of strategies that create equitable teaching and learning environments. The findings will also highlight how nursing students’ educational experiences with critically framed OEPs can become a modelling experience for how to integrate socially just values into nursing practice.
Leadership in Educational Administration : Identity as a Differentiating Element View Digital Media
Poster Session Diego Soto
Leadership in educational administration has undergone various changes in the last decade. There have been social changes that must be taken into account and there are new challenges in society. People who have to make decisions in the educational system are subject to multiple pressures from students, parents, colleagues. It is important that these people have the resources to face these events in search of their well-being. Among them, creating an educational identity could be an element that provides effectiveness to the leadership style. We share possible methods and their effects in different fields that can open the way to adopt effective leadership strategies.
Lifestyle and Psychological Wellbeing in the Work of Latvian Primary School Teachers View Digital Media
Poster Session Valerijs Dombrovskis
A teacher who does not see the positive in the future and is not trying to achieve their life goals will find it hard to be happy in the present. Psychological wellbeing is based on positive evaluation of one’s life and experiencing positive emotions regarding one’s work and its circumstances. Thus, it is important to study and analyse the psychological wellbeing of primary school teachers in relation to subjective lifestyle. The following research methods were used: Ryff's Scales of Psychological Well-Being, and the Kern Lifestyle Scale. The primary school teachers’ lifestyle scale results were summarised using cluster analysis, resulting in four groups, which differed according to the degree on the lifestyle scale. Psychological wellbeing was compared with different lifestyles. The study did not cover gender differences, age and length of work experience. As a result, it was found that psychological wellbeing of primary school teachers is not pronounced. Setting life goals is related to the teachers focusing on the present rather than thinking about the future. Lifestyle is related to solving specific relevant everyday issues rather than expressing one’s opinion and beliefs. Lifestyle and psychological wellbeing are an integrative indicator of job satisfaction. Job satisfaction is implied by a positive significant correlation for self-acceptance (β=0.613, p<0.01) and personal growth (β=0.508, p<0.05). Job dissatisfaction is implied by a negative significant correlation for autonomy (β=-0.527, p<0.01), environmental mastery (β=-0.561, p<0.01), and purpose in life (β=-0.613, p<0.01).
Quality Online Tutoring: Preparing Pre-service Teachers to Serve Students in Rural Areas View Digital Media
Poster Session Hsing-Wen Hu, Grant Sasse
This project seeks to improve and expand an online tutoring program in one teacher preparation institution in a Northwestern area of the United States. To better serve rural area students and provide better teaching experiences in remote places for pre-service teachers (PSTs), this study had developed an online tutoring program to produce effective online tutors to support rural students’ learning. In addition, it also explores PSTs’ perceptions on education and willingness to serve in remote school districts. The results indicate that the PSTs were able to increase their self-efficacy, skills, and attitudes toward rural areas through the online tutoring experiences. Also, these participants pointed out the reasons for being willing to or not wanting to teach in rural areas. Finally, this study has identified some essential components of a successful online tutoring model.
What Do Teachers Think about Clilstore - a Dedicated Content and Language Integrated Language Learning Tool? View Digital Media
Poster Session Ana Gimeno Sanz
Content and Language Integrated Learning (CLIL) was recognised as a teaching methodology by the European Commission in 2003. In these past years, we have witnessed how CLIL has steadily rooted its teaching principles and is slowly becoming a dominant methodology in all educational sectors sensitive to bilingual education. Research and reflective practice literature is currently abundant and CLIL is being the focus of an increasing amount of empirical studies proving the methodology’s worth. In line with this trend, this poster focuses on the EU-funded CLIL Open Online Learning project and its major outcome, Clilstore, available from clilstore.eu, a dedicated CLIL authoring tool and open access repository. This poster discusses the findings and conclusions drawn from a post teacher training course questionnaire, which lead us to believe that a) teachers are willing to adopt CLIL in their classes and to collaborate with language specialists to put this dual-focus methodology into practice, and b) Clilstore is perceived as a useful tool in order to create, publish and deliver learning materials that aid in conducting dual-focused teaching by supporting content learning as well as foreign language learning.
