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JournalISSN: 2066-7329

Revista Romaneasca pentru Educatie Multidimensionala 

Asociatia LUMEN
About: Revista Romaneasca pentru Educatie Multidimensionala is an academic journal published by Asociatia LUMEN. The journal publishes majorly in the area(s): Psychology & Competence (human resources). It has an ISSN identifier of 2066-7329. Over the lifetime, 643 publications have been published receiving 2290 citations.

Papers published on a yearly basis

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Journal ArticleDOI
TL;DR: In this paper, a content research analysis aims to identify the academic stressors by analysing the worries and fears that students at the College of Education (King Saud University) are experiencing during the time of COVID-19, finding that the issue with the highest percentage of stress among students is their uncertainty over the end of semester exams and assessments.
Abstract: The closure of schools, universities and educational institutions across Saudi Arabia, and maintaining social distancing as a preventive and precautionary measure against COVID-19, have all changed the mode of teaching from a conventional standard system to a virtual and online framework. Such a quick and sudden shift in the educational system might cause intense stress on students. This content research analysis aims to identify the academic stressors by analysing the worries and fears that students at the College of Education (King Saud University) are experiencing during the time of COVID- 19. The results show that the issue with the highest percentage of stress among students is their uncertainty over the end of semester exams and assessments.

101 citations

Journal ArticleDOI
TL;DR: In this paper, the authors proposed that the process of forming professional mobility in future agricultural specialists can be effective due to students' awareness of the sociohistorical characteristics of developing agriculture in Ukraine, starting from the primitive times up to now; understanding of the connection between the manifestation of professional mobility and self-realization of specialists; provision of pedagogical support to sustain continuing education and professional self-improvement of future specialists.
Abstract: The current research implies that the process of forming professional mobility in future agricultural specialists can be effective due to students’ awareness of the sociohistorical characteristics of developing agriculture in Ukraine, starting from the primitive times up till now; understanding of the connection between the manifestation of professional mobility and self-realization of specialists; provision of pedagogical support to sustain continuing education and professional self-improvement of future specialists. The research aims to theoretically justify the sociohistorical background of forming professional mobility in future agricultural specialists. Research methods include interrelated theoretical methods such as retrospective analysis, comparison and synthesis of scientific sources on the problem under study. The study concludes that it is necessary to provide theoretical, methodical and methodological support for the process of forming professional mobility in future agricultural specialists, developing the technologies for forming professional mobility with an emphasis on those qualities that were highlighted when analyzing the sociohistorical characteristics of agriculture development.

82 citations

Journal ArticleDOI
TL;DR: In this paper, the authors identify the most effective methods of foreign language education in foreign countries: GrammarTranslation Method, which provides written work and focuses on the study of grammatical rules through translation of the original texts; Audio-Lingual Method, and Cognitive-Code Methodologies (conscious-practical method, or theory of conscious mastery of code); its main provisions are: the verbal basis of learning the foreign language; language-based thinking formation.
Abstract: 4 Sumy National Agrarian University, Sumy, Ukraine, kharchenko-inna@ukr.net 5 Sumy National Agrarian University, Sumy, Ukraine, sshestakova1@ukr.net 6 Sumy National Agrarian University, Sumy, Ukraine, anata-7219@ukr.net 7. Izmail State University of Humanities, Izmail, Ukraine, 0674256781@ukr.net Abstract: Comprehension and implementation of such experience will help to improve the foreign language education of future teachers of humanities in our country and will contribute to successful integration of Ukrainian national education into the world educational space. The purpose of the study is to systematize theoretical issues and generalize the experience of developing foreign language education for future teachers of humanities at pedagogical universities of Ukraine (mid-XX early XXI century). An analysis of the original literature of the study period allowed us to identify the most effective methods of foreign language education in foreign countries: GrammarTranslation Method, which provides written work and focuses on the study of grammatical rules through translation of the original texts; Audio-Lingual Method, which enables the rapid training of foreign language specialists on the basis of the following provisions: language learning as habit-formation (language learning is); avoiding mistakes because they form bad habits (Mistakes are bad and should be avoided, as they make bad habits); mastering verbal communication and then writing (language skills are learned more effectively if they are presented verbally first, then in written form); when learning an analog language better than analysis (analogy is a better foundation for language learning than analysis); the meaning of words can only be learned in a linguisticcultural context (the meanings of words can be learned only in a linguistic and cultural context); Cognitive-Code Methodologies (conscious-practical method, or theory of conscious mastery of code); its main provisions are: the verbal basis of learning the foreign language; languagebased thinking formation.

72 citations

Journal ArticleDOI
TL;DR: In this paper, the authors proposed a hypothesis that healthcare competency of future teachers can be successfully developed under the following pedagogical conditions: enhancing future teachers' motivation; creating learning space; designing the content of training based on interdisciplinarity; accomplishing pedagogy tasks with healthcare content; organizing students' extracurricular activities based on their diversification; implementing healthcare self-development during professional training.
Abstract: 5 Rivne State University of the Humanities, Rivne, Ukraine, ruslanasoichuk@gmail.com 6 Vinnytsia Мykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia, Ukraine, kseniaxyrtenko@gmail.com 7 Vinnytsia Мykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia, Ukraine, olgapdpu@gmail.com 8 Lviv State University of Physical Culture, Lviv, Ukraine, natalia.stepanchenko@gmail.com Abstract: The progressive mankind has realized that medicine has only relative possibilities in the elimination of the results of destructive processes in the human body and mind, whereas preventive measures, propaedeutics, physical education and sport and other forms which eliminate causes rather than effects are more effective. Experimental work aims to verify the effectiveness of pedagogical conditions, which assure the process of developing healthcare competency in future teachers. The research is based on a hypothesis that healthcare competency of future teachers can be successfully developed under the following pedagogical conditions: enhancing future teachers’ motivation; creating learning space; designing the content of training based on interdisciplinarity; accomplishing pedagogical tasks with healthcare content; organizing students’ extracurricular activities based on their diversification; implementing healthcare self-development during professional training. The first experimental group (EG 1) comprised 95 respondents, the second experimental group (ЕG 2) – 99 respondents, the third experimental group (ЕG 3) – 97 respondents; the first control group (CG 1) – 101 respondents, the second control group (CG 2) – 105 respondents. Results. The high level of healthcare competency formation in EG 1 (33,68%) exceeds similar figures in CG 1 (20,79%) by 12,89%. In EG 2, this difference in comparison with CG 2 amounts to 20,17%. In CG 1 and CG 2, there were many respondents at critical and low levels –46.53% and 53.33% respectively. In EG 1, EG 2 and EG 3, the number of respondents at critical and low levels ranged from 21.63 to 25.26%. Conclusions. Healthcare competency is successfully formed in the process of realizing the developed system and implementing the determined pedagogical conditions. Conclusions. Healthcare competency is successfully developed in the process of realizing the developed system and implementing the determined pedagogical conditions.

51 citations

Journal ArticleDOI
TL;DR: In this paper, a study was conducted to survey students spread across various universities in Indonesia and Malaysia regarding e-learning systems conducted during the COVID-19 outbreak in Indonesia in 2020.
Abstract: The pandemic corona virus 2019 (COVID-19) has become an international concern and poses challenges to psychological resilience in all fields, one of which is education. Therefore an effective learning strategy is needed to deal with this pandemic. The purpose of this study was to survey students spread across various universities in Indonesia and Malaysia regarding e-learning systems conducted during the COVID-19 outbreak in Indonesia and Malaysia in 2020, e-learning systems starting from student knowledge about e- learning, planning e-learning, implementing e-learning until evaluating e-learning activities. Data will be used for future reference. This research is a descriptive study with cross sectional approach. The Likert scale survey method is used with a total of 136 student respondents from tertiary institutions in Indonesia and Malaysia. The results of the analysis show that students know e-learning as a distance learning system in dealing with the current pandemic corona virus, 51% expressed agreement related to e-learning preparation, 38% stated neutral in e-learning planning and 68% stated neutral in evaluating the implementation of e-learning. Student assessment and good perception about e-learning play a big role in the implementation of learning with e-learning. E-learning has a positive impact and has become an alternative learning process for lecturers and students. Good preparation is needed in implementing e-learning so that e-learning activities can be carried out effectively. Interaction can be developed and limited conditions through face-to-face meetings can be answered through e-learning activities.

50 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
202366
2022178
20215
2020120
201996
201875