Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "Kashahu, Ledia" wg kryterium: Autor

  Lista filtrów
Wyrównaj
    Wyświetlanie 1-3 z 3
    Tytuł:
    Challenges of Students in Online Learning
    Autorzy:
    Tartari, Elda
    Kashahu, Ledia
    Powiązania:
    https://bibliotekanauki.pl/articles/1931969.pdf
    Data publikacji:
    2021-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    students
    technology
    online learning
    digital competence
    challenges
    Opis:
    The COVID-19 pandemic forced the university education system in Albania to operate in distance through information and communication technologies. The purpose of this study is to explore students’ perceptions about accessibility, learner intentions, social and lecturer issues in online learning. In order to achieve the aim of the study, the quantitative method is used. The data are collected online through the completion of a survey which contains closed questions. The sample included in this study are students of bachelor and master degree (N = 236) who belong to the teaching programs from the University of Tirana and “Aleksander Moisiu” University of Durrës. The study points out some challenges faced by students during online learning which are related to online accessibility, lack of motivation of students and the barrier of their involvement in online group work activities. It was also noted that the online environment presents challenges for lecturers, which require a better mastery of digital competence by the academic staff. The findings of this study are designed to help policymakers, education executives and academic staff to have a clearer view and make the necessary interventions to overcome these challenges faced by students during online learning.
    Źródło:
    Kultura i Edukacja; 2021, 4(134); 229-239
    1230-266X
    Pojawia się w:
    Kultura i Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Social family background: Exposure to technology and its use by preschool children
    Autorzy:
    Kashahu (Xhelilaj), Ledia
    Powiązania:
    https://bibliotekanauki.pl/articles/1927317.pdf
    Data publikacji:
    2021-06-08
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    social family background
    children
    parents
    media
    technology
    Opis:
    Today one cannot understand the communication, interaction of people, and their professional development without the use of smartphones, iPads, laptops, etc. New parents are facing personal challenges in using technology. At the same time, they are confused about parenting in the digital age, while children are in their infancy for the development of digital competence. The purpose of this qualitative research is to shed light on how parents of different social backgrounds use technology for themselves and in what ways their children are exposed to technology and given the opportunity to use it themselves. The study sample was 29 Albanian parents, who had children aged 5-6 years. Data were collected through semi-structured interviews, which were processed based on thematic analysis as well as labelling and coding techniques. It was noted that the duration of use of Media Technology by children and the purpose of use vary depending on the age, educational level of parents, their professions, how parents themselves use technology, but also the number of children in the family. The findings of this study guide targeted interventions for media technology education for parents, but at the same time can be used by the policymakers and pedagogical staff to find new strategies to be able to use the paradigm of media pedagogy more effectively, in order to improve the experience and the outcomes of digital learning for preschool children.
    Źródło:
    International Journal of Pedagogy, Innovation and New Technologies; 2021, 8(1); 15-30
    2392-0092
    Pojawia się w:
    International Journal of Pedagogy, Innovation and New Technologies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Discourses of Students in Initial Teacher Education: Perception of Mental Health Knowledge and Its Impacts on Their Well-being
    Autorzy:
    Kashahu (Xhelilaj), Ledia
    Beshiri, Dilina
    Sotirofski, Kseanela
    Powiązania:
    https://bibliotekanauki.pl/articles/37261796.pdf
    Data publikacji:
    2024-06-25
    Wydawca:
    Akademia Pedagogiki Specjalnej. Language and Society Research Committee
    Tematy:
    Teacher preparation
    initial education
    mental health
    student’s well-being
    Opis:
    The mastery of teacher competencies is intrinsically linked to the quality of educational service (OECD, 2013). Consequently, the initial preparation of teachers and discourse on the competencies they should possess have long been focal points for educational researchers, predating even the Covid-19 pandemic (Caena, 2014). This discourse has intensified notably in recent times (UNESCO and UNICEF, 2021). A mixed methods approach is used in this study. First, a quantitative survey was used to create a descriptive and correlational analysis. Later, semi-structured interviews were utilized as a qualitative method to conduct some in-depth explorations. The quantitative part of study aims to explore the level of preparedness of students in Preschool and Elementary Education programs regarding mental health, the primary methods through which students acquire knowledge, and the relationship between this knowledge and their well-being throughout their teacher education journeys. The study sample comprised students from the Faculty of Education at the University “Aleksandër Moisiu”, Durrës, Albania (N=123), 19 of whom were interviewed to identify through qualitative methods the promoting factors and inhibiting factors of well-being and mental health during the study years. Based on the literature, a semi-structured interview instrument was prepared. For the quantitative data collection, two scales were developed for this study: one to gauge students’ perceived level of mental health knowledge and another to identify the sources of this knowledge acquisition. Student well-being was assessed using the self-assessment questionnaire CSSWQ (Renshaw, 2020). Data analysis was conducted using SPSS 22 software, while the qualitative data set was processed manually. According to the students’ self-reports, they demonstrated an above-average level of knowledge on mental health, deriving this knowledge from both the university’s curriculum and external sources. The study revealed weak positive correlations between mental health knowledge and academic efficacy (r = .024, n = 123, p < .008), but moderate positive correlations with academic satisfaction (r = .31, n = 123, p < .001), school connectedness (r = .31, n = 123, p < .001), college gratitude (r = .36, n = 123, p < .001), and student wellbeing (r = .34, n = 123, p < .001). Furthermore, this paper engages in discourse analysis to establish concrete recommendations for enhancing the relevant study programs.
    Źródło:
    Language, Discourse & Society; 2024, 12, 1 (23); 93-115
    2239-4192
    Pojawia się w:
    Language, Discourse & Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

      Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies