Volume 42, issue 2

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Issue contents

1. Volume 42 · Issue 2 · 2020 · pp. 11-24

   INSULT IN TEACHER'S SPEECH DURING ROUTINE CLASSROOM COMMUNICATION (PDF)

   • Kouadio DJEBANYEBOUA

   Keywords

   Learn; Classroom atmosphere; Disqualification method; Teacher; Insult.

   Cite as

   DJEBANYEBOUA, K. (2020). INSULT IN TEACHER'S SPEECH DURING ROUTINE CLASSROOM COMMUNICATION. Annals of the University of Craiova, Psychology-Pedagogy series, 42(2), 11-24. https://aucpp.ro/wp-content/uploads/2020/12/1.-AUC_PP_no_42_2020_DJEBANYEBOUA_K_pp.-11-24.pdf

   Abstract

   While the Ivorian Ministry of education succeeds somehow in stopping the corporal punishment inflicted on pupils, another act of violence that deserves to draw attention is the systematic use of demeaning or humiliating words in the classroom on learners by teachers. These insults which arise during the learning process deteriorate the peaceful climate which secures the co-construction of knowledge. This article conducts investigations that will allow us to examine and define the roles assigned to these terms that create unconducive learning atmosphere in the classroom.

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2. Volume 42 · Issue 2 · 2020 · pp. 25-33

   LEARNING IN VIRTUAL ENVIRONMENTS, EXPRESSION OF EDUCATIONAL EFFICIENCY AND QUALITY (PDF)

   • Emil LAZAR

   Keywords

   Postmodern pedagogy; Flexible learning environments; Learning situations; Deep studying.

   Cite as

   LAZAR, E. (2020). LEARNING IN VIRTUAL ENVIRONMENTS, EXPRESSION OF EDUCATIONAL EFFICIENCY AND QUALITY. Annals of the University of Craiova, Psychology-Pedagogy series, 42(2), 25-33. https://aucpp.ro/wp-content/uploads/2020/12/2.-AUC_PP_no_42_2020_LAZAR_E_pp.-25-33.pdf

   Abstract

   The arising question, within the context of this debate, is related to the concordance between school learning and students real life (utility and concordance with the individuality/ the dimensions of students personality. The issue includes multiple topics of discussion. Virtual learning environments is a set of teaching-learning and evaluation tools designed to expand learning experiences through the use of ICT tools. We understand an integrated construction of the different elements that constitute the virtual learning environment.

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3. Volume 42 · Issue 2 · 2020 · pp. 35-46

   THE POTENTIAL OF USING IMITATION AS LEARNING IN ENHANCING THE SOCIAL BEHAVIOR OF CHILDREN WITH ASD (PDF)

   • Oprea-Valentin BUSU
   • Andreea-Denisa BUSU

   Keywords

   Autism; Imitation as Learning; Social brain; ASD; Being imitated; Behavioral approach; Proximal social behaviours.

   Cite as

   BUSU, O.-V., & BUSU, A.-D. (2020). THE POTENTIAL OF USING IMITATION AS LEARNING IN ENHANCING THE SOCIAL BEHAVIOR OF CHILDREN WITH ASD. Annals of the University of Craiova, Psychology-Pedagogy series, 42(2), 35-46. https://aucpp.ro/wp-content/uploads/2020/12/3.-AUC_PP_no_42_2020_BUSU_OV_BUSU_AD_pp.-35-46.pdf

   Abstract

   A plethora of studies have been conducted with regards to imitation as primary method of learning trough which children acquire new skills. A serious amount of evidence has been brought up in recent years suggesting that ‘being imitated' presents social valences and that the imitation of children could be used as a tool of stimulating social engagement in children with Autism Spectrum Disorder. The importance of teaching imitation to children with disabilities has been recognized as early as the 1960s. This article is a literature review exploring the contemporary approaches towards the behavioral consequences of imitation as learning in ASD. The ‘being imitated' method promotes progress in terms of social gazes, play skills and proximal social behaviors. This applies more especially to children with lower developmental level but also when the child's mother adopts the strategy.

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4. Volume 42 · Issue 2 · 2020 · pp. 47-58

   MULTIMODALITY AND DIGITAL SPACE: COGNITIVE AND SOCIO-EMOTIONAL FACTORS IN ONLINE COMMUNICATION (PDF)

   • Euphrosyne EFTHIMIADOU

   Keywords

   Multimodality; Digital space; Cognitive and socio-emotional factors; Online communication; Digital and cross-cutting skills through IT systems.

   Cite as

   EFTHIMIADOU, E. (2020). MULTIMODALITY AND DIGITAL SPACE: COGNITIVE AND SOCIO-EMOTIONAL FACTORS IN ONLINE COMMUNICATION. Annals of the University of Craiova, Psychology-Pedagogy series, 42(2), 47-58. https://aucpp.ro/wp-content/uploads/2020/12/4.-AUC_PP_no_42_2020_EFTHIMIADOU_E_pp.-47-58.pdf

   Abstract

   The expansion of digital technology is weaving social and professional actions on mental powerof the human life, while promoting not only decision-making but also socio-emotional management, which leads to human behavior modification. In the digital age, the implementation of new multi-modal, hybrid and open devices promotes distance learning/teaching while developing digital and pragmatic skills among training people. In fact, the digital space allows to diversify methodological approaches but also to enrich methods and techniques by the learning path's individualization. In an E-learning environment, pedagogical mediation is involved in the learning process. In fact, a transmission of knowledge and experience is established through interactive learning, while emphasizing the effective time management of the educational process, with a view to cultivating learning strategies. This is why, in online communication, it is essential to take into account the factors related to hot or cold cognition, because different kinds of memories including sensory, short-term and long-term depend on the encoding and storage of cognitive, socio-affective and metacognitive decision-making in any learning situation. Ultimately, Teacher Mentor's contribution is essential by implementing good educational practices that cultivate a know-how to act and also by adopting tactics to accomplish strategic experiential training through IT systems.

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5. Volume 42 · Issue 2 · 2020 · pp. 59-75

   E-LEARNING AND DIGITAL STRATEGY FOR PEDAGOGICAL CONTINUITY IN THE TIME OF COVID-19: EXPERIENCE FEEDBACK (PDF)

   • Moustapha MBENGUE
   • Djibril DIAKHATE
   • Mohamed LatSack DIOP

   Keywords

   E-learning; Educational continuity; Covid-19; School of Librarians; Archivists and Documentalists (EBAD); Senegal.

   Cite as

   MBENGUE, M., DIAKHATE, D., & DIOP, M. L. (2020). E-LEARNING AND DIGITAL STRATEGY FOR PEDAGOGICAL CONTINUITY IN THE TIME OF COVID-19: EXPERIENCE FEEDBACK. Annals of the University of Craiova, Psychology-Pedagogy series, 42(2), 59-75. https://aucpp.ro/wp-content/uploads/2020/12/5.-AUC_PP_no_42_2020_MBENGUE_M_DIAKHATE_D_DIOP_ML_pp.-59-75.pdf

   Abstract

   In the fight against the spread of the coronavirus disease Covid-19, the Senegalese authorities had decided to suspend teaching in schools and universities throughout the country as of Monday 16 March 2020. The following question then arose for universities and higher education institutions: what are the modalities to ensure the continuity of the public service of education? The School of Library, Archivists and Documentalists (EBAD) of the Cheikh Anta Diop University of Dakar, with more than twenty years of experience in the field of distance learning, on the recommendation of the supervisory authority, had embarked on the implementation of a strategy to ensure pedagogical continuity. The aim was to enrol students initially enrolled in face-to-face training in distance learning. This initiative was fraught with uncertainty given the novelty of the situation and, above all, the many challenges to be met, particularly in terms of raising awareness among the players involved, the availability of technological equipment and skills, tutoring of courses for first-year students, etc. The aim of the initiative was to ensure the continuity of teaching.

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6. Volume 42 · Issue 2 · 2020 · pp. 77-88

   FROM TRADITIONAL CLASSROOM COMMUNICATION TO COMMUNICATION IN THE VIRTUAL SPACE (PDF)

   • Florentin Remus MOGONEA
   • Florentina MOGONEA

   Keywords

   Traditional classroom communication; Online communication; Virtual learning environment.

   Cite as

   MOGONEA, F. R., & MOGONEA, F. (2020). FROM TRADITIONAL CLASSROOM COMMUNICATION TO COMMUNICATION IN THE VIRTUAL SPACE. Annals of the University of Craiova, Psychology-Pedagogy series, 42(2), 77-88. https://aucpp.ro/wp-content/uploads/2020/12/6.-AUC_PP_no_42_2020_MOGONEA_FR_MOGONEA_F_pp.-77-88.pdf

   Abstract

   The study aims to address the issue of communication based on a twofold analysis, encompasing face-to-face and virtual communication, the latter being mediated by the new communication technologies. The general framework of the current digital society, as well as the specific context of the Coronavirus pandemic have imposed the implementation of new technologies in the teaching process; daily routine activities are now taking place not only directly, but also exclusively online or in the blended learning mode.

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7. Volume 42 · Issue 2 · 2020 · pp. 89-103

   OWARDS A NEW METAMORPHOSIS OF SCRIPTURAL PRACTICES IN THE E-LEARNING. CASE OF MOHAMMED FIRST UNIVERSITY OF OUJDA (PDF)

   • Nadia EL OUESDADI

   Keywords

   E-learning; Scriptural practices; Device; French language.

   Cite as

   OUESDADI, N. E. (2020). OWARDS A NEW METAMORPHOSIS OF SCRIPTURAL PRACTICES IN THE E-LEARNING. CASE OF MOHAMMED FIRST UNIVERSITY OF OUJDA. Annals of the University of Craiova, Psychology-Pedagogy series, 42(2), 89-103. https://aucpp.ro/wp-content/uploads/2020/12/7.-AUC_PP_no_42_2020_EL-OUESDADI_N_pp.-89-103.pdf

   Abstract

   At a time when e-learning is part of the Moroccan education system, scriptural practices are transformed in that they allow various activities to be carried out either on computers or on mobile devices connected to the Internet. In this context, the rate of consumption of written information from several online sources is widespread among Moroccan university learners. Students are increasingly autonomous and create their own content using new modalities, devices and ways of learning. This article is focused on the observation and analysis of digital writing practices (hypertext, multimedia, collaborative) in distance education. Our study proposes to elucidate the question of our research which is based on the effects that digital tools in distance education can have on the writing practices of students. This will be briefly approached from a question: is it really a theoretical anchoring which is adapted around the presentation of the main conceptual insights, namely the three key concepts: writing, e-learning and collaborative writing? The second aspect of the analysis is intended to be analytical and we respectively address the empirical observations that we have detected within the mediated systems.

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8. Volume 42 · Issue 2 · 2020 · pp. 105-121

   EXPOSE AND DISCUSS TEACHING DIFFICULTIES IN SOCIAL NETWORKS SPACE ON FACEBOOK. REVELATIONS AROUND «LIFE SKILLS SITUATION» IN THE CAMEROONIAN TEACHERS PLATFORM (PDF)

   • Russel Ponty ZAMBO
   • Sonia Carelle MENGUE

   Keywords

   Teaching difficulties; Social digital space; Life situation; Competency-based approach; Facebook.

   Cite as

   ZAMBO, R. P., & MENGUE, S. C. (2020). EXPOSE AND DISCUSS TEACHING DIFFICULTIES IN SOCIAL NETWORKS SPACE ON FACEBOOK. REVELATIONS AROUND «LIFE SKILLS SITUATION» IN THE CAMEROONIAN TEACHERS PLATFORM. Annals of the University of Craiova, Psychology-Pedagogy series, 42(2), 105-121. https://aucpp.ro/wp-content/uploads/2020/12/8.-AUC_PP_no_42_2020_ZAMBO-_RP_MENGUE_SC_pp.-105-121.pdf

   Abstract

   This research dwelswith the problem of teaching difficulties, largely conceptualized from the school environment or the physical work environment of teachers. Moving from the observation that at the educational level, the socio-professional questions of these actors are transposed in the social medias, through different platforms, the objective of the research is to conceptualize the difficulties teachers are confronted with, when it comes to the skills-based approach with entry by life situation.

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9. Volume 42 · Issue 2 · 2020 · pp. 123-132

   INTERACTIONS IN RADIO BROADCASTS (PDF)

   • Hind AARAB

   Keywords

   Broadcasting; Interaction; Anonymity; Media communication; Mass media.

   Cite as

   AARAB, H. (2020). INTERACTIONS IN RADIO BROADCASTS. Annals of the University of Craiova, Psychology-Pedagogy series, 42(2), 123-132. https://aucpp.ro/wp-content/uploads/2020/12/9.-AUC_PP_no_42_2020_AARAB_H_pp.-123-132.pdf

   Abstract

   Broadcasting is one of the most relevant media. It puts into perspective a communicational construction between individuals. When the speeches of some mingle with the freedom of speech of others, broadcasting represents an oversized platform, allowing the immediate diffusion of woven messages, so as to be decoded according to the lucidity of each user. The question on the interaction of anonymous listeners in local radio broadcasts is part of a reflection on the role of anonymity in the genesis of the socio-cultural matrix, by crossing the values of media discourse with the effects of industrialization mass media. Radio is a relevant media medium in the audiovisual field in Morocco, offers wide accessibility to the entire population. Our study focuses on the question of the interaction of listeners in local broadcasts, by presenting a reflection on the role of this media in direct interaction on the antenna. With this in mind, we question the idea of this media medium, which is a means of communication of contiguity par excellence. Broadcasting is an expert system for raising and addressing diverse themes relating to several issues that concern the practical life of any individual, especially since the coverage of the Moroccan national network makes it a very advantageous service in terms of proximity and term of cost, apart from the digital divide recorded in the regions of the kingdom. This potential is instrumentalized through a liberalized transmission channel that propels introspections and creates dialogue in the context of information and communication technologies.

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10. Volume 42 · Issue 2 · 2020 · pp. 133-144

    THE QUALITY OF COMMUNICATION AND FEEDBACK (PDF)

    • Ecaterina Sarah FRASINEANU
    • Vali ILIE

    Keywords

    Online university education; Quality; Communication; Feedback; Google classroom platform.

    Cite as

    FRASINEANU, E. S., & ILIE, V. (2020). THE QUALITY OF COMMUNICATION AND FEEDBACK. Annals of the University of Craiova, Psychology-Pedagogy series, 42(2), 133-144. https://aucpp.ro/wp-content/uploads/2020/12/10.-AUC_PP_no_42_2020_FRASINEANU_ES_ILIE_V_pp.-133-144.pdf

    Abstract

    This paper presents the data of a synchronous action-research, focused on empirical methodology, resulted from the analysis of the concrete situation of the use of the Google classroom platform by students, who prepare to be teachers, as full-time education students. In the context of the transition to the online education, in the second part of the 2019 academic year, the platform was evaluated by students for the components: announcements, adequacy to the course, seminar, to the assessment, according to various criteria. Thus, the value of the approach undertaken by us consists in raising awareness and following some indicators, their impact in the field of communication and feedback in training.

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11. Volume 42 · Issue 2 · 2020 · pp. 145-159

    "CONFINED" TEACHING AND ICT AT THE UNIVERSITY: WHAT REPRESENTATIONS TO A GROUP OF STUDENTS FROM THE ENSB (ALGIERS)? (PDF)

    • Assia BELGHEDDOUCHE

    Keywords

    Distance teaching; ITC; Practices; Opinions; Representations.

    Cite as

    BELGHEDDOUCHE, A. (2020). "CONFINED" TEACHING AND ICT AT THE UNIVERSITY: WHAT REPRESENTATIONS TO A GROUP OF STUDENTS FROM THE ENSB (ALGIERS)? Annals of the University of Craiova, Psychology-Pedagogy series, 42(2), 145-159. https://aucpp.ro/wp-content/uploads/2020/12/11.-AUC_PP_no_42_2020_BELGHEDDOUCHE_A_pp.-145-159.pdf

    Abstract

    The coronavirus crisis has affected all countries and has changed the daily lives of millions of people, including teachers and learners around the world. They have been hit hard by this crisis and have undergone changes in their teaching/learning practices. In this work, we will try to question the representations and opinions of a group of students from the ENSB (L'Ecole Normale Superieure de Bouzareah) in Algiers while they are still experiencing these upheavals because we think that these representations will have an influence on their current and future practices. Our goal is to collect their perceptions of online and distance education during confinement, and to learn about the teaching practices that they believe have helped or hindered their learning. We will also try to see if these perceptions influence their intention to use ICT in their future practice as teachers.

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12. Volume 42 · Issue 2 · 2020 · pp. 161-172

    CLASSROOM COMMUNICATION IN THE ONLINE ENVIRONMENT - PERCEPTIONS AND DIRECTIONS OF ACTION (PDF)

    • Mihaela Aurelia STEFAN
    • Alexandrina Mihaela POPESCU

    Keywords

    Classroom communication; Online environment; Stimulating context; Constructive feedback.

    Cite as

    STEFAN, M. A., & POPESCU, A. M. (2020). CLASSROOM COMMUNICATION IN THE ONLINE ENVIRONMENT - PERCEPTIONS AND DIRECTIONS OF ACTION. Annals of the University of Craiova, Psychology-Pedagogy series, 42(2), 161-172. https://aucpp.ro/wp-content/uploads/2020/12/12.-AUC_PP_no_42_2020_STEFAN_MA_POPESCU_AM_pp.-161-172.pdf

    Abstract

    Communication, a transfer of information between a sender and a receiver, as a result of which the information transmitted and received is understood and interpreted in the same way by the two parties involved, can be revisited from the perspective of the digital context. Classroom communication aims to produce changes, positive transformations in terms of knowledge, affectivity and behaviour, of the personality profile of the subjects. Based on this asumption, the following questions are outlined: How can the online communication process be optimised so that the message sent is clearly understood? What is the impact of the online environment on classroom communication? The current paper represents an investigative approach that aims to provide data on the students' perceptions of online communication-related issues and effects.

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