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• Characteristics of Teaching Community Capital - Focus on Teachers in Reformed Public Education Institutions

  48-55

  Gabriella Pusztai

  Laura Morvai

  Katinka Bacskai

  Agnes Hornyák

  Views:

  225

  The issue of the effectiveness of teaching is constantly at the center of research. "Teachers count", presents the OECD report (2005), which confirms the research of the day that the work of the teacher contributes significantly to the performance of students. The question is how to capture the factors that influence school performance. The focus of the examination of the theoretical background is on the professional capital theory, with the emphasis on the examination of social / teaching capital in addition to the human capital and decision capital components. Our research is based on a secondary analysis of a questionnaire among teachers working in Calvinist institutions in 2017. The focus of our interest is on identifying the characteristics (frequency) and content (agreeing with norms) of staff capital and the need for teachers to develop collaborative networking opportunities for future professional development.

• How Do University Students Get Relevant Information?

  67-79

  Dóra Szabó

  Views:

  193

  The web and learning have evolved parallel as technological changes have influenced teaching and learning processes. In this study, I intend to extend this parallel with two other dimensions, namely, human 1.0-3.0 and influencer 1.0-3.0. The concepts are closely related to how the online world became popular abroad and what their impact is on learning and education. Thus, the question, “what is the significance of social media, and of its latest, most popular actors, of the “work” of influencers (which can be interpreted as fake news) in the lives of students in higher education?”, is also a very pertinent issue to touch on. Its involvement in our lives is ever growing and very often influences our media literacy. This gives us even more reason to look into social media’s impact.

  However, our main goal is to find answers to the following questions:
  • What opportunities does the digital toolkit give to students? What kind of digital literacy do students think they need to thrive in the job market?
  • To what extent does the ICT literacy of pedagogical students differ from that of other students (lawyer, economics, doctor, technical)? What form of cognitive development is used for lifelong learning?
  • To what extent are students’ IT literacy influenced by cultural, material, and family capital?
  • How is information acquisition implemented in education? How conscious is the use of media among university students, and what is their critical attitude?
  • To what extent does online media penetrate the medium of formal-informal and non-formal learning? How does the influencer activity of professional opinion leaders help students to think critically and thoughtfully?

  The sample of the survey is made up of students from the University of Debrecen. From the results we can see, that university students behave differently in the online space, on social media platforms and on messengers than they would elsewhere, thus this affects how they get information. The current situation, the pandemic, clearly demonstrates that advanced digital competence is essential for a confident presence in the online space and advanced critical thinking. Problems of digital inequality and division have surfaced, and the constructed reality mediated by the media is becoming increasingly distorted. During this period, the relationship between the media and media consumers has changed greatly, and the interaction has intensified.

• Dropped-out Students and the Decision to Drop-out in Hungary

  31-40

  Gabriella Pusztai

  Hajnalka Fényes

  Fruzsina Szigeti

  Katalin Pallay

  Views:

  642

  The interpretation of the phenomenon of student dropout, which represents a waste of a relatively large proportion of human and material capital in the social, individual and institutional domain, is impossible without examining dropout students. In this study, we analysed the DEPART 2018 database, which contains data from 605 Hungarian dropout students. We tried to identify higher education dropout scenarios and pointed out that higher educational dropout is a complex phenomenon. Based on the students' reports on their interpretation and evaluation of their dropouts, four student clusters were created. We compared the groups with their socio-cultural background and their decision to drop out from higher education, and their assessment of that decision. The most important result of the study is that it identifies a new group in addition to the international dropout types, and provides a detailed picture that calls our attention to the diversity of dropout groups, thereby moving beyond the over-generalised image of the dropout student.