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• Digitális kihívások a felsőoktatásban: Az NKE oktatóinak digitális készségeinek kvantitatív vizsgálata

  5-21

  Views:

  46

  The information society is not only transforming the process of education but also creating new positions and challenges in the labour market, and education must prepare for this. Research shows that the success of education depends mostly on teachers (Mourshed, Chijoka and Barber 2010). In this study, we investigate the digital competence of teachers at Ludovika University of Public Service (hereinafter: LUPC) (N=824). For the quantitative research, we used the DigCompEdu questionnaire. The level of digital competence of the teachers is assessed based on their own self-assessment. We assume that although their digital competences need improvement, but their motivation to use digital technologies in the classroom is positive. The instructors scored higher points in the areas of digital resource management, professional engagement and teaching & learning but they scored the lowest in the area of assessment.

• Teachers and facilitators in different teaching spaces

  79-94

  Zsolt Kristóf

  Anita Varga

  Views:

  256

  Nowadays the information society can not imagine its everyday life without the use of the Internet. Keelan and her colleagues determined the benefits that virtual worlds can impact to traditional territories. Virtual spaces can abolish physical-geographic boundaries in cases where research is far apart from the group of people to be examined (Keelan et al. 2015). Whether we are planning to implement the education process in real space or virtual space, explanation and assistance in many cases may be indispensable. Gamage and his research associates differentiated the subjects of their research as to how much they had experienced in the use of virtual spaces. Both groups agreed that the use of platforms was an advantage in learning but they differed in their opinion of the likelihood of emotional connection between teacher and student in the virtual world (Gamage et al. 2011). The activities of teaching assistants can be useful not only in the real learning environment, but also in the virtual learning environment. The facilitator is a person who can work efficiently with both the instructor and the students. The facilitator contributes to the smoothness and effectiveness of teaching processes (Schwarz et al. 2011). In our article, we present and define the preceding, participatory, follow-up and continuous facilitator roles we have outlined. From the facilitator's point of view and from the traditional learning environment we get to the exact parameters of the role that is necessarily emerging in the learning environments of virtual spaces.

• Trends and best-known results of research on Gypsy/Roma communities in Hungary

  5-32

  Views:

  530

  Gypsy communities have been known in Hungarian majority society for half a millennium. However, sources are poor and only provide information on a few aspects of their lives. Some scholars have attempted to define this sporadic, small group of people when their numbers have increased significantly. In the second half of the 20th century, archivists and ethnographers began to investigate their origins, their common history, the origin of their names, and the specific characteristics that shape their way of life, language, culture and beliefs. Their findings have led to their being defined as a minority, but they are now estimated to number between 10 and 12 million in Europe.  There are naïve researchers and advocates of Gypsy/Roma history who believe that the glories of the past and the persecutions of the past are to be found, but in scientific research, the view is becoming increasingly accepted that the communities of the past centuries in Europe and Hungary, known by their collective name of Gypsy/Roma, cannot be described as homogeneous, undifferentiated entities, either historically, ethnographically or sociologically. Throughout history, Roma/Gypsy people and communities have not been made Roma/Gypsy by the same criteria, and therefore they must be understood primarily in terms of their social situation, so that their integration can be made possible and the national and EU programmes of schooling, compulsory employment and the dismantling of Roma settlements can open up real paths to social advancement.