Browsing by Author "Gogoi, Elena"

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CONTEXTUL DE ÎNVĂȚARE, DETERMINANTĂ A EFICIENȚEI PROCESULUI DE FORMARE PROFESIONALĂ PRIN ÎNVĂȚĂMÂNTUL UNIVERSITAR
(CEP USM, 2024) Dandara, Otilia; Gogoi, Elena
Higher education has evolved over time, being responsive to society’s needs and responding to sociocultural conditions anchored in time. The quality and efciency of professional training through higher education has always been determined by a series of factors, which in all their inﬂuence, generated a conceptual approach in which the educational process was subordinated to certain principles and was carried out according to clearly outlined methodologies. The teacher and the student, the two actors carry out their activity in a certain learning/ educational context, which essentially constitutes the basic condition for the realization of the educational paradigm. The relationship between the educational paradigm and the learning context is a complex and inter-determining one, a phenomenon that has been studied less, and even more, we could say that it has been neglected. In the current conditions, marked by the increasing need to bring the university environment closer to the labour market, we consider it necessary to take advantage of all the possibilities of the training paradigm based on the problems of the labour market and the educational context in which this paradigm becomes applicable.
Navigating through challenges and benefits of gamification in education [Articol]
(CEP USM, 2025) Butucel, Lia; Gogoi, Elena
Gamification has become an increasingly popular strategy in education, offering innovative ways to boost student engagement, motivation, and learning outcomes. This paper explores the concept of gamification, highlighting its practical applications, benefits, challenges, and future directions in educational contexts. It examines key elements that can make classes more interactive and engaging, promoting active participation, collaboration, and problem-solving. However, successful implementation requires careful design to avoid superficial engagement, distractions, and overemphasis on competition. Educators must strike a balance between game mechanics and meaningful learning, while considering students’ diverse preferences and access to technology. Not all learners respond equally to gamified approaches, and the ethical implications of reward-based learning on intrinsic motivation must be addressed. Continuous assessment and adaptation are essential to ensure long-term effectiveness. Despite these challenges, gamification holds great potential for transforming learning experiences. This paper offers insights and best practices to help educators harness its advantages while mitigating its limitations.
PREMISE ȘI CONTEXT DE REALIZARE A ACTIVITĂȚII DE MENTORAT ÎN ÎNVĂȚĂMÂNTUL SUPERIOR
(CEP USM, 2024) Dandara, Otilia; Gogoi, Elena
Educația ca fenomen social se subordonează unor legități și principii care stau la baza funcționării mecanismelor sociale. Modalitatea de realizare a formării profesionale inițiale în învățământul superior este justificată de premise obiective, argumentate epistemologic la nivelul unor fundamente științifice din domenoiul sociologiei, psihologiei și pedagogiei (științelor educației). Abordările teoretice, configurate în teorii argumentate de către autori consacrați explică esența și modul de influență a unor mecanisme sociale, personale și educaționale, care facilitează activitatea de mentorat. Din perspectiva acestora, mentoratul este un proces firesc, dar și imperios necesar, realizabil din perspectiva interacțiunii formative, care angajează studentul și profesorul universitar, unde profesorului are rolul de mentor, persoană ce demonstrează comportament de urmat într-un mediu de învățare interactiv, conectat la problemele pieței muncii.