Progress in Education. Volume 65


Roberta V. Nata (Editor)

Series: Progress in Education
BISAC: EDU000000

Progress in Education. Volume 65 opens with an experimental study examining whether the language mindset of English as a Foreign Language pre-service teachers significantly relates to their task-oriented state-anxiety, changes in epigenetic activity, and task performance on a translation task.

Following this, the authors review published research studies focusing on the use of Facebook, Instagram, and Twitter by students and teachers in higher education.

This compilation also examines intellectual maturity, taking into account the specific features of interaction between teaching staff and learners in conditions of anthropological crisis.

The authors analyse the new research models in education sciences born from the emergence of information and communication technologies, with the objective of determining the structures presenting in the last decade.

The phenomenon of Massive Open Online Course courses is described, seeking to objectively determine what their advantages and disadvantages are, as well as how to improve their implementation.
The concluding chapter reports on the results of a pilot study introducing a chatbot to assist with the development of learning communities at a small, largely international London university.

Table of Contents

Table of Contents


Chapter 1. Anxiety-Related Epigenetic Activity in EFL Pre-Service Teachers with High and Low Incremental Language Mindsets and Their Effects on Task Performance
(Altay Eren, Anıl Rakıcıoğlu-Söylemez, Güler Çetin, Murat Telli, Hamit Coşkun and Nevin Çıtak Bilgin, Department of Educational Sciences, Bolu Abant İzzet Baysal University, Bolu, Turkey, and others)

Chapter 2. Educational Use of Social Media in Higher Education
(Paraskevi Papavenetiou and Dionysios Manesis, Department of Early Childhood Education, National and Kapodistrian University of Athens, Athens, Greece)

Chapter 3. Intellectual Maturity as Goal Setting in the Global Anthropological Crisis (In the Context of Russian Socio-Cultural Reality)
( Maksim V. Kochetkov, PhD, and Ekaterina M. Chebotareva, Department of Electric Power and Automation, Norilsk State Industrial Institute, Norilsk, Russia, and others)

Chapter 4. Educational Research Structures in the ICT Era: Innovations and Issues
(José Gómez Galán, PhD, Department of Education, University of Extremadura, Badajoz, Spain)

Chapter 5. MOOC Courses in the Context of Distance Education: A New Pedagogical Approach
(José Gómez Galán, PhD, Department of Education, University of Extremadura, Badajoz, Spain, and others)

Chapter 6. The Impact of Chatbots to Pedagogy and Student Engagement: Preliminary Findings and Lessons from a Pilot
(Sylvie Studente, PhD, Stephen Ellis, PhD, and Filia J. Garivaldis, PhD, Faculty of Business and Management, Regent’s University London, London, UK, and others)


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