Academic Courses, Symposia, & Positions

Grounded in SDT, several studies have highlighted the role of teachers’ motivating and demotivating styles for students’ motivation, learning, and physical activity in physical education (PE). However, most of these studies focused on a restricted number of motivating strategies (e.g., offering choice) or dimensions (e.g., autonomy support). Recently, researchers have developed the Situations-in-School (i.e., SIS-Education) questionnaire, which allows one to gain a more integrative and fine-grained insight into teachers’ engagement in autonomy-support, structure, control, and chaos through a circular structure (i.e., a circumplex). Although teaching in PE resembles teaching in academic courses in many ways, some of the items of the original situation-based questionnaire (e.g., regarding homework) are irrelevant to the PE context. In the present study, we therefore sought to develop a modified, PE-friendly version of this earlier validated SIS-questionnaire—the SIS-PE. Findings in a sample of Belgian (N = 136) and French (N = 259) PE teachers, examined together and as independent samples, showed that the variation in PE teachers’ motivating styles in this adapted version is also best captured by a circumplex structure, with four overarching styles and eight subareas differing in their level of need support and directiveness. The SIS-PE possesses excellent convergent and concurrent validity. With the adaptations being successful, great opportunities for future research on PE teachers (de-)motivating styles are created.

Download Full-text

e-Learning: An Uphill to Reshaping Learning in Dentistry in India in the COVID-19 Pandemic Era

Journal of Health and Allied Sciences NU ◽

10.1055/s-0041-1731862 ◽

2021 ◽

Author(s):

Teena Sheethal Dsouza ◽

Mithra N. Hegde ◽

Kelvin Peter Pais

Keyword(s):

Online Education ◽

Learning Process ◽

Review Article ◽

The Future ◽

Academic Courses ◽

E Learning

AbstractThe sudden outbreak of the coronavirus disease 2019 pandemic has compelled universities worldwide to implement strategies for resuming academic courses by transferring some courses to a virtual modality. e-Learning has provided an excellent platform for education during this crisis. This review article discusses the various aspects of e-learning process that have to be considered before implementation, and the strengths and flaws of online education during this pandemic. It also sheds light on the necessary actions required to enhance the efficiency of e-learning in the future.

Download Full-text

An Integrated Model Approach of Education for Sustainable Development: Exploring the Concepts of Water, Energy and Waste in Primary Education

Sustainability ◽

10.3390/su12072947 ◽

2020 ◽

Vol 12 (7) ◽

pp. 2947 ◽

Cited By ~ 2

Author(s):

Guadalupe Martínez-Borreguero ◽

Jesús Maestre-Jiménez ◽

Milagros Mateos-Núñez ◽

Francisco Luis Naranjo-Correa

Keyword(s):

Sustainable Development ◽

Primary Education ◽

Education For Sustainable Development ◽

Research Approach ◽

The Sustainable Development ◽

Attitudes And Behaviors ◽

Academic Courses ◽

And Behaviors ◽

Curricular Elements ◽

Teaching Learning

Education for Sustainable Development requires improving the knowledge, attitudes and behaviors of students at all levels of education. However, this should start from the earliest stages of education, promoting an effective teaching/learning process of key concepts for sustainable development. Accordingly, the general objective of this research was to analyze the concepts of water, energy and waste in the primary education curriculum (6–12 years) in Spain. A qualitative research approach was followed, with an exploratory and descriptive design. A system of categories was established for each of the concepts under study, with the aim of classifying the references found, analyzing their integration into the different subjects, academic courses, curricular elements and levels of cognitive demand required of the students. The results of the lexicographical analysis of the content reveal that the regulations governing primary education in Spain mainly focus on the concept of energy and, to a lesser extent, on the concepts of water and waste. In addition, cognitive levels of knowledge and comprehension predominate based on the taxonomy used. The results suggest the need to develop initiatives for the educational framework that promote not only learning, but also attitudes and behaviors that contribute to achieving the Sustainable Development Goals (SDGs).

Download Full-text

Sustained Use of Virtual Meeting Platforms for Classes in the Post-Coronavirus Era: The Mediating Effects of Technology Readiness and Social Presence

Sustainability ◽

10.3390/su13158203 ◽

2021 ◽

Vol 13 (15) ◽

pp. 8203

Author(s):

Yumi Yi ◽

Rosemary Hyejin Moon

Keyword(s):

Social Presence ◽

Course Satisfaction ◽

Technology Readiness ◽

Virtual Technology ◽

Virtual Communication ◽

Virtual Meeting ◽

Sustained Use ◽

Academic Courses ◽

In Series ◽

Perceived Social Presence

In response to the COVID-19 pandemic, educational institutions were forced to turn to online classes that are either recorded or taught live on virtual meeting platforms. Students could, therefore, attend classes from virtually any location using their mobile devices and Internet access. Despite the prolonged pandemic, little attention has been paid to whether offering courses on a virtual meeting platform is sustainable. This study, therefore, explores the antecedents of students’ intentions regarding the sustained use of virtual meeting platforms for academic courses. We investigated the relationship between technology readiness (TR) and perceived social presence (SP) within a virtual communication setting with course satisfaction and sustained use intention. Data were collected via a survey from 525 college students in South Korea who had attended classes using a virtual meeting platform. Serial mediation analysis revealed a pathway in which SP and course satisfaction in series fully mediate the positive relationship between technology readiness and sustainability. This study discusses the implications in relation to the sustainability of virtual technology-based courses as a replacement of live classroom-based courses from a user perspective. Further research is needed to understand users’ negative experiences of attending courses on virtual meeting platforms.

Download Full-text

College Bound: Advice for Academically Talented Students From Recent Graduates

Journal of Advanced Academics ◽

10.1177/1932202x19890613 ◽

2019 ◽

Vol 31 (2) ◽

pp. 87-110

Author(s):

Melanie S. Meyer ◽

Jeff Cranmore

Keyword(s):

High School ◽

High School Graduates ◽

School Personnel ◽

Application Process ◽

Senior Year ◽

Social And Emotional ◽

Academic Courses ◽

Recent Graduates ◽

Talented Students ◽

Academically Talented Students

For students who decide to enroll in college after high school graduation, there are numerous factors to consider when searching for potential matches and choosing from the available options. Ten recent high school graduates who participated in self-selected, ability-grouped, advanced academic courses in high school were interviewed at the end of senior year. These students shared valuable lessons they learned about the college decision-making process to offer guidance to students beginning the college search, and the adults, in and out of school, who help them make those choices. Participants offered advice about preparing to apply to college, the application process, and related social and emotional considerations. Nine key themes were identified in which participants encouraged early exploration of career-related interests, a focus on person-environment fit, and managing expectations. Implications for students, parents, and school personnel are also discussed.

Download Full-text

Academic courses in biofeedback

Biofeedback and Self-Regulation ◽

10.1007/bf00999175 ◽

1988 ◽

Vol 13 (3) ◽

pp. 267-270

Author(s):

Nancy J. Rubin ◽

Thomas F. Dietvorst ◽

John W. Sesney

Keyword(s):

Academic Courses

Download Full-text

THE FORMATION OF THE HISTORICAL AND LITURGICAL RESEARCH AREA IN RUSSIAN ACADEMIC SCHOLARSHIP IN THE LATE 19TH – EARLY 20TH CENTURY. A COMPARATIVE ANALYSIS OF METHODOLOGICAL APPROACHES OF N.V. POKROVSKY AND I.A. KARABINOV

RSUH/RGGU Bulletin Series Political Science History International Relations Area Studies Oriental Studies ◽

10.28995/2073-6339-2021-1-30-49 ◽

2021 ◽

pp. 30-49

Author(s):

Zoya M. Dashevskaya ◽

Keyword(s):

Research Methodology ◽

Research Area ◽

Academic Science ◽

Scientific School ◽

Academic Scholarship ◽

Academic Courses ◽

History Of ◽

Christian Worship ◽

The Subject ◽

The 19Th Century

n the second half of the 19th century – especially in the period following the introduction of the Academic Constitution of 1869, and in the 1880s and continuing until the forced closure of Theological Academies after the Revolutionary coup – the historical and liturgical research area in Russian academic science experienced a period of its formation and flourishing. The subject of the article is a comparison of approaches to the study of the worship service history and analysis of the formation of the research methodology for teaching Liturgics by professors N.V. Pokrovsky and I.A. Karabinov of the St. Petersburg Theological Academy, where they taught the history of Christian worship from the 1880’s until its forced closure in 1918. Analysis and juxtapos- ing of academic courses in Liturgics allows defining the boundaries and content of the discipline in the period of its formation as well as considering the evolu- tion in research methodology and, more broadly, the formation of the Russian historical and liturgical scientific school. A comparison of the courses reveals the authors attitudes towards histori- cal sources material and its studies. Their own ideas about the provenance of various rites used in church worship characterize their views on the develop- ment of the liturgical tradition, expressing their approaches to its study and thereby form our picture of the establishment of historical Liturgics as a field of researchable knowledge.

Download Full-text

Exploring the student perspectives on the barriers of online learning during the COVID-19 pandemic: a qualitative study using interpretative phenomenological analysis

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-02-2021-0075 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Shikha Rana

Keyword(s):

Higher Education ◽

Online Learning ◽

Interpretative Phenomenological Analysis ◽

Phenomenological Analysis ◽

Student Perspective ◽

Structured Interviews ◽

Content Type ◽

Student Teacher Relationship ◽

Academic Courses ◽

The Government

PurposeThe present study aims to gauge the perspectives of students on the difficulties they faced during online learning during the outbreak of coronavirus disease 2019 (COVID-19) through the interpretative phenomenological analysis (IPA) technique.Design/methodology/approachThe current study employed IPA, and it was conducted among the students enrolled for professional courses in the government, private and deemed-to-be universities in Uttarakhand, India, using semi-structured interviews for the purpose of data collection.FindingsThe findings have been grouped under five parts referred to as “superordinate themes” or “barriers” which comprises learning in an online class environment, online learning in the home environment, student–teacher relationship in online learning, technical hindrances in online learning and health issues in online learning. These superordinate themes were further grouped under sub-themes.Research limitations/implicationsThe present study focused on the students of various private, public and deemed-to-be universities of the Uttarakhand region and represents the higher education sector only and did not tap the primary, secondary and vocational education. The students of academic courses or degree courses like arts, commerce, basic sciences and humanities, etc. were not included in the research study. Hence, the study lacks generalizability.Practical implicationsThe research findings of the present study have implications for higher education institutions (HEIs), teachers, students and policymakers.Originality/valueThe present study addresses the methodological gap by offering a new line of research where IPA has been used as the methodology to determine the barriers of online learning in the COVID-19 situation, and to the best of the authors’ knowledge, none of the studies have used it so far to ascertain the barriers to online learning from the student perspective.

Download Full-text

From the theory to practice: Five years of urban regeneration workshops

Journal of Technology and Science Education ◽

10.3926/jotse.382 ◽

2018 ◽

Vol 8 (3) ◽

pp. 179

Author(s):

Raimundo Bambó-Naya ◽

Pablo De la Cal-Nicolás ◽

Carmen Díez-Medina ◽

Sergio García-Pérez ◽

Javier Monclús-Fraga

Keyword(s):

Urban Regeneration ◽

Joint Work ◽

Teaching Innovation ◽

Academic Field ◽

Future Challenges ◽

Academic Courses ◽

The Subject ◽

The University ◽

Previous Phase ◽

Selection Of

The aim of this communication is to present the experience of four academic courses in the subject of Integrated Urban and Landscape Design, taught in the framework of the Master in Architecture of the School of Engineering and Architecture of the University of Zaragoza. It addresses urban regeneration interventions in vulnerable areas of the consolidated city with approaches to teaching innovation in the academic field and in the topic of user participation.The workshop methodology is explained in detail, paying more attention to the process followed than to the specific results of the workshop. The different stages of the process are presented: previous phase and selection of the study area, phase of analysis and diagnosis, phase of proposals, where a joint work is carried out with vision of action in the whole of the neighbourhood, and phase of presentation of the results to the Neighbours. Finally, some future challenges of this workshop are outlined.

Download Full-text