scholarly journals Academic Monitoring in Human Anatomy as a Pedagogical Tool in Higher Education

2020 ◽  
Vol 22 (4) ◽  
pp. 250-253
Author(s):  
Roger William de Souza Vitorino ◽  
Deisy Paula dos Santos ◽  
Luana Andrade Rogeri ◽  
Célia Cristina Fornaziero ◽  
Mayara Bocchi ◽  
...  
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Bachelor's Degree ◽  
Human Anatomy ◽  
Statistical Program ◽  
Practical Development ◽  
Student’S Performance ◽  
Monitoring Activities ◽  
Additional Support ◽  
Teaching Learning

AbstractThe objective of the present study was to evaluate the contribution of academic monitoring in the students’ performance of the Physical Education course in the discipline of Human Anatomy. The sample consisted of 50 students of the Physical Education course (Bachelor’s degree) who were taking the discipline of Human Anatomy (HA). The participants were divided into two groups: non-monitoring (NM) and monitoring (M). Academic monitoring actions were carried out during the students’ after class hours, in which they were assisted by the professor and three monitors. Thus, all the students who participated in the monitoring activities were included in the M group and those students who were not involved in monitoring activities were included in the NM group. The assessment used to verify student’s performance was the last test of the HA discipline. After verifying the data normality, the scores of the groups were compared using the Mann Whitney test. Data were expressed as mean and standard deviation from the mean using the Graph Pad Prism 6 statistical program. The adopted significance index was p <0.05. In the results it was observed that the M group obtained a better performance when compared to the NM group (p <0.001). Therefore, academic monitoring acted as a facilitating tool in the student’s theoretical-practical development and contributed to a better performance in the discipline of HA. Therefore, it can be used as an additional support in the teaching-learning process of students who participate in extra-class monitoring activities. Keywords: Learning. Education, higher. Education. ResumoO objetivo do presente estudo foi avaliar a contribuição da monitoria acadêmica no desempenho dos estudantes do curso de Educação Física na disciplina de Anatomia Humana. A amostra foi composta por 50 estudantes do curso de Educação Física (Bacharelado) que cursavam a disciplina de Anatomia Humana (AH). Os participantes foram distribuídos em dois grupos: Sem Monitoria (SM) e Com Monitoria (CM). As ações de monitoria acadêmica foram realizadas no contraturno dos estudantes, no qual, foram auxiliados pelo docente e por três monitores. Dessa forma, todos os acadêmicos que participaram das atividades de monitoria foram inseridos no grupo CM e aqueles estudantes que não se envolveram com atividades de monitoria, foram incluídos no grupo SM. A avaliação utilizada para verificar o desempenho dos estudantes foi a última prova da disciplina de AH. Após verificar a normalidade dos dados, as notas dos grupos foram comparadas por meio do teste Mann Whitney. Os dados foram expressos em média e desvio padrão da média por meio do programa estatístico Graph Pad Prism 6. O índice de significância adotado foi de p<0,05. Nos resultados foi observado que o grupo CM obteve um melhor rendimento quando comparado ao grupo SM (p<0,001). Nesse sentido, a monitoria acadêmica atuou como ferramenta facilitadora no desenvolvimento teórico-prático do discente e contribuiu para um melhor rendimento na disciplina de AH. Sendo assim, pode ser utilizada como um suporte adicional no processo ensino-aprendizagem dos acadêmicos que participam das atividades de monitoria extraclasse. Palavras-chave: Aprendizagem. Educação Superior. Educação.

scholarly journals Evaluación de las creencias hacia la atención de personas con discapacidad auditiva, en prácticas a distancia de Educación Física de estudiantes universitarios durante la pandemia por COVID-19 (Evaluation of beliefs towards the care of people with hearin

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 713-718
Author(s):  
Paulina Yesica Ochoa-Martínez ◽  
Javier Arturo Hall-López ◽  
Edgar Ismael Alarcón-Meza ◽  
Ana Maria Teixeira
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Undergraduate Students ◽  
Teaching Practices ◽  
Baja California ◽  
Bachelor's Degree ◽  
Pedagogical Strategies ◽  
Before And After ◽  
Quasi Experimental ◽  
Teaching Learning

  Objetivo: Evaluar las creencias hacia la atención a la discapacidad en actividad física, en estudiantes de Licenciatura en Actividad Física y Deporte al realizar prácticas docentes de Educación Física a distancia durante la pandemia por COVID-19 a escolares con discapacidad auditiva. Método: Mediante un enfoque cuantitativo cuasiexperimental, se capacitó a 17 estudiantes de Licenciatura en Actividad Física y Deporte de la Facultad de Deportes de la Universidad Autónoma de Baja California, que realizaron prácticas docentes, implementando 12 clases de Educación Física a distancia a escolares con discapacidad auditiva, planeando, diseñando y aplicando estrategias pedagógicas acordes a su condición. Antes y después se evaluaron las actitudes sociales y profesionales hacia las personas con discapacidad. Resultados: El análisis estadístico con test t-Student para muestras independientes reportó diferencias significativas (p<0.05), el promedio de los 30 ítems del instrumento antes de las prácticas docentes fue 2.6 y después de las prácticas docentes 1.9 con un porcentaje de cambio de -29 Δ %. Conclusiones: Se mejoraron las creencias hacia la atención a la discapacidad a través de la actividad física, en un ambiente educativo a distancia, que es favorable en el proceso de enseñanza-aprendizaje de los estudiantes participantes, lo cual favorecerá competencias futuras para el desarrollo de intervenciones efectivas y adecuadas en poblaciones con discapacidades. Abstract. Objective: To evaluate the beliefs towards attention to disability in physical activity, in students of Bachelor's Degree in Physical Activity and Sport when carrying out virtual Physical Education teaching practices during the COVID-19 pandemic to schoolchildren with hearing disabilities. Method: Through a quasi-experimental quantitative approach of a quantitative type, 17 undergraduate students in Physical Activity and Sports from the Faculty of Sports of the Autonomous University of Baja California were trained, who carried out teaching practices, implementing 12 classes of Physical Education online to schoolchildren with hearing disability, planning, designing and applying pedagogical strategies according to their condition. Before and after, social and professional attitudes towards people with disabilities were evaluated. Results: The statistical analysis with t-Student test for independent samples reported significant differences (p <0.05), the average of the 30 items of the instrument before the teaching practices was 2.6 and after the teaching practices 1.9 with a change percentage of -29 Δ%. Conclusion: Beliefs towards attention to disability were improved through physical activity online educational environment, which is favorable in the teaching-learning process of participating students, providing elements for the development of future effective and adequate interventions in populations with disability.

scholarly journals Neuroanatomia: Assiduidade na Monitoria e Desempenho Acadêmico

2021 ◽  
Vol 22 (4) ◽  
pp. 589-592
Author(s):  
Rian Kassio dos Santos Martins ◽  
Ana Núbia de Barros de Barros ◽  
Leidiane Cristina Vieira Ferreira Vieira Ferreira ◽  
Mayara Bocchi ◽  
Luiz Fernando Gouvêa-e-Silva ◽  
...  
Keyword(s):  
Statistical Analysis ◽  
Quantitative Study ◽  
Learning Process ◽  
Human Anatomy ◽  
Median Frequency ◽  
Positive Correlation ◽  
Monitoring Activities ◽  
Teaching Learning ◽  
Spearman Test ◽  
Anatomy Teaching

ResumoA Neuroanatomia é uma vertente complexa do estudo da Anatomia Humana, sendo a monitoria acadêmica (MA) uma forma dinâmica de habituar os discentes às estruturas e contribuir com a assimilação dos assuntos. O objetivo do presente estudo foi analisar a assiduidade nas atividades de MA com o desempenho dos estudantes. Trata-se de um estudo descritivo, transversal e quantitativo, realizado com 91 discentes vinculados aos cursos de Psicologia e Fisioterapia. Os estudantes foram distribuídos em três grupos: indivíduos que não participaram da MA (G1), participaram poucas vezes da MA (G2) e aqueles com participação mais assídua na MA (G3), com base na mediana da frequência dos participantes na MA. A análise estatística foi realizada pelo programa GraphPad Prism 6. Observou-se que, em ambas as avaliações parciais, os indivíduos que apresentaram maior assiduidade (G3) na MA tiveram melhor desempenho em relação àqueles que não participaram da MA (G1). Quando realizada a média final, foi observado que os indivíduos com maior assiduidade (G3) apresentaram melhor desempenho, quando comparados tanto ao G1 como G2. Além disso, o teste de Spearman mostrou correlação positiva entre presença e nota. Os discentes que participam das atividades da monitoria encontraram vantagens pedagógicas, resultando em um melhor domínio do processo de ensino e aprendizagem. Palavras-chave: Anatomia. Ensino. Educação Superior. AbstractNeuroanatomy is a complex aspect of the study of Human Anatomy, and academic monitoring (AM) is a dynamic way to familiarize the students with structures and contribute to the subjects assimilation. The objective of the study was to analyze the assiduity in AM activities with the students' performance. It is a descriptive, transversal, and quantitative study, carried out with 91 students linked to the Psychology and Physiotherapy courses. The students were divided into three groups: individuals who did not participate in AM (G1), participated in AM less often (G2) and those with more frequent participation in AM (G3), based on the participants’ median frequency in AM. Statistical analysis was performed using the GraphPad Prism 6 program. It was observed that in both partial assessments, the individuals who showed greater attendance (G3) in AM had a better performance in relation to those who did not participate in AM (G1). When the final average was performed, it was observed that individuals with greater attendance (G3) performed better when compared to both G1 and G2. In addition, the Spearman test showed a positive correlation between presence and grade. The students who participate in the monitoring activities found pedagogical advantages, resulting in a better mastery of the teaching-learning process. Keywords: Anatomy. Teaching. Education.

Control and accounting of student performance (bachelor’s degree students) in elective discipline “Volleyball”

2020 ◽  
pp. 128-137
Author(s):  
Dmitry V. Ivinsky ◽  
Ekaterina Y. Mukina
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Student Performance ◽  
Bachelor's Degree ◽  
Education Teacher ◽  
Entire Process ◽  
Planning Implementation ◽  
Education Of Students ◽  
And Control ◽  
Methods Of Control

Contemporary activity of a higher education teacher in the field of physical education and sports is characterized by a variety and complex content. To achieve the desired result in the physical education of students, such content must be subject to a clear logic of functioning and control. Any reasonable and rationally organized activity in the field of physical education and sports can be divided into such components as: planning, implementation, control and accounting. The unity of the functioning of these components will allow you to most effectively build and manage the process of physical education in the organization of higher education. The problem of control and accounting of physical education of students is one of the most urgent pedagogical problems, since the success of the entire process of physical education in the organization of the higher education depends on the control and accounting. To improve the physical education of students in the organization of higher education, an in-depth development of the control and accounting fund for the content and methods is necessary. We reveal the content and methods of control and accounting of student performance (bachelor’s degree students) in elective discipline “Volleyball”.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

scholarly journals Sustainable Innovation in Higher Education: The Impact of Gender on Innovation Competences

2021 ◽  
Vol 13 (9) ◽  
pp. 5004
Author(s):  
Raquel Ferreras-Garcia ◽  
Jordi Sales-Zaguirre ◽  
Enric Serradell-López
Keyword(s):  
Higher Education ◽  
Business Students ◽  
Bachelor's Degree ◽  
Sustainable Innovation ◽  
Educational Implications ◽  
Development Goals ◽  
High Level ◽  
The Impact ◽  
Innovation In Higher Education

There is currently an increasing interest for sustainable innovation in our society. The European agendas highlight the role of higher education institutions in the formation and development of innovation competences among students. Our study aimed to contribute to the analysis of the level of achievement of students’ innovation competences by considering two sustainable development goals (SDG) of the 2030 United Nations’ Agenda: Gender Equality (SDG 5) and Quality Education (SDG 4). This article tries to answer how business students perceive their own innovation competences and which innovative competences are best achieved by students, as well as if there are differences in the achievement of these competences depending on the students’ gender. Our results, from a sample of 360 students in the Business Administration and Management Bachelor’s Degree at the Universitat Oberta de Catalunya, confirm the extensive development of innovation competences. Moreover, female students present a high level of preparation for innovation-oriented action. These findings have educational implications for potentiating the innovation competences and environments where females can attain innovation skills.

scholarly journals Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic

2021 ◽  
Author(s):  
Joanna Zawadka ◽  
Aneta Miękisz ◽  
Iwona Nowakowska ◽  
Joanna Plewko ◽  
Magdalena Kochańska ◽  
...  
Keyword(s):  
Higher Education ◽  
Reading Difficulties ◽  
Learning Difficulties ◽  
Living Conditions ◽  
Demographic Information ◽  
Academic Achievements ◽  
Initial Stage ◽  
Additional Support ◽  
Academic Year ◽  
Remote Learning

AbstractThis article presents the results of a survey on yet under-researched aspects of remote learning and learning difficulties in higher education during the initial stage (March – June 2020) of the COVID-19 pandemic. A total of 2182 students from University of Warsaw in Poland completed a two-part questionnaire regarding academic achievements in the academic year 2019/2020, living conditions and stress related to learning and pandemic, as well as basic demographic information, and Dyslexia Diagnosis Questionnaire (DDQ). The analyses were carried out in three sub-groups of students: who self-reported having a formal diagnosis of dyslexia (CDYS), self-reported reading difficulties, but had no formal diagnosis of dyslexia (SIDYS), and who reported no reading difficulties (CON). The results of the survey revealed that compared with the CON group, more students from CDYS and SIDYS groups did not pass at least one exam in the summer semester. CDYS and SIDYS groups experienced higher stress due to epidemiological restrictions, they had more difficulties than CON with the organisation of learning and obtaining credit during the COVID-19 pandemic. The results indicate a need for special consideration of additional support for students experiencing reading difficulties (whether or not they have a formal diagnosis).

A contingency perspective on learning and instruction in physical education

2021 ◽  
pp. 1356336X2098588
Author(s):  
Jonas Wibowo ◽  
Ben Dyson
Keyword(s):  
Physical Education ◽  
Learning Processes ◽  
Methodological Issues ◽  
Unit Of Analysis ◽  
Contingency Perspective ◽  
Two Factors ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship ◽  
Learning And Instruction

In this article, we focus on the contingency between learning and instruction in physical education (PE). We argue that the complex interconnectedness of teachers’ instruction and students’ learning processes should be studied using a unit of analysis that expresses the relationship between the two factors. A contingency perspective foregrounds the individual differences between different learners and how a teacher regards these differences. Furthermore, it has the potential to provide a precise lens for empirical research on how the students’ situations shape the evolution of the teaching--learning process. Based on scaffolding research and adaptive teaching research, which draws on socio-constructivist foundations, we call this unit of analysis ‘contingency’. We outline a framework of research that suggests depicting contingency dimensions, respective instructional continua, and contingency rules when investigating contingency in PE. Furthermore, autonomy as a core contingency dimension for PE and methodological issues will be discussed.

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