scholarly journals Innovation in journalism educational programmes at university. A systematic review of educational experiences at Spanish universities

2021 ◽  
Author(s):  
María-del-Carmen García-Galera ◽  
Manuel Martínez-Nicolás ◽  
Mercedes Del-Hoyo-Hurtado
Keyword(s):  
Systematic Review ◽  
Service Learning ◽  
Business Models ◽  
Project Based Learning ◽  
Current Debate ◽  
Innovative Teaching ◽  
Technological Developments ◽  
Spanish Universities ◽  
Training Programmes ◽  
The Impact

The journalism being taught at universities in Spain is undergoing intensive changes as a result of the dual pressure exerted by the impact of digitisation in two specific aspects. The first is the journalistic system itself (business models, professional routines, information consumption, etc.). The second aspect involves the teaching guidelines established as a result of the implementation of the European Higher Education Area (EHEA). Focusing on the latter issue, the current debate regarding the orientation of journalistic education is calling for this aspect not to be relegated or limited to training in technical skills, which are constantly being renewed by technological developments of the digital environment. On the contrary, journalism education must also take into account other skills that foster the achievement of critical thinking, which is fundamental for the exercise of the journalistic profession. However, in the face of an increasingly digitised, competitive labour market, journalism studies and their training programmes also have a duty to provide the skills and competencies demanded by this market. In this paper, we have conducted a systematic review of some of the experiences of innovative teaching that have been successfully carried out in Journalism degrees taught in Spain for this purpose (service-learning, project-based learning, content curation, and edublogs, among others). These experiences reflect the involvement of university professors in providing comprehensive education for future journalists, with a strong emphasis on the intensive use of the digital resources currently available.

988 The Prevalence and Incidence of Gender Bias and Sexual Discrimination in Orthopaedics, and Mitigating Strategies: A Systematic Review

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
A Elbayouk ◽  
U Halim ◽  
A Ali ◽  
S Javed ◽  
C Cullen
Keyword(s):  
Systematic Review ◽  
Gender Bias ◽  
Role Models ◽  
Educational Interventions ◽  
Original Research ◽  
Sexual Discrimination ◽  
Orthopaedic Training ◽  
Orthopaedic Community ◽  
Training Programmes ◽  
The Impact

Abstract Background The aim of this systematic review was to outline the prevalence and impact of Gender bias and sexual discrimination (GBSD) in orthopaedics, and to investigate interventions countering such behaviours. Method Original research papers pertaining to the prevalence and impact of gender bias or sexual discrimination, or mitigating strategies in orthopaedics, were suitable for inclusion. PRISMA guidelines were adhered to in this review. Results Of 570 papers, 27 were eligible for inclusion. A total of 13 papers discussed the prevalence of GBSD, whilst 13 related to the impact of these behaviours, and 6 discussed mitigating strategies. GBSD were found to be prevalent in the orthopaedic workplace, with all sources showing females to be the victims. The impact of GBSD includes poor workforce representation, lower salaries, barriers to career progression, and reduced academic output for females in orthopaedics. Mitigating strategies in the literature are focussed on encouraging females to apply for orthopaedic training programmes, by providing female role models, mentors, and educational interventions. Conclusions GBSD are highly prevalent in orthopaedic surgery, impacting females at all stages of their careers. Mitigating strategies have been tested but are limited in their scope. As such, the orthopaedic community as a whole is obliged to do more to tackle GBSD.

scholarly journals Implementing Service-Learning Programs in Physical Education; Teacher Education as Teaching and Learning Models for All the Agents Involved: A Systematic Review

2021 ◽  
Vol 18 (2) ◽  
pp. 669
Author(s):  
Raquel Pérez-Ordás ◽  
Alberto Nuviala ◽  
Alberto Grao-Cruces ◽  
Antonio Fernández-Martínez
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Physical Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact

Service-learning (SL) is the subject of a growing number of studies and is becoming increasingly popular in physical education teacher education (PETE) programs. The objective of this study was to conduct a systematic review of the implementation of SL programs with PETE students. The databases used were Web of Science, SPORTDiscus (EBSCO), and SCOPUS. Articles were selected on the basis of the following criteria: (a) published in a peer-reviewed journal; (b) covers the use of SL programs with PETE students; (c) relates to physical education or physical activity programs; (d) availability of a full-text version in English and/or Spanish. Thirty-two articles met the inclusion criteria. Two types of findings were observed: firstly, findings relating to the study characteristics and objectives and, secondly, recommendations for improvement of this type of intervention. The objectives of the different studies focused on (a) the impact of the SL methodology on PETE students’ professional, social, and personal skills; (b) its impact on the community; (c) analysis of the effectiveness and quality of the programs. All but two studies analyzed the impact of SL on PETE, while only four analyzed community participants and only three analyzed the quality of the SL program. Recommendations for improving SL programs used with PETE students included: all stakeholders, e.g., students and community participants, should be studied and coordinated; the quality of the programs should be assessed, as studying the effectiveness of SL programs could help to attain the objectives of both students and the community; mixed methods should be used; and intervention implementation periods should be extended to provide more objective, controlled measurements.

scholarly journals University Service-Learning in Physical Education and Sport Sciences: A systematic review

2019 ◽  
Vol 30 (4) ◽  
pp. 1147-1164 ◽  
Author(s):  
Oscar Chiva-Bartoll ◽  
Pedro Jesús Ruiz-Montero ◽  
Ricardo Martín Moya ◽  
Isaac Pérez López ◽  
Javier Giles Girela ◽  
...  
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Service Learning ◽  
Teaching Practice ◽  
Geographical Location ◽  
Academic Learning ◽  
Teaching Methodology ◽  
Special Educational Needs ◽  
Distribution Profile ◽  
The Impact

Higher education requires a pedagogical transformation to guide teaching practice toward true educational competences. Service-Learning (SL) has become a teaching methodology that promotes social and personal skills. This systematic review of the literature reports SL experiences and research of university subjects related to physical education and sport sciences. All of them are based on different descriptive axes such as the type of publication: description of educational experiences, research articles or theoretical works. Similarly, this review has considered the geographical location, the methodological approaches used, the type of service provided and the different profiles of service recipient groups. Following an exhaustive search, 18 peer-reviewed publications were organized according to the methodology used, characteristics of the sample, duration and intensity of intervention programmes, instruments used, geographic distribution, profile of the group receiving the service and effects on students’ academic learning. The results indicate that the methodologies used tended to be qualitative, while the variety of samples and duration of interventions was very broad. The instruments used were mainly interviews and questionnaires. Most of the groups receiving SL included people with functional diversity or disabilities, children with attention deficit and hyperactivity disorder, children with special educational needs, people at a disadvantage or social exclusion and curricular lag. The publications in the present review highlight the impact of SL in university subjects related to physical education and sport sciences.

scholarly journals Significant Effect of Project Based Learning Video on Students’ Listening Skill in Pandemic Situation

2021 ◽  
Vol 5 (2) ◽  
pp. 425
Author(s):  
Ni Wayan Febiyanti ◽  
Putu Kerti Nitiasih ◽  
Luh Gd Rahayu Budiarta ◽  
Ni Luh Putu Era Adnyayanti
Keyword(s):  
Standard Deviation ◽  
Quantitative Research ◽  
Listening Comprehension ◽  
Mean Value ◽  
Project Based Learning ◽  
School Students ◽  
Innovative Teaching ◽  
Listening Skill ◽  
The Mean ◽  
The Impact

Listening is one of the most important language skills to be learned by students. However, it is very difficult for teachers to teach these skills in learning during the Covid-19 pandemic. Teachers need innovative teaching techniques, one of which is using video media. This study aims to investigate the impact of using project-based learning videos on students' listening comprehension skills. The population in this study involved 4th grade elementary school students. The sample in this study used 40 grade 4 students from one intact class that were selected with a specific purpose. This research includes quantitative research with one group pretest-posttest design. The data collection instrument in this study used a listening comprehension test and a listening comprehension assessment rubric. The data collected were analyzed using descriptive and inferential statistical analysis. From the results of the study, it was found that the mean value of the group at the posttest was 86.85 which was greater than the mean value at the pretest, which was 75.75. The standard deviation on the pretest also shows a value of 5,678 and the standard deviation on the posttest is 3,180. From the results of statistical inferential analysis shows that the value of Sig. (2-tailed) is .000. and lower than Sig. levels (.05). Therefore, it can be concluded that there is a significant impact on the use of project-based learning videos on students' listening comprehension during the covid-19 pandemic.

scholarly journals The impact of service-learning methodology on business schools’ students worldwide: A systematic literature review

PLoS ONE ◽  
2020 ◽  
Vol 15 (12) ◽  
pp. e0244389
Author(s):  
Marta Marco-Gardoqui ◽  
Almudena Eizaguirre ◽  
María García-Feijoo
Keyword(s):  
Systematic Review ◽  
Service Learning ◽  
Systematic Reviews ◽  
Social Engagement ◽  
Business Schools ◽  
Business Students ◽  
Learning Experience ◽  
Global Business ◽  
Resource Information ◽  
The Impact

The purpose of this research is to perform a systematic review of the literature published on the benefits of applying the service-learning methodology with business students. Several works and studies identify significant contributions that are important to the student’s profile; however, a systematic review of the benefits derived from the methodology application in the profile previously described has not yet been conducted. The main objective of this study is to gather, identify, and classify evidence from 32 studies conducted across global business schools regarding the benefits of service-learning in university students. The applied methodology follows the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” statement for systematic reviews. The studies were extracted from the World of Science, Scopus, and Educational Resource Information Center databases and were analyzed according to the suggested objectives. The suggested systematic review provides a rigorous analysis of academic literature on the benefits of service learning in the student’s personal, social, academic, and civic environment. A theoretical framework that combines all gathered benefits from the 32 studies has been suggested in these pages, by means of grouping these benefits into four categories considering prior research on the academic, personal, social, and citizenship outcomes. Several quantitative, qualitative, and mixed studies support the benefits of this methodology, focusing on the student’s profile development. We found that students enjoy plenty of outcomes after participating in the service-learning experience, thus, the most frequent outcome is greater social engagement. With more than 4,000 students involved in the total analyzed studies, we present a list of ranked outcomes that reflects and supports the strength of the methodology. Through this study, institutions as well as teachers may be aware of the potential present in this methodology. Our study also suggested a framework for university coordinators to act.

scholarly journals Teaching practices that promote student learning: Five experiential approaches

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Scott Donald Wurdinger ◽  
Jennifer Louise Bezon
Keyword(s):  
Service Learning ◽  
Text Messages ◽  
Project Based Learning ◽  
Retention Rates ◽  
Teaching Approaches ◽  
Learning Problem ◽  
Innovative Teaching ◽  
University Level ◽  
Methods Of Learning ◽  
The University

University students are disengaged with learning. One reason is because educators continue to overuse the lecture format, which creates a situation where students engage in other tasks, such as sending text messages to their friends, instead to listening to the information being given by the instructor. If institutions and educators want to improve learning environments and increase retention rates, it is argued that they should consider embracing more active methods of learning that inspire and motivate students to learn. Five innovative teaching approaches discussed in this article include: project-based learning, problem based learning, service learning, place-based education, and active learning. Practical considerations are provided to help educators understand how to use and apply these approaches. It is contended that using these five innovative practices at the university level will help inspire and motivate students to learn, resulting in more exciting classrooms and a better-educated society.

scholarly journals Parents of children with disabilities: A systematic review of parenting interventions and self-efficacy

2018 ◽  
Vol 7 ◽  
Author(s):  
Ameer S.J. Hohlfeld ◽  
Michal Harty ◽  
Mark E. Engel
Keyword(s):  
Systematic Review ◽  
Parent Training ◽  
Self Efficacy ◽  
Grey Literature ◽  
Mean Difference ◽  
Parenting Interventions ◽  
Study Objective ◽  
Neurodevelopmental Disabilities ◽  
Training Programmes ◽  
The Impact

Background: An increasing body of empirical evidence suggests that early intervention has positive outcomes for parents of children with neurodevelopmental disabilities. Parental self-efficacy has been used as an outcome measure in some empirical studies; however, there is a lack of evidence of the impact of parent training programmes on parenting self-efficacy beliefs.Objectives: This systematic review sought to assess the effectiveness of parenting interventions to increase parental self-efficacy levels in parents of young children with neurodevelopmental disabilities.Method: We conducted a broad literature search, which included grey literature, such as dissertations and unpublished conference presentations, to identify all relevant prospective studies reporting on our study objective. Articles were selected for inclusion using predefined criteria and data were extracted onto a purposely designed data extraction form. Twenty-five articles met our search criteria. We extracted parenting self-efficacy scores before, and on, completion of parenting interventions and performed a meta-analysis using standardised mean difference. We also conducted a risk of bias assessment for all the included studies.Results: Parent training programmes resulted in a statistically significant increase in parental self-efficacy levels (standardised mean difference, 0.60 [95% confidence interval {CI}, 0.38–0.83]; I2, 74%) relative to baseline measurements. Parents of children younger than 5 years demonstrated the highest increase in levels of parental self-efficacy after parenting interventions. Furthermore, this review showed that psychologists and other healthcare practitioners are successfully able to implement training programmes that enhance parenting self-efficacy.Conclusion: Parent training programmes are effective in increasing parental self-efficacy in parents of children with neurodevelopmental disabilities.

scholarly journals Student Long-Term Perception of Project-Based Learning in Civil Engineering Education: An 18-Year Ex-Post Assessment

2021 ◽  
Vol 13 (4) ◽  
pp. 1949
Author(s):  
José M. Coronado ◽  
Amparo Moyano ◽  
Vicente Romero ◽  
Rita Ruiz ◽  
Javier Rodríguez
Keyword(s):  
Civil Engineering ◽  
Project Based Learning ◽  
Ability To Work ◽  
Innovative Teaching ◽  
Ex Post ◽  
La Mancha ◽  
Spanish Universities ◽  
Post Assessment ◽  
Cross Reference

In 1998, the Universidad de Castilla-La Mancha (UCLM) began to offer a 5-year civil engineering degree that, in the Spanish context, contained an innovative teaching model, which was characterized by a reduced number of students and project-based learning (PjBL) included in the curriculum. Now, 15 years after the graduation of the first civil engineers from the UCLM, graduates were given a questionnaire to evaluate the extent by which the advantages described in the PjBL literature were perceived as such by these graduates. As a result of chain-referrals and in order to cross-reference the results, a parallel questionnaire was given to their work colleagues. The survey revealed how the development of PjBL-related abilities and skills were appreciated by UCLM graduates, such as the ability to work in groups, communication/debate skills, and leadership. The engineers were generally satisfied with their theoretical and practical learning due to the high demands required of engineering undergraduates in Spanish universities. Those that had worked with PjBL, in addition to developing the skills and abilities indicated above, also considered their learning to be more effective and with a better result-to-effort ratio.

scholarly journals Is project-based learning effective among kindergarten and elementary students? A systematic review

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0249627
Author(s):  
Marta Ferrero ◽  
Miguel A. Vadillo ◽  
Samuel P. León
Keyword(s):  
Systematic Review ◽  
Elementary Students ◽  
Basic Education ◽  
Project Based Learning ◽  
Control Group ◽  
Inclusion Criteria ◽  
Final Sample ◽  
Educational Implications ◽  
The Impact

Project-based learning (PjBL) is becoming widespread in many schools. However, the evidence of its effectiveness in the classroom is still limited, especially in basic education. The aim of the present study was to perform a systematic review of the empirical evidence assessing the impact of PjBL on academic achievement of kindergarten and elementary students. We also examined the quality of studies, their compliance with basic prerequisites for a successful result, and their fidelity towards the key elements of PBL intervention. For this objective, we conducted a literature search in January 2020. The inclusion criteria for the review required that studies followed a pre-post design with control group and measured quantitatively the impact of PBL on content knowledge of students. The final sample included eleven articles comprising data from 722 students. The studies yielded inconclusive results, had important methodological flaws, and reported insufficient or no information about important aspects of the materials, procedure and key requirements from students and instructors to guarantee the success of PjBL. Educational implications of these results are discussed.

scholarly journals Acquisition of transversal skills through PBL: a study of the perceptions of the students and teachers in materials science courses in engineering

2015 ◽  
Vol 2 (2) ◽  
pp. 121 ◽  
Author(s):  
M. Lidón Moliner ◽  
Teresa Guraya ◽  
Pablo Lopez-Crespo ◽  
Marta Royo ◽  
José Gamez-Perez ◽  
...  
Keyword(s):  
Materials Science ◽  
Work Load ◽  
Project Based Learning ◽  
Discussion Groups ◽  
Science Courses ◽  
Perceptions Of Students ◽  
Self Reports ◽  
Spanish Universities ◽  
The Impact ◽  
Self Learning

<p class="Textoindependiente21"><span lang="EN-GB">The main goal of this work is describing the experience in using Project Based Learning (PBL) methodology in Materials Science courses in several Engineering degrees. The courses were taught simultaneously in four different Spanish universities. In addition, the impact of this proposal on the acquisition of transversal skills through the perceptions of students and teachers is assessed. In order to do so, voices of over 54 students and 5 lecturers involved in the work have been gathered and studied descriptively. Discussion groups and self-reports have been collected and subsequently analysed. The analysis of the data collected by these two instruments has been coded and categorized into general dimensions. The results show how, through the PBL, self-learning is encouraged and the development of transversal skills such as teamwork are enhanced. Meanwhile, the lecturers consider PBL an appropriate methodology for Materials Science courses; however its implementation requires a higher work load. The faculty acknowledged PBL as a very interesting tool to work and evaluate transversal competences. Hence, the PBL methodology stands as one of the most effective methods that meet the demands of the 21st century and enables students to acquire not only content based knowledge, but also other abilities.</span></p>

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