scholarly journals University Students’ Experiences of the Use of Mlearning as a Training Resource for the Acquisition of Biomechanical Knowledge

2021 ◽  
Vol 11 (9) ◽  
pp. 479
Author(s):  
Ignacio López-Moranchel ◽  
Evelia Franco ◽  
Belén Urosa ◽  
Patricia Maurelos-Castell ◽  
Esther Martín-Íñigo ◽  
...  
Keyword(s):  
University Students ◽  
Ad Hoc ◽  
Learning Experience ◽  
Real Life ◽  
University Education ◽  
General Evaluation ◽  
Relevant Effect ◽  
Quasi Experimental ◽  
Post Trial ◽  
The Impact

Mobile learning (mLearning) is now being increasingly used in university education, with positive impacts on the motivation and predisposition of students when learning. The aim of this study was to evaluate the impact of the use of mobile applications as a learning resource in applied biomechanics, with regard to attitudinal variables (interest, motivation, applicability and learning experience) and its efficacy in the learning of general physics contents. A quasi-experimental design was proposed, with the random assignment of participants to experimental and control groups, with the post-trial measurement of a sample of 76 university students studying Applied Biomechanics, who were given an ad-hoc questionnaire in order to evaluate attitudinal aspects, as well as a test of knowledge. With regard to attitudinal aspects, higher scores were observed among the group which used the applications as learning instruments (the experimental group) when evaluating their interest in biomechanics (t = 2.79; p < 0.05; d = −0.641), the applicability of the applications in real life (t = 7.34; p < 0.001; d = −1.687) and the general evaluation of the practical sessions (t = 6.45; p < 0.001; d = −1.481). At the conceptual level, significant differences were observed in the contents worked on with the KinematicLab Jump© application. Our results show the positive effect of the use of applications on important attitudinal aspects in the learning of university students, without any relevant effect on the acquisition of conceptual learning.

The Impact of the COVID-19 Pandemic on E-Learning Strata Among University Students in Morocco

2021 ◽  
pp. 378-403
Author(s):  
Hind Brigui
Keyword(s):  
University Students ◽  
Learning Process ◽  
Learning Experience ◽  
Learning Context ◽  
Web Based ◽  
E Learning ◽  
Three Stages ◽  
Actual Learning ◽  
The Impact ◽  
Web Based Education

This chapter investigates the e-learning experience of Moroccan public university students during the COVID-19-prompted quarantine. It aims to identify and analyze the effects of the online learning context during the pandemic on students' actual learning process as divided into three main stages. It consequently attempts to determine and measure means of receiving—technically, mentally, and emotionally—cognizing or understanding, and appropriating class contents online amidst the unintentional shock of the pandemic and the limited affordability and accessibility to web-based education. A sample of 448 students was randomly selected and surveyed by means of an online detailed self-prepared questionnaire in order to test three hypotheses. Results show that learners did not manage to succeed in all the three stages of the e-learning process, which puts their actual e-learning usability and usefulness into question.

scholarly journals Responding to policy makers’ evaluation needs: combining experimental and quasi-experimental approaches to estimate the impact of performance based financing in Burkina Faso

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Manuela De Allegri ◽  
Julia Lohmann ◽  
Aurélia Souares ◽  
Michael Hillebrecht ◽  
Saidou Hamadou ◽  
...  
Keyword(s):  
Burkina Faso ◽  
Impact Evaluation ◽  
Real Life ◽  
Analytical Strategy ◽  
Randomized Controlled ◽  
Ex Post ◽  
Performance Based Financing ◽  
Quasi Experimental ◽  
Experimental Approaches ◽  
The Impact

Abstract Background The last two decades have seen a growing recognition of the need to expand the impact evaluation toolbox from an exclusive focus on randomized controlled trials to including quasi-experimental approaches. This appears to be particularly relevant when evaluation complex health interventions embedded in real-life settings often characterized by multiple research interests, limited researcher control, concurrently implemented policies and interventions, and other internal validity-threatening circumstances. To date, however, most studies described in the literature have employed either an exclusive experimental or an exclusive quasi-experimental approach. Methods This paper presents the case of a study design exploiting the respective advantages of both approaches by combining experimental and quasi-experimental elements to evaluate the impact of a Performance-Based Financing (PBF) intervention in Burkina Faso. Specifically, the study employed a quasi-experimental design (pretest-posttest with comparison) with a nested experimental component (randomized controlled trial). A difference-in-differences approach was used as the main analytical strategy. Discussion We aim to illustrate a way to reconcile scientific and pragmatic concerns to generate policy-relevant evidence on the intervention’s impact, which is methodologically rigorous in its identification strategy but also considerate of the context within which the intervention took place. In particular, we highlight how we formulated our research questions, ultimately leading our design choices, on the basis of the knowledge needs expressed by the policy and implementing stakeholders. We discuss methodological weaknesses of the design arising from contextual constraints and the accommodation of various interests, and how we worked ex-post to address them to the best extent possible to ensure maximal accuracy and credibility of our findings. We hope that our case may be inspirational for other researchers wishing to undertake research in settings where field circumstances do not appear to be ideal for an impact evaluation. Trial registration Registered with RIDIE (RIDIE-STUDY-ID-54412a964bce8) on 10/17/2014.

A Disaster Management Specific Mobility Model for Flying Ad-hoc Network

2016 ◽  
Vol 3 (3) ◽  
pp. 72-103 ◽  
Author(s):  
Amartya Mukherjee ◽  
Nilanjan Dey ◽  
Noreen Kausar ◽  
Amira S. Ashour ◽  
Redha Taiar ◽  
...  
Keyword(s):  
Ad Hoc Network ◽  
Network Architecture ◽  
Ad Hoc ◽  
Mobile Ad Hoc Network ◽  
Real Life ◽  
Mobility Model ◽  
Test Bed ◽  
Mobility Modeling ◽  
Prototype Test ◽  
The Impact

The extended Mobile Ad-hoc Network architecture is a paramount research domain due to a wide enhancement of smart phone and open source Unmanned Aerial Vehicle (UAV) technology. The novelty of the current work is to design a disaster aware mobility modeling for a Flying Ad-hoc network infrastructure, where the UAV group is considered as nodes of such ecosystem. This can perform a collaborative task of a message relay, where the mobility modeling under a “Post Disaster” is the main subject of interest, which is proposed with a multi-UAV prototype test bed. The impact of various parameters like UAV node attitude, geometric dilution precision of satellite, Global Positioning System visibility, and real life atmospheric upon the mobility model is analyzed. The results are mapped with the realistic disaster situation. A cluster based mobility model using the map oriented navigation of nodes is emulated with the prototype test bed.

scholarly journals Inclusive methodologies from the teaching perspective for improving performance in university students with disabilities

2020 ◽  
Vol 10 (1) ◽  
pp. 127
Author(s):  
Alejandro Lorenzo-Lledó ◽  
Gonzalo Lorenzo ◽  
Asunción Lledó ◽  
Elena Pérez-Vázquez
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Students With Disabilities ◽  
Ad Hoc ◽  
Teaching Practice ◽  
University Education ◽  
Visual Aids ◽  
Spanish Universities ◽  
The University

One of the challenges proposed by the European framework for higher education has been to develop a quality and accessible university education in order to reduce situations of exclusion of disabled students. In this sense, it is essential to reduce the existing gap in the academic performance of this group with respect to other students. The general objective of this study has been to analyze the application of inclusive methodologies in university students with disabilities from a teaching perspective. The adopted methodology was non-experimental quantitative with a sample of 313 teachers from the University of Alicante who have taught students with disabilities and who responded to a questionnaire designed ad hoc of 51 items. The results obtained show that teachers frequently use visual aids and use the same materials both in theory and in practice. Concerning perceptions, teachers consider that students with disabilities should acquire the same skills as the rest of their classmates and it was not difficult for them to teach them. Furthermore, the results showed significant differences in perceptions according to the professional category and the branch of knowledge of the teachers. From the aforementioned, it can be concluded that, although positive changes are perceived in teaching methodologies, it is necessary to continue making progress in improving teaching practice and the quality of education that facilitates the conditions for the academic performance of people with disabilities in Spanish universities.

scholarly journals Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19

2021 ◽  
Vol 13 (10) ◽  
pp. 5336
Author(s):  
Joshua Collado-Valero ◽  
Gemma Rodríguez-Infante ◽  
Marta Romero-González ◽  
Sara Gamboa-Ternero ◽  
Ignasi Navarro-Soria ◽  
...  
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Ad Hoc ◽  
University Education ◽  
University Professors ◽  
Social Distancing ◽  
Virtual Teaching ◽  
The Impact ◽  
Methodological Guidelines ◽  
Educational Methodology

Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research, universities and institutions in different countries around the world. However, what is the impact of these extreme circumstances on the implementation of Flipped Classroom in Higher Education? The study design is a descriptive and correlational research that compares the frequency of the implementation of Flipped Classroom before and during social distancing. This information is provided by the participants, university professors from the Faculty of Education Sciences of the University of Malaga, through an ad hoc questionnaire. The results reveal a significant increase in the frequency of Flipped Classroom sessions (z = −4.80; p <.001) during the lockdown. The data also show a significant increase in the quantity and variety of didactic resources (t = −2.390; p = 0.021), mainly those related to Flipped Classroom, with video (z = −2.860, p = 0.004) and audio (z = −2.049, p = 0.040) files. University professors consider virtual teaching during the lockdown an opportunity for Flipped Classroom and digital skills that could improve the quality of university educational methodology.

scholarly journals Nursing Course on Drug Addiction and its Effects on Beliefs and Intentions: A Quasi-experimental Study

Aquichan ◽  
2020 ◽  
Vol 20 (2) ◽  
pp. 1-12
Author(s):  
Miguel Ángel Villegas-Pantoja ◽  
Martha Dalila Méndez-Ruiz ◽  
María de Jesús De Valle-Alonso ◽  
Laura Alicia García-Perales
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Drug Use ◽  
Drug Addiction ◽  
University Education ◽  
Beneficial Effects ◽  
Before And After ◽  
Quasi Experimental ◽  
Long Course ◽  
The Impact

Objective: To determine the impact of a course aimed at the care of persons with drug dependence on the beliefs and intentions of drug use among bachelor nursing students. Materials and methods: A quasi-experimental study conducted with a non-equivalent comparison group composed of 210 Mexican students of both sexes. Two Likert-type instruments were used to measure the beliefs and intentions of drug use, before and after a semester-long course. Results: At the end of the study, a significant interaction was found (F = 3.56, p = 0.050, η2p = 0.025), which suggests a greater decrease in beliefs in favor of drug use among students who took the course on drug addiction. Regarding drug use intentions, a general decrease was observed in the entire sample (F = 10.13, p = 0.002, η2p = 0.059). Conclusions: Courses on the care of drug addiction can have beneficial effects on nursing students by modifying beliefs and intentions to carry out unhealthy behaviors such as the use of substances. These results demand to verify if the effects remain beyond the completion of university education.

scholarly journals The Impact of E-Learning on University Students’ Learning of Sport Skill Subjects During the Covid-19 Pandemic

2021 ◽  
Vol 30 (3) ◽  
pp. 201-216
Author(s):  
Fatin Adira Murad ◽  
Azlan Ahmad Kamal
Keyword(s):  
University Students ◽  
Online Survey ◽  
Real Life ◽  
Movement Control ◽  
Well Being ◽  
Online Classes ◽  
Social Environments ◽  
Work From Home ◽  
E Learning ◽  
The Impact

The Covid-19 pandemic has significantly altered the education system globally shutting down face-to-face (f2f) learning in order to prevent the spread of the disease. The Malaysian government implemented Movement Control Order (MCO) starting in March 2020 creating a new norm for Malaysian citizens’ working, educational and social environments. Work from Home (WFH) became part of the new norm for most working people with university students having no choice but to continue their education via Open and Distance Learning (ODL). Thus, this study investigates the impact of e-learning among university students studying sport skill subjects during this pandemic. An online survey was distributed to 152 students in their second to seventh semester majoring in Physical and Health Education to (1) investigate the well-being of students during online classes (2) identify the effectiveness of sport skill subjects learned online among the students and (3) study the relationship between online lectures and the effectiveness of learning sport skill subjects. A descriptive research design was used to describe the effects of e-learning among the students. The findings revealed that students did not suffer any psychological distress during online classes but indicated a lack of confidence in their capabilities in executing the skills in real life. No significant correlation was revealed between lecturing online and the effectiveness of learning sport skill subject learned among the students.

scholarly journals The Learning Outcomes of an Australian Social Work Student’s Study Tour to India

2015 ◽  
Vol 14 (2) ◽  
pp. 33
Author(s):  
Dorsett Pat ◽  
Clark Julie
Keyword(s):  
Social Work ◽  
Learning Outcomes ◽  
Cultural Sensitivity ◽  
Professional Growth ◽  
Learning Experience ◽  
Real Life ◽  
Social Work Students ◽  
Structural Factors ◽  
Study Tour ◽  
The Impact

This article will explore the impact and learning outcomes of a short term study tour of a cohort of Australian social work students. Of particular interest was the impact of the programme on the students and specifically knowledge of international practice, cultural sensitivity as well as personal and professional growth. A qualitative approach was adopted to provide insights into the perceived impact of the programme and its contribution to the preparation of social work students to work in an increasingly globalised world. Indications are that it was effective in enhancing cultural sensitivity, understanding of structural factors contributing to inequity, the practical experience of poverty, personal growth and professional identity. For students, it was a valued and transformational learning experience.  The “real life” experiential learning was highly valued by students.

scholarly journals A Study of the Impact of Technology-Enhanced Learning on Student Academic Performance

2014 ◽  
Vol 2 (3) ◽  
Author(s):  
Sandeep Chowdhry ◽  
Karolina Sieler ◽  
Lourdes Alwis
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Experience ◽  
Virtual Learning Environment ◽  
University Education ◽  
Technology Enhanced Learning ◽  
Online Module ◽  
Impact Of Technology ◽  
The Impact

In university education a lot of emphasis is placed on the use of the virtual learning environment (VLE) in teaching to enhance the student learning experience. As a result, the academic staff is encouraged to use VLEs in different ways, including as a platform to provide online access to the study material but also as a source of additional online module activities aimed at enhancing student learning. This article reports on a study conducted on 257 students to investigate whether the utilisation of VLE has any impact on the final marks achieved by the students. As part of the study, the VLE logs were contrasted with the final marks of the students participating in a Law Module (LM), an Electrical Engineering Module (EEM) and a Mechanical Engineering Module (MEM) delivered at Edinburgh Napier University in the academic year 2013/2014. The results showed that the number of VLE visits did not have a direct impact on the final marks obtained by the students. However, for one of the modules there was some correlation between the final marks obtained by the students and the way the modules were structured around the VLE. The results of the study emphasised the need for continued improvement of the technology-enhanced teaching and learning skills of the academic staff in order to enhance the student learning experience.

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