scholarly journals Differences in general physical abilities viewed in relation to entrance exam and the efficiency of studying

2021 ◽  
Vol 63 (1) ◽  
pp. 44-61
Author(s):  
Radivoje Janković ◽  
Filip Kukić ◽  
Nenad Koropanovski
Keyword(s):  
Initial Level ◽  
Total Sample ◽  
Entrance Exam ◽  
Assessment Tests ◽  
Physical Abilities ◽  
Selection For ◽  
Study Process ◽  
General Physical ◽  
The University ◽  
Police Studies

The system of selection for the admission to the University of Criminal Investigation and Police Studies in Belgrade (UCIPS) is designed as a multidimensional model in order to select the individuals of utmost quality. One of the segments is the assessment of the level of general physical abilities (GPA). The aim of this research was to determine the differences between the initial level of candidates' GPA in terms of the success achieved in the entrance exam as well as the success of the study process. General physical abilities of 618 male candidates were evaluated as part of the UCIPS enrolment process. The total sample of respondents was divided into sub-samples: candidates who were not enrolled (NE), candidates who were enrolled but not graduated (ENG) and those who were enrolled and graduated (EG). It was found that both groups of enrolled candidates (ENG and EG) had statistically significantly better GPA compared to NE. There were no statistically significant differences between the ENG and the EG. Considering the fact that the results of the GPA assessment tests, which hypothetically represent 20% of the possible total score, depend on a training process that involves persistence, continuity and commitment, it can be concluded that constant physical exercise could be one of the preconditions for success in the entrance exam to enrol UCIPS.

scholarly journals Applying the Moodle Platform in Online Student Self-Assessment

2017 ◽  
Vol 55 (2) ◽  
pp. 281-304 ◽  
Author(s):  
Jovica Stanković ◽  
Slavoljub Milovanović ◽  
Ognjen Radović
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Information And Communications Technology ◽  
Self Assessment ◽  
Online Student ◽  
Entrance Exam ◽  
Effective Learning ◽  
Assessment Tests ◽  
The Republic ◽  
The University

AbstractTaking into consideration the importance of information and communications technology in higher education both as part of the teaching and grading process, but also the limitations in its application in higher education in the Republic of Serbia, this paper outlines the possibilities which the Moodle platform offers for the definition and use of online self-assessment tests and quizzes in the preparation and simulation of the entrance exam for the Faculty of Economics of the University of Niš. To indicate the importance of egrading for the increase in the effectiveness of learning, the paper analyses the number of created accounts and the number of visits, while a statistical analysis of the candidates′ results on the simulated entrance exam, from 2014 to 2016, was used to test the hypothesis on the significance of formative assessment for effective learning. The obtained t-test results indicate that formative assessment in this specific instance contributes to the improvement of the candidates’ learning process and that the application of such a means of student self-assessment in other areas of study would significantly contribute to the increase in the effectiveness of learning. On the other hand, statistical analyses of individual responses to questions represent a significant source of feedback for teachers, which can be used for the purpose of redefining tests.

Teachers' learning in extraordinary times: shifting to a digitally facilitated approach to lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
James Calleja ◽  
Patrick Camilleri
Keyword(s):  
Technology Use ◽  
Lesson Study ◽  
Group Discussion ◽  
Content Type ◽  
Self Reflection ◽  
Opportunities For Learning ◽  
Study Process ◽  
The University ◽  
Practical Implications

PurposeThe research reported in this paper brings forth the experiences of three teachers working in different schools. These teachers learned about lesson study through a course offered at the University of Malta while, at the same time, leading a lesson study with colleagues at their school. With the COVID-19 outbreak, these teachers had, out of necessity, to adopt and accommodate for their lesson study to an exclusive online approach. This paper, hence, focuses on teachers' learning as they shifted their lesson study online.Design/methodology/approachThis paper presents a case study that delves into the experiences and perceptual insights that these teachers manifested in shifting to an exclusive online lesson study situation. Data collection is derived from a focus group discussion, teacher reflective entries and detailed reports documenting the lesson study process and experiences. Employing technological frames as the theoretical lens, a description-analysis-interpretation approach was employed to analyse and interpret reflections and grounded experiential perceptions that the respondents disclosed during their lesson study journey.FindingsNotwithstanding their initial discerned sense of loss and unpreparedness of being constrained to migrate lesson study to exclusive online means, teachers eventually recognised that digitally mediated collaborative practices enhanced self-reflection about the lesson study process. Therefore, the extraordinary situation that the teachers in this study experienced not only disrupted their modus operandi but also allowed them to discern new opportunities for learning about digital technology use in lesson study.Practical implicationsDisruption, brought about by unforeseen circumstances, takes teachers and professional development facilitators out of their comfort zones, invariably helping them grow out of their limitations and rethink lesson study practices.Originality/valueIntentionally driven disruptions prompt teachers to resolve their dissatisfactory situations by thinking out of the box, eventually helping them to improve their professional practices.

scholarly journals Analysis of the frequency of verbal and vocal signs in true and false statements

2021 ◽  
Vol 26 (1) ◽  
pp. 7-19
Author(s):  
Valentina Baić ◽  
Zvonimir Ivanović ◽  
Milan Veljković
Keyword(s):  
Response Latency ◽  
Secondary Task ◽  
Speech Rate ◽  
Speech Errors ◽  
Criminal Investigation ◽  
True Statement ◽  
Significant Difference ◽  
Spoken Words ◽  
The University ◽  
Police Studies

The paper presents research aimed at analysing the frequency of verbal and vocal signs in a situation of false and true statements, by introducing a secondary task. The research involved 100 students (47 men and 53 women) of the master's studies of criminal investigation at the University of Criminal Investigation and Police Studies, aged 23-44. Students had the task, based on the observation of twenty selected videos (10 true statements and 10 false statements), to mark the frequency of each individual verbal and vocal sign, on a previously generated and prepared list. The results show that there is a statistically significant difference in terms of the frequency of all verbal and vocal signs in a false or true statement: response latency, speech hesitation, speech errors, speech rate, number of spoken words in the utterance, and length of utterance. Response latency, speech hesitation, and speech errors have higher median values in false utterances than in true ones, while speech rate, number of words spoken, and length of utterance show higher median values in true than false utterances.

scholarly journals Students’ Perspective on Remote On-Line Teaching and Learning at the University of Latvia in the First and Second COVID-19 Period

2021 ◽  
Vol 13 (21) ◽  
pp. 11890
Author(s):  
Sanita Baranova ◽  
Dita Nīmante ◽  
Daiga Kalniņa ◽  
Alise Oļesika
Keyword(s):  
Teaching And Learning ◽  
Face To Face ◽  
Short Period ◽  
Digital Skills ◽  
On Line ◽  
Study Process ◽  
Survey Responses ◽  
Almost All ◽  
The University ◽  
Remote Learning

In Spring 2020, due to the rapid spread of COVID-19, all educational institutions in Latvia, including the University of Latvia (UL), transitioned from face-to-face on-site learning to remote learning. After a short period of face-to-face on-site learning in autumn, UL returned to remote learning in November for the second time. This paper investigates the UL students’ perspectives on remote teaching and learning at the UL during the first and second COVID-19 periods. The research assesses several remote study organization aspects, including the lecturer’s and student’s digital skills, their access to information and support during the study process, planning and implementation of the study process, and students’ acquisition of the content. The study used an original questionnaire designed in the Spring 2020 semester. Seven questions from the first questionnaire were included in another follow-up questionnaire distributed in the Spring 2021 semester. A total of 2248 UL students from the Spring 2020 semester and 742 students from the Spring 2021 semester participated in the study, representing 13 faculties across all study levels. The survey responses were collected via a QuestionPro survey platform and then downloaded into an IBM SPSS 28 file for a reliability check. Next, descriptive statistical analyses were conducted for each reported survey item using Microsoft Excel 2016. The research presented here implies that, in general, students perceive positive improvements in almost all the investigated aspects of the organization of the remote study process when comparing the first and second COVID-19 periods, which could indicate a certain level of resilience in students and university lecturers when subject to COVID circumstances. However, the results reveal that students have, in one year, developed a more realistic approach in assessing their digital skills. The results lead us to believe that remote on-line learning is not just a short-term solution but could become a valuable element for providing qualitative education in the long term. It could indicate that the students and lecturers at university are ready for new and sustainable higher education study organization solutions in the future.

scholarly journals An Unintended Effect of Financing the University Education of the Most Brilliant and Poorest Colombian Students: The Case of the Intervention of the Ser Pilo Paga Program

Complexity ◽  
2018 ◽  
Vol 2018 ◽  
pp. 1-9
Author(s):  
Pablo Medina ◽  
Natalia Ariza ◽  
Pablo Navas ◽  
Fernando Rojas ◽  
Gina Parody ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
University Education ◽  
Entrance Exam ◽  
Higher Education System ◽  
Performance Improvements ◽  
Unintended Effect ◽  
Colombian Government ◽  
New Students ◽  
The University

In this paper, we show an unintended effect of the program Ser Pilo Paga (SPP) that was a flagship program of the Colombian government between 2014 and 2018. It was designed as an intervention in the Colombian Higher Education System (CHES) by awarding, in the steady state, individual funding to about 40,000 students. Every year, 10,000 new students were chosen from the best applicants in the top decile of the population in the entrance exam to higher education in Colombia that also came from families that live under the level of poverty according to a national survey. Our approach, based on an intensive study of the changes in the statistical distributions of the exam scores during these four years, provides evidence of student performance improvements not only of the beneficiaries of the program, but also of the whole student population. This shows that the program opened similar opportunities for all the students, especially for the poorest ones. The program drove a reduction in the gap between students of the upper strata of the population and those of the lowest strata that usually did not access a high quality institution of higher education due to the lack of funding. This result has opened a debate about the optimal way of funding higher education.

scholarly journals Simulated Video Consultations as a Learning Tool in Undergraduate Nursing: Students’ Perceptions

Healthcare ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 280 ◽  
Author(s):  
Diana Jiménez-Rodríguez ◽  
Oscar Arrogante
Keyword(s):  
Nursing Students ◽  
Total Sample ◽  
Healthcare Services ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Technical Issues ◽  
The University

Simulated video consultations, a teaching tool based on high-fidelity simulations, were implemented in response to the necessary adaptation of high-fidelity clinical simulation sessions to the online or virtual modality during the university closure due to the COVID-19 confinement. The purpose of our study was to explore the undergraduate nursing students’ satisfaction and perceptions about simulated video consultations using the high-fidelity simulation methodology. A mixed-method was utilized with 93 undergraduate nursing students using a validated satisfaction questionnaire (quantitative data), which included an observations section (qualitative data). Of the total sample, 97.8% of the students expressed a high overall satisfaction with simulated video consultations, highlighting their practical utility and positive learning outcomes. From the students’ comments, two main themes and their related categories emerged: advantages (satisfaction and enjoyment, learning, and calmness during simulated scenarios), and disadvantages (technical issues and technical skills development). Simulated video consultations may be considered as one more high-fidelity simulation teaching option. Nursing students should be trained in this modality of healthcare to face the challenge brought on by its increased use in healthcare services, beyond the specific adaptation of clinical simulation sessions due to the closure of universities during this pandemic.

Study of ten anatomical variants of the foot and ankle

1996 ◽  
Vol 86 (11) ◽  
pp. 532-537 ◽  
Author(s):  
DM Chaney ◽  
MS Lee ◽  
MA Khan ◽  
WA Krueger ◽  
VJ Mandracchia ◽  
...  
Keyword(s):  
Sample Size ◽  
Treatment Options ◽  
Total Sample ◽  
Occurrence Rate ◽  
Anatomical Variants ◽  
Flexor Digitorum Brevis ◽  
Physician Awareness ◽  
Definition Of ◽  
Flexor Digitorum ◽  
The University

This study examined the occurrence rate of ten lower extremity anatomical variants occurring over a 6-year period from 1988 to 1994 in a sample range of 166 to 279 cadavers at the University of Osteopathic Medicine and Health Sciences. Literature review of these anomalies shows similar findings for all presented structures with the exception of two. The peroneus quartus muscle was found to be significantly less prevalent than previous studies have indicated. This difference may be attributed to the larger sample size used in this study or differences of interpretation of the definition of the peroneus quartus muscle. Additionally, the flexor digitorum brevis tendon to the fifth digit was found to be absent much more than Sarrafian reports in a total sample size of 926. The importance of these anatomical variants, both in surgery and while using advanced diagnostic imaging such as computed tomography and magnetic resonance imaging, should be realized by the podiatric physician. Awareness of these variants will decrease confusion when considering treatment options.

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