This systematic review aimed to analyze the impact that the COVID-19 lockdown had on the amount of physical activity performed by university students.
: A systematic electronic search for studies ...providing information regarding physical activity levels pre and during COVID-19 pandemic in university students was performed up to 20th October 2020 in the databases Cochrane Library, PubMed, SPORTDiscus, and Web of Science. The risk of bias of external validity quality of included studies was assessed by means of those the Newcastle-Ottawa Scale (NOS). The quality of the evidence for main outcomes was graded using the Grading of Recommendations Assessment, Development and Evaluation (GRADE) approach.
: A total of 10 studies were selected. Physical activity levels were assessed by means of questionnaires (10 studies) and accelerometer (1 study). Risk of bias was regarded as low and high in six and four investigations, respectively. The quality of evidence was downgraded to low. A significant reduction of physical activity levels were observed in 9 studies. Compared to pre-lockdown values, five studies showed a reduction of light/mild physical activity (walking) between 32.5 and 365.5%, while seven studies revealed a reduction of high/vigorous physical activity between 2.9 and 52.8%. Walking, moderate, vigorous, and total physical activity levels have been reduced during the COVID-19 pandemic confinements in university students of different countries. Despite of the reductions, those who met the current minimum PA recommendations before the lockdown generally met the recommendations also during the confinements.
This book addresses the need to rethink the concept and enactment of professionalism in music, and how such concepts underpin professional higher music education. There is an urgent imperative to ...enable the potential of professional musicians in our contemporary societies to be more fully realised, recognising both intense challenges that are currently threatening some traditional music practices, and significant scope for new practices to be imagined in response to deep veins of societal need. Professionalism encompasses the conduct, aims, values, responsibilities and ongoing development of a practising professional in the field. Professional higher music education engages both with providing future professionals with relevant education in particular craft skills, and with nurturing their visions for their work as artists in future societies. The major focus of the book is on performance traditions that have dominated professional higher education, notably western classical music.
L2 Reading During Higher Education in Colombia Ruiz, Marisela Restrepo; Bula, Ligia Martínez; Chamorro, Mónica Herazo ...
Journal of higher education theory and practice,
09/2023, Letnik:
23, Številka:
13
Journal Article
Recenzirano
Odprti dostop
The results of a diagnostic L2 reading test applied to first-semester students at a higher education institution in Colombia demonstrated that most of the population entered the university with a ...lower reading comprehension level than the required for the entrance to tertiary education. According to MEN. The results gathered were categorized taking into account the CEFR levels (B2, B1, A2, A1, and –A1). This test’s results revealed that the 85% of the evaluated population was classified at level A1; the 35% was placed at level A2; and the last 8% was classified at level –A1; on the other hand, there were no students placed in the higher levels (B1, B2). It is observed that most of the participants were place in level A1, according to the CEFR, which means that these students lack the required standards to start college studies, regarding L2 reading skills. In order to face this situation, some university professors in this context were also observed with the intention of identifying the positive practices in terms of reading comprehension and the chances to improve.
Decades of research demonstrate how important the relationships with peers and professors are for students academically, personally, and professionally. Yet many students lack the strategies to ...develop educationally purposeful relationships in college. Connections Are Everything shows students the simple steps they can take to make their own college experience meaningful and transformational. In short, practical chapters, this guide helps readers learn how to build relationships through various strategies, including using "relationship accelerators" like internships and mentorships, undergraduate research, and campus employment. Undergraduate demographics have changed dramatically as students of color and first-generation students become the new majority at colleges and universities across the United States. Connections are particularly significant for these students; the positive—and negative—impacts of peer, faculty, and staff relationships are magnified. Higher education cannot meet students' needs or achieve equity, justice, and inclusion without relationship-rich education. This book empowers students to seek out relationships by demystifying the varied ways they can cultivate significant connections.
The last 2 decades witnessed a surge in empirical studies on the variables associated with achievement in higher education. A number of meta-analyses synthesized these findings. In our systematic ...literature review, we included 38 meta-analyses investigating 105 correlates of achievement, based on 3,330 effect sizes from almost 2 million students. We provide a list of the 105 variables, ordered by the effect size, and summary statistics for central research topics. The results highlight the close relation between social interaction in courses and achievement. Achievement is also strongly associated with the stimulation of meaningful learning by presenting information in a clear way, relating it to the students, and using conceptually demanding learning tasks. Instruction and communication technology has comparably weak effect sizes, which did not increase over time. Strong moderator effects are found for almost all instructional methods, indicating that how a method is implemented in detail strongly affects achievement. Teachers with high-achieving students invest time and effort in designing the microstructure of their courses, establish clear learning goals, and employ feedback practices. This emphasizes the importance of teacher training in higher education. Students with high achievement are characterized by high self-efficacy, high prior achievement and intelligence, conscientiousness, and the goal-directed use of learning strategies. Barring the paucity of controlled experiments and the lack of meta-analyses on recent educational innovations, the variables associated with achievement in higher education are generally well investigated and well understood. By using these findings, teachers, university administrators, and policymakers can increase the effectivity of higher education.
Bringing together international authors to examine how diversity and inclusion impact assessment in higher education, this book provides educators with the knowledge and understanding required to ...transform practices so that they are more equitable and inclusive of diverse learners. Assessment drives learning and determines who succeeds. Assessment for Inclusion in Higher Education is written to ensure that no student is unfairly or unnecessarily disadvantaged by the design or delivery of assessment. The chapters are structured according to three themes: 1) macro contexts of assessment for inclusion: societal and cultural perspectives; 2) meso contexts of assessment for inclusion: institutional and community perspectives; and 3) micro contexts of assessment for inclusion: educators, students and interpersonal perspectives. These three levels are used to identify new ways of mobilising the sector towards assessment for inclusion in a systematic and scholarly way. This book is essential reading for those in higher education who design and deliver assessment, as well as researchers and postgraduate students exploring assessment, equity and inclusive pedagogy.
Drawing on the perspectives of scholars and researchers from around the world, this book challenges dominant constructions of higher education students. Given the increasing number and diversity of ...such students, the book offers a timely discussion of the implicit and sometimes subtle ways that they are characterised or defined. Topics vary from the ways that curriculum designers ‘imagine’ learners, the complex and evolving nature of student identity work, through to newspaper and TV representations of university attendees. Reimagining the Higher Education Student seeks to question the accepted or unquestioned nature of ‘being a student’ and instead foreground the contradictions and ‘messiness’ of such ideation. Offering timely insights into the nature of the student experience and providing an understanding of what students may desire from their Higher Education participation, this book covers a range of issues, including: Impressions versus the reality of being a Higher Education student Portrayals of students in various media including newspapers, TV shows and online Generational perspectives on students, and students as family members Itis a valuable resource for academics and students both researching and working in higher education, especially those with a focus on identities, their importance and their constructions.
Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically Variation theory, can equip teachers to facilitate possibilities for ...students’ learning in effective and powerful ways. For a long period of time teaching has been “black-boxed”, in favour of other explanations of why students learn or not, such as motivation and social interaction. A large amount of research on teaching and learning, not the least made using Variation theory, has shown that students often need to experience the same aspects of the focused content or capability in order to learn, indicating that relationships between teaching and learning are not unique or even qualitatively different for every individual and every situation. This perspective on the relationship between teaching and learning emphasizes content-specific aspects and in that sense structural components of teaching, while other aspects of schooling such as social interaction and general well-being recede into the background. The authors argue for the importance of this in the direct development of teachers' independent collective professional knowledge about teaching, and the leverage this gives for developing student learning. They introduce theoretical tools to help teachers to increase the probability that teaching focusing a specific content or capability is predictive of students learning of that specific content or capability, while decreasing contextual dependency without assuming that teaching and learning have a one-to-one relationship. Intended for teachers, graduate students in education, teacher educators, student teachers, and researchers, this book shows that while there is no simple equation between teaching and learning, there are general, though content specific, aspects of teaching that can be systematically planned and analyzed and used to improve the quality of student learning. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
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