Discontinuities in university student experiences of learning through discussions

This article reports on research into the student experience of learning through discussions in a third‐year undergraduate engineering subject. Information engineering students studying e‐commerce were required to engage in face‐to‐face and online discussions as a key aspect of their learning experience. This study investigates the quality of the experience of learning through those discussions using quantitative methodologies from Student Learning Research. Analyses of student ratings on the closed‐ended questionnaires identify qualitatively different approaches to learning through discussions, both in face‐to‐face contexts and online. Relationships are found among the variation in the quality of these approaches and how students perceive issues such as workload, what they thought they were learning through discussions and performance. Implications arising from these results identify different suggestions for teaching students to discuss successfully in different contexts.     

The contribution of reflective learning to experiential learning in business education

Abstract

Experiential learning theory states that reflection is just as important to learning as action. However, business educators often overlook reflection in their experiential learning activities, especially when it’s understood as a dialogue process. Drawing on reflective learning theory, we explored the case of an undergraduate business programme that has been combining experiential learning with three different reflective learning mechanisms for the past ten years. Results show that: (1) reflective dialogue is central for ensuring that impressions from experience translate into better-defined learning outcomes, (2) this dialogue process greatly benefits from a closely guided process, and (3) different reflection mechanisms contribute differently to the learning process. Considering how fast experiential learning has popularised in business schools, this study alerts educators to the importance of combining their experiential learning activities with a guided process of reflection. Otherwise, educators risk students extracting meagre, wrong or misleading impressions from their experience.     

Hemispheres’ Modes of Cognitive Functions in a Finnish School: grades and behaviour

This research investigated the relationship between cognitive mode of functions, school grades, behaviour problems, untidiness and impulsiveness. Right ear dominance was not significant compared to the left ear dominance in music. Music was significant when subjects were left ear (right hemisphere) dominants (REAHD) and right eye (left hemisphere) dominants (LEYHD) had better grades compared to all left eye (right hemisphere) dominants at the 0.016<0.05 level. But also (REAHD)‐(LEYHD) had even better grades when compared to left eye and left ear dominance (right hemisphere) T‐test 0.001, and also with left ear hemisphere and right eye dominance 0.024 < 0.05. Mathematics and language were not statistically significant with SOLAT and conjugated lateral eye‐movement. The OKKIE questionnaire (untidiness, impulsiveness and behaviour problems) on the whole was not statistically significant, but the right hemisphere dominants were the only ones who scored the highest in many questions from the OKKIE questionnaire in behaviour problems and impulsiv‐ity either with SOLAT or lateral eye‐movement test from the 0.0569 to 0.0900 level, and thinking loud was significant to the 0.05 level. When the subjects were regrouped — left with SOLAT and right with conjugated lateral eye‐movement, and right with SOLAT and integrated with conjugated lateral eye‐movement — the mean scores were meaningful in religion and music. In technical/manual work, they had the worst mean scores compared to other combinations.     

Development of an Instrument to Assess Student Opinions of the Quality of Distance Education Courses

This study describes the development of a learning process of genetic counseling and basic genetics using an e-learning model and its application to a group of psychologists in the state of Parana in southern Brazil. The aim was to analyze the impact on the increase of knowledge in the presented subjects and the possibility of applying this project on a larger scale. The results of two observations were compared. The observations consisted of scores on the same exams, applied before and after taking the course. Results indicated that the remote education process is indeed a viable alternative for genetic counseling education and is validated for application in large scale together with Centers for Family Health Care Assistance of the Brazilian Ministry of Health Care.     

A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-economic Status Middle School Students: Findings from first-year implementation

This paper presents the findings from a randomized control trial study of reading/literacy-integrated science inquiry intervention after 1 year of implementation and the treatment effect on 5th-grade low-socio-economic African-American and Hispanic students’ achievement in science and English reading. A total of 94 treatment students and 194 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted of ongoing professional development and specific instructional science lessons with inquiry-based learning, direct and explicit vocabulary instruction, and integration of reading and writing. Results suggested that (a) there was a significantly positive treatment effect as reflected in students' higher performance in district-wide curriculum-based tests of science and reading and standardized tests of science, reading, and English reading fluency; (b) males and females did not differ significantly from participating in science inquiry instruction; (c) African-American students had lower chance of sufficiently mastering the science concepts and achieving above the state standards when compared with Hispanic students across gender and condition, and (d) below-poverty African-American females are the most vulnerable group in science learning. Our study confirmed that even a modest amount of literacy integration in inquiry-based science instruction can promote students' science and reading achievement. Therefore, we call for more experimental research that focus on the quality of literacy-integrated science instruction from which middle grade students, particularly low-socio-economic status students, can benefit.     

Changes in angular momentum during the tennis serve

Three-dimensional cinematography and the direct linear transformation method were used to obtain the coordinates of the landmarks of five right-handed collegiate tennis players. A 15-segment model was used to calculate the total body angular momentum about three orthogonal axes (X, parallel to the baseline; Y, normal to baseline and pointing towards the net; and Z, pointing upwards) passing through the centre of mass and to obtain the segmental contribution of the trunk, arms and legs. Most of the clockwise angular momentum about the X-axis was concentrated in the trunk and the racket-arm. Between the events of maximum external rotation and ball impact, the clockwise angular momentum about the X-axis of rotation of most body segments was reduced and the racket-arm gained clockwise angular momentum. The body angular momentum about the Y-axis of rotation had two distinct patterns and was the result of the lateral rotation of the trunk as the racket shoulder was elevated in preparation for impact. This body angular momentum was clockwise from the event of maximum external rotation to impact for the players with the greatest ball speed, whereas it was counterclockwise for the other players. The angular momentum about the Z-axis of rotation was small and lacked a consistent pattern. The largest source of angular momentum in the tennis serve derives from the remote angular momentum about the X- and Y-axes of rotation, which are then transferred from the trunk to the racket-arm and finally to the racket. Near impact, most of the angular momentum (75.1%) was concentrated in the racket-arm. Of the angular momentum of the racket-arm, the largest percentages were concentrated in the racket (35.9%) and the forearm segment (25.7%).     

Determinants of possession of the ball in soccer

Abstract

In research on the importance of the possession of the ball in soccer, little attention has been paid to its determinants. Using data from 170 matches of the 2003 – 2004 Spanish Soccer League, we explain why differences in the possession of the ball among teams are so great. In particular, four variables are examined: evolving match status (i.e. whether the team is winning, losing or drawing), venue (i.e. playing at home or away), and the identities of the team and the opponent in each match. Results of linear regression analysis show that these four variables are statistically significant and together explain most of the variance in possession. In short, home teams have more possession than away teams, teams have more possession when they are losing matches than when winning or drawing, and the identity of the opponent matters – the worse the opponent, the greater the possession of the ball. Combinations of these variables could be used to develop a model that predicts possession in soccer.     

Correlations between serum and salivary hormonal concentrations in response to resistance exercise

Abstract

The aim of present study was to examine the relationships between serum and salivary values of free testosterone, dehydroepiandrosterone, and cortisol before and after a session of resistance exercise. Twenty-eight healthy men (mean age 40 years, s = 4) participated in the present study. Serum and salivary samples were collected at rest and after a multiple-sets resistance exercise protocol, of approximately 25 minutes duration. Concentrations of free testosterone, dehydroepiandrosterone, and cortisol were measured using radioimmunoassay kits. No significant correlation was observed between serum free testosterone and salivary testosterone (r = 0.22 to 0.26, P > 0.05). Serum cortisol was significantly correlated with salivary cortisol before (r = 0.52, P = 0.005) and after (r = 0.62, P = 0.001) the exercise protocol. Serum and salivary concentrations of dehydroepiandrosterone were significantly correlated before (r = 0.68, P < 0.001) and after (r = 0.7, P < 0.001) exercise. The results of the present study suggest that even under exercise conditions, the salivary values of cortisol and dehydroepiandrosterone can reflect the behaviour of these hormones in blood. However, further studies are necessary to verify if salivary testosterone reflects the behaviour of serum free testosterone during resistance exercise.     

Fluid balance of elite Brazilian youth soccer players during consecutive days of training

Abstract

In this study we investigated pre-training hydration status, fluid intake, and sweat loss in 20 elite male Brazilian adolescent soccer players (mean ± s: age 17.2 ± 0.5 years; height 1.76 ± 0.05 m; body mass 69.9 ± 6.0 kg) on three consecutive days of typical training during the qualifying phase of the national soccer league. Urine specific gravity (USG) and body mass changes were evaluated before and after training sessions to estimate hydration status. Players began the days of training mildly hypohydrated (USG > 1.020) and fluid intake did not match fluid losses. It was warmer on Day 1 (33.1 ± 2.4°C and43.4 ± 3.2% relative humidity; P < 0.05) and total estimated sweat losses (2822 ± 530 mL) and fluid intake (1607 ± 460 mL) were significantly higher (P < 0.001) compared with Days 2 and 3. Data also indicate a significant correlation between the extent of sweat loss and the volume of fluid consumed (Day 1: r = 0.560, P = 0.010; Day 2: r = 0.445, P = 0.049; Day 3: r = 0.743, P = 0.0001). We conclude that young, native tropical soccer players arrive hypohydrated to training and that they exhibit voluntary dehydration; therefore, enhancing athletes' self-knowledge of sweat loss during training might help them to consume sufficient fluid to match the sweat losses.     

Validity of academic work indicators in the projected European Higher Education Area

The competencies achieved, the quantity and distribution of the time employed, and the activities carried out by the student are fundamental elements of the future European Higher Education Area. The present study explores, in a specific course, the current level of some indicators of such elements and their validity. The results highlight the irrelevance of the temporal aspects with respect to final performance, and the relevance of the academic work activities to performance over the length of the course. Each indicator is discussed, and it is intended to further those which result to be relevant for the success of the student in the future, and to limit those temporal elements to a mere function of organization of the universities.