LEARNING IN HIGHER EDUCATION AND ITS OUTCOMES

The increasing diversity and internationalization of higher education in Europe require greater sophistication in the means of assessment of individual higher education institutions, individual units within given institutions, and learning outputs and outcomes. A short historical overview of assessment in Europe and in the United States is given followed by proposals to refine and to broaden specific aspects of evaluation. The authors suggest the development of instruments and procedures aimed at measuring learned abilities and adressing them in the context of curricula, learning environment, teaching, and learning; instruments which can measure both vertical and horizontal differences; and instruments suitable for measuring both outputs and outcomes. They further suggest a number of study design elements and conclude with a recommendation that CHER stimulate research in this crucial domain.     

Effects of the model's skill level on observational motor learning.

Observation of a model prior to physical practice often facilitates the acquisition of motor skills. The majority of research studies on observational motor learning has used a skilled model for the demonstration. Recent research, however, suggests that observing an unskilled (learning) model may also be effective. The experiment reported here compared motor skill acquisition following observation of a learning model or a skilled model to the performance of subjects who lacked the benefit of observation. The task was to play a computer tracking game. Subjects were tested in pairs. Observers watched either a skilled or a learning model perform 3 trials. The observers then practiced the game for 3 trials. Observation of another 12 trials was followed by 12 more practice trials. Substantial observational learning was found, as both groups of observers performed better than the learning models after both the 3 initial trials of observation and after 12 more observation trials. However, there were no differences due to observing the skilled or the learning model. These findings are discussed in relation to theoretical issues of observational learning.     

The effects of sodium bicarbonate and pyridoxine-alpha-ketoglutarate on short-term maximal exercise capacity.

The purpose of this study was to determine the effects of the simultaneous use of pyridoxine-alpha-ketoglutarate (PAK) and sodium bicarbonate (NaHCO3) on short-term maximal exercise capacity in eight well-trained male cyclists. The study consisted of the determination of maximal power output and the administration of various combinations of placebos, PAK and NaHCO3, followed by a short-term maximal exercise test. To determine maximal power output (power(max)), the subjects performed a continuous, incremental test on a Monark bicycle ergometer to symptom limited maximum (test 1). To determine the effects of NaHCO3 and PAK on short-term maximal exercise performance, the subjects were administered either placebo (PLA), PAK and sodium bicarbonate (P/B), PAK and placebo (PAK), or sodium bicarbonate and placebo (BIC) prior to performing short-term maximal exercise (test 2). Oral tablets of NaHCO3 and PAK were given in doses of 200 mg kg-1 and 50 mg kg-1 respectively. The subjects pedalled at the power output corresponding to 100% of their VO2 max at 70 rev min-1 until voluntary cessation or until they were unable to maintain pedal revolution rate. Venous blood samples were drawn at rest (RES), cessation of exercise (CES) and after 2 min of recovery (REC) and analysed for lactate, pH and bicarbonate ion concentration. The subjects attained an average maximum power output of 377 +/- 20 W during the graded maximal pre-test (test 1). There were no significant differences between treatments in the ability to sustain power(max) during test 2. During test 2, the subjects were able to sustain power(max) for 7.6 +/- 4.3 min with P/B, 6.7 +/- 2.9 min with PAK, 7.3 +/- 4.9 min with BIC and 6.9 +/- 2.7 min with placebo (mean +/- S.E.). Blood lactate (BLa) was significantly elevated at cessation of exercise and remained elevated during recovery, but there were no significant differences between treatments. Bicarbonate fell significantly during exercise and recovery in each treatment. At rest, bicarbonate levels were significantly higher in both the P/B and BIC than in the PAK or PLA treatments. Pooled data from the P/B and BIC treatments demonstrated a significant increase in pH at rest and end of exercise when compared to PLA treatment. These data suggest that sodium bicarbonate rather than PAK was responsible for this increase. In summary, our data suggest that in the dosages used in this study, administration of sodium bicarbonate or PAK, alone or in combination, is ineffective in increasing short-term maximal exercise capacity.