The Influence of Digital Tools and Social Networks on the Digital Competence of University Students during COVID-19 Pandemic

This research was funded by Institute of Studies of Jaén (IEG) 2019–2021: Digital competence in primary school students in the province of Jaen, grant number 2019/5904.The authors wish to thank the students on whom the success of the research was dependent.Informed consent was obtained from all subjects involved in the study. Subjects participated voluntarily and their anonymity was guaranteed.The data presented in this study are available on request from the corresponding author. The data are not publicly available due to this study belongs to an ongoing research project.Request for data may be made to the corresponding author. For the development of this study, a request for permission from the Public Education Administration was not necessary since the research instrument was aimed at persons of legal age. All participants gave their voluntary consent to be a part of the investigation. We informed the participants that their anonymity and confidentiality would be guaranteed and that the data obtained would be used for scientific purposes (in addition to the promised absence of any variables that could lead to the identification of the participant).The pandemic caused by COVID-19 has generated a transformation in students' competences and university education, especially in the use of digital tools. This study aims to analyze the use of digital tools and social networks of university students during the COVID-19 pandemic. For the collection of information, a validated Likert questionnaire (10-point scale) was adopted. The instrument consisted of a total of 66 items comprising a total of seven dimensions. The sample contained 581 students pursuing degrees in Childhood Education and Primary Education. The analysis of the available information was carried out in two different stages. First, we started by performing an exploratory factorial analysis (EFA) to determine the underlying structure of the Digital Competence of Higher Education Students (DCHES) scale factor. In the second phase, we used SEM (structural equation modeling), a statistical approach to test the relationships between observed and latent variables. More specifically, we estimated a multiple indicators multiple causes (MIMIC) model. The results showed the importance of two of the considered covariates in explaining the variability of the different dimensions of the scale analyzed (DCHES) considering the use of social networks and digital tools of university students. In this sense, both the degree to which virtual tools are used to develop teamwork and the degree of use of YouTube when communicating most fully explained the level of digital skills among the university students studied.Institute of Studies of Jaen (IEG) 2019-2021: Digital competence in primary school students in the province of Jaen 2019/590

Cientos de años corriendo ¿Para qué? La actividad física en la Era Gimnástica de la Integración

The attempt to highlight the relevance of physical activity in the society we live in has taken us to analyse its evolution throughout history, since man got up on his feet and learned to run until the moment he sat at the computer and became sedentary. For that reason, the concept of gymnastic ages is being emphasized, starting from its previous stages, in which this evolution is studied and contextualized, especially in the Spanish educational arena, highlighting the announcement of a new age, the gymnastic age of integration, in which we find ourselves since the final years of the twentieth century. In this analysis we meant to focus on physical activity’s values, it´s relevance nowadays and the philosophy of life it can offer us. Among other conclusions the fact stands out that the Gymnastic Age of Integration exists in a sedentary society, and physical activity is mainly performed in order to lose weight for health or aesthetic reasons.El intento de resaltar la importancia de la Actividad Física (AF) en la sociedad que vivimos nos ha llevado a analizar su evolución a lo largo de la historia, desde que el hombre se puso de pie y aprendió a correr hasta que se sentó delante de un ordenador y se volvió sedentario. Por ello, se incide en la definición de las Eras Gimnásticas, comenzando por etapas precedentes a su aparición, en las que se contextualiza y estudia dicha evolución, incidiendo en el ámbito educativo español. Además, se destaca una nueva era, la Era Gimnástica de la Integración en la que nos encontramos desde los años finales del pasado siglo XX. En este análisis se quieren destacar los valores de la AF, su importancia en los tiempos actuales y la filosofía de vida que depara. Entre las conclusiones se destaca que en la Era Gimnástica de la Integración, en una sociedad sedentaria, la AF se utiliza fundamentalmente para perder peso por cuestiones de salud y de estética

Understanding Parents\u27 Views toward the Newly Enacted HPV Vaccine School Entry Policy in Puerto Rico: A Qualitative Study

BACKGROUND: The Human papillomavirus vaccine (HPV) is an essential tool for the prevention of HPV-related cancers. In Puerto Rico, the Secretary of Health established a school entry requirement of at least one dose of HPV vaccination in girls and boys aged 11 and 12 years, taking effect in August 2018. Our study aimed to examine parents\u27 and guardians\u27 views of unvaccinated children about the process of implementation of the new HPV vaccination school entry policy in Puerto Rico and identify potential barriers and facilitators related to the implementation of this requirement. METHODS: During April through November 2019, we conducted three focus groups (n = 12) and eight in-depth semi-structured interviews with parents of children aged 11 and 12 who had not yet initiated the HPV vaccine series. The interview topics addressed were: perception of vaccination, HPV vaccine and it is inclusion as new school entry requirement practice, procedure of the sources of information, influencers, and willingness to change. The interviews were recorded and transcribed by our staff members. We identified emergent themes through thematic analysis. RESULTS: The participants\u27 perspective on the HPV vaccine school requirement was mixed. Lack of information of the HPV vaccines and lack of communication about the school-entry requirement were the themes most mentioned in the interviews. Moreover, previous negative experiences from friends or family members and adverse effects deterred some participants from vaccinating their kids. We discussed barriers in the process of soliciting an exemption. CONCLUSION: Most barriers mentioned by study participants are modifiable. Information about the HPV vaccine mandate\u27s implementation and educational materials regarding HPV vaccine safety need to be provided to address parents\u27 concerns related to the vaccine\u27s side effects. Schools (teachers, principal directors, and administrative staff), the government, and parent organizations need to be part of these efforts. This multilevel approach will help to improve disseminating information about HPV vaccination to clarify doubts and misinformation among parents

Guías de estudio para la calidad en la educación

La enseñanza universitaria en España está envuelta en un proceso de adaptación al Espacio Europeo de Educación Superior (EEES) que trae consigo una serie de cambios y revoluciones difícilmente imaginables hace algunos años. Entre ellos se encuentra la obligación de adaptar nuestras enseñanzas a unos criterios claros de calidad que en demasiadas ocasiones no están bien definidos. Con el EEES se contabilizan los créditos como horas de trabajo del alumno en vez de horas de clases presenciales del profesorado, de este modo el trabajo del alumno es más personalizado, en la mayoría de las ocasiones aislado y a distancia dentro de lo que se ha venido a llamar docencia semipresencial. Los recursos utilizados en la enseñanza virtual constituyen herramientas de ayuda muy útiles para el alumnado y su uso permite que la nueva enseñanza también se pueda denominar semivirtual. Las particularidades de los recursos virtuales hacen que se deban modificar los criterios de calidad para adaptarse a sus características. Una de las piezas clave que permite evaluar y proponer una docencia de calidad en este medio es la guía de estudio del alumno. Existen múltiples modelos de guías de alumno adaptadas al EEES pero rara vez tienen en cuenta las características que presentan los recursos virtuales. En esta comunicación se presenta la adaptación a la enseñanza semipresencial de un modelo de guía de estudio que se ha utilizado para asignaturas virtuales del Campus Andaluz Virtual (CAV) que asegura que se cumplen los objetivos de una guía de estudio de una asignatura presencial y supera las deficiencias que estas guías presentan en entornos semivirtuales. De este modo, si se utiliza un buen modelo de guía del alumno se cumplirán gran parte de los criterios de calidad que se suelen utilizar en la evaluación de las acciones formativas

Early natural killer cell counts in blood predict mortality in severe sepsis

Producción CientíficaIn an attempt to evaluate the quantitative changes in the status of immunocompetence in severe sepsis over time and its potential influence on clinical outcome, we monitored the evolution of immunoglobulins (Igs) (IgG, IgA and IgM), complement factors (C3 and C4) and lymphocyte subsets (CD4+ T cells, CD8+ T cells, B cells (CD19+) and natural killer (NK) cells (CD3-CD16+CD56+)) in the blood of 50 patients with severe sepsis or septic shock at day 1, day 3 and day 10 following admission to the ICU. Twenty-one patients died, ten of whom died within the 72 hours following admission to the ICU. The most frequent cause of death (n = 12) was multiorgan dysfunction syndrome. At day 1, survivors showed significantly higher levels of IgG and C4 than those who ultimately died. On the contrary, NK cell levels were significantly higher in the patients who died. Survivors exhibited a progressive increase from day 1 to day 10 on most of the immunological parameters evaluated (IgG, IgA, IgM, C3, CD4+, CD8+ T cells and NK cells). Multivariate Cox regression analysis, including age, sex, APACHE II score, severe sepsis or septic shock status and each one of the immunological parameters showed that NK cell counts at day 1 were independently associated with increased risk of death at 28 days (hazard ratio = 3.34, 95% CI = 1.29 to 8.64; P = 0.013). Analysis of survival curves provided evidence that levels of NK cells at day 1 (> 83 cells/mm3) were associated with early mortality. Our results demonstrate the prognostic role of NK cells in severe sepsis and provide evidence for a direct association of early counts of these cells in blood with mortality

Usos del e‐learning en las Universidades Andaluzas: estado de la situación y análisis de buenas prácticas. (Resumen ejecutivo).

Secretaría General de Universidades, Investigación y Tecnología P07-SE-J.0267

Usos del e-learning en las Universidades Andaluzas: Estado de la situación y análisis de buenas prácticas. (Versión completa)

Secretaría General de Universidades, Investigación y Tecnología P07-SE-J.0267

Toward Inclusive Higher Education in a Global Context

The aim of this study was to analyse the perception of teaching staff at the University of Jaen regarding the integration of students with a disability, and to describe the interventions they use to respond to the specific needs of these students, to examine the differences that exist in teachers’ interventions for students with a disability based on their faculty. To this end, a descriptive methodology was used (n =300 teachers), and the data were gathered using a Tutoring and Attention to Special Needs in the Classroom Questionnaire (TASN-Q). The results were organised in terms of the tool’s different dimensions and, in general, revealed that the teaching staff do not consider themselves sufficiently prepared to provide an educational response to students with a disability. The best-prepared teaching staff belonged to the Faculties of Social and Legal Sciences and Health Sciences. This study confirms the need for training in special needs processes to enable university teaching staff to participate in an inclusive model

Revista Fuentes

Resumen basado en el de la publicaciónSe pretende conocer las necesidades de formación de los adultos en Andalucía, y así poder diseñar un currículum adaptado a dichas necesidades en base a las claves de la enseñanza del profesorado, configurando un modelo de formación básica desde los centros de educación de adultos, para facilitar la inserción de los adultos en el mundo laboral o bien proseguir sus estudios, ante los cambios y avances de la sociedad de la información y comunicación. Para la metodología de la investigación, se presenta por un lado, la metodología descriptiva a través del método de encuesta y, por otro, el método etnográfico a partir del estudio de casos. Se concluye que los profesores de Educación de adultos conocen las necesidades formativas de las personas adultas.AndalucíaES

Revista de ciencias de la educación

Resumen tomado de la publicaciónAnálisis de la inserción de las TIC en la organización de los centros educativos. Para ello se revisaron una serie de trabajos relacionados con la organización y funcionamiento de los recursos en los centros, analizando los distintos modelos de organización de los mismos en función de las variables que las determinan. Por otro lado se plantean las claves que afectan a la organización con la utilización de las TIC, analizando la evolución histórica y el estado de la cuestión de las mismas en los centros educativos andaluces. Se finaliza con algunos interrogantes y propuestas sobre la formación del profesorado en la organización del aula con TIC, desde la perspectiva del profesor como un elemento clave de la estructura organizativa del centro y aula.MadridMadrid (Comunidad Autónoma). Servicio de Formación del Profesorado. CRIF Las Acacias; Calle General Ricardos, 179; 28025 Madrid; Tel. +34915250893; Fax +34914660991; [email protected]