Using factor analysis to validate a questionnaire to explore self-regulation in learner-generated digital media (LGDM) assignments in science education

© 2019 Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). This research is a validation study of a survey instrument to assess student self-regulation which aims to fill a methodological gap by capturing self-regulation processes while completing learner-generated digital media (LGDM) assignments. For this purpose, the study developed and validated a self-regulation learning questionnaire. Data were gathered from seven science subjects (Years 1 to 3, n = 341) which used LGDM assignments during Semester 1, 2017. Students were asked to complete a 40-item online questionnaire. The questionnaire was administered at three times during the semester (Weeks 2, 6, and 10). Exploratory factor analysis was used to identify factor structures, followed by confirmatory factor analysis to test the validity of the constructs defined by exploratory factor analysis. Analysis of the data revealed a ten-factor structure - six concerning self-regulation, two concerning student attitudes towards LGDM assignments, one concerning assignment ownership, and one concerning assignment motivation. The variables empirically verified in this study have important practical implications, as they could provide educators with the direction in which to target interventions to improve learners' experiences with LDGM. The study findings also contribute to the field by providing scholars with a validated research instrument that can be used in future studies

A Systematic Approach to Designing, Implementing, and Evaluating Learner-Generated Digital Media (LGDM) Assignments and Its Effect on Self-regulation in Tertiary Science Education

© 2019, Springer Nature B.V. This study explored the self-regulation strategies and learning experiences of undergraduate science students completing Learner-Generated Digital Media (LGDM) assignments that had been implemented using a theory-driven, systematic approach. The rationale for using LGDM in science education is to facilitate student learning of complex scientific concepts through the multimodal representation of content using digital media. The study was conducted in seven science subjects from first to third year in Autumn 2017, using a sample of 348 undergraduate science students attending a university located in Sydney, Australia. All the participants were enrolled in subjects that required them to communicate complex scientific concepts using digital media. Training on LGDM was conducted online (n = 199) and in blended mode (n = 149). The study used a mixed-methods approach with a validated self-regulation questionnaire, LMS logs, assessment scores, group contribution data, open-ended questions, and interviews. Online students were more likely than blended students to report using self-regulation strategies for goal setting, time management, task strategies, and help-seeking. Data triangulation revealed that participation in LGDM assignments was perceived by students to contribute to their science content knowledge, provide them with digital media skills, and nurture their capacity for working in groups. The findings of this study have implications for how LGDM is deployed in science education

Tutor perception on personal and institutional preparedness for online teaching-learning during the COVID-19 crisis: The case of Ghanaian Colleges of Education

This paper looks at Ghanaian Colleges of Education tutors’ perception on the personal and institutional preparedness for online teaching-learning during the COVID-19 crisis. The study selected 24 tutors from 9 Colleges of Education (CoEs) in the Eastern and Greater Accra Regions. 7 CoEs are in Eastern while 2 are in Greater Accra. Using the convenience sampling technique, 24 tutors were selected as the accessible population. The research design used was the qualitative with a semi-structured interview conducted over the telephone because of social distancing. The data collected was analysed manually. The results indicate that only 33.3% of the respondents could teach confidently online, while 66.7% needed more training to confidently deliver lessons online. Furthermore, none of the 9 colleges had policies on online teaching even though each college had at least 16 policies regarding the good governance of the colleges. It is therefore recommended that tutors of CoEs should be given support in ICT and online skills and competencies through continuous training

The Final Year Project (FYP) in social sciences: Establishment of its associated competences and evaluation standards

This paper presents the fundamental characteristics of the Final Year Project (FYP), its associated competences and some evaluation standards that derived from a research conducted by the regional government of Catalonia and the Catalan University Quality Assurance Agency. More analytically, the paper begins with the definition of the Final Year Project in social sciences, continues with the identification and analysis of its associated competences and the basic phases for its realization and finishes with the presentation of some fundamental evaluation standards. Our final proposal is considered as objective and effective not only for the realization of the FYP by the students, but also for its evaluation by the instructors, since it can easily be customized for different social sciences curricula

Lean mass explains the association between muscular fitness and bone outcomes in 13-year-old boys

This is the author accepted manuscript. The final version is available from Wiley via the DOI in this record AIM: This study investigated the associations between fitness indices and bone outcomes in young males. METHODS: Data were collected between autumn and winter 2014-2015 on 121 males with a mean age of 13.1 ± 0.1 years: 41 swimmers, 37 footballers, 29 cyclists and 14 nonathletes. Participants were recruited from athletic clubs and schools across South West England. Lean mass, areal bone mineral density and hip structural estimates were measured using dual-energy X-ray absorptiometry. The relationships between bone outcomes and the vertical jump, standing long jump and the 20-m shuttle run test were analysed using three regression models: model 1 was adjusted by age and stature, model 2 added vigorous physical activity and model 3 then added lean mass. RESULTS: The boys' performance in the vertical jump and standing long jump was positively associated with the majority of bone outcomes in models 1 and 2, but most of these disappeared in model 3. The 20-m shuttle run test was positively associated with most bone outcomes in all three models. Lean mass played a key role in the association between muscular fitness and bone outcomes. CONCLUSION: Vigorous physical activity did not explain the associations between fitness and bone outcomes, but lean mass did.European Union Seventh Framework Programme (FP7/2007–2013

Body composition, nutritional profile and muscular fitness affect bone health in a sample of schoolchildren from Colombia: The Fuprecol Study

This is the final version of the article. Available from the publisher via the DOI in this record.The objective of the present study is to investigate the relationships between body composition, nutritional profile, muscular fitness (MF) and bone health in a sample of children and adolescents from Colombia. Participants included 1118 children and adolescents (54.6% girls). Calcaneal broadband ultrasound attenuation (c-BUA) was obtained as a marker of bone health. Body composition (fat mass and lean mass) was assessed using bioelectrical impedance analysis. Furthermore height, weight, waist circumference and Tanner stage were measured and body mass index (BMI) was calculated. Standing long-jump (SLJ) and isometric handgrip dynamometry were used respectively as indicators of lower and upper body muscular fitness. A muscular index score was also computed by summing up the standardised values of both SLJ and handgrip strength. Dietary intake and degree of adherence to the Mediterranean diet were assessed by a 7-day recall questionnaire for food frequency and the Kidmed questionnaire. Poor bone health was considered using a z-score cut off of ≤−1.5 standard deviation. Once the results were adjusted for age and Tanner stage, the predisposing factors of having a c-BUA z-score ≤−1.5 standard deviation included being underweight or obese, having an unhealthy lean mass, having an unhealthy fat mass, SLJ performance, handgrip performance, and unhealthy muscular index score. In conclusion, body composition (fat mass and lean body mass) and MF both influenced bone health in a sample of children and adolescents from Colombia. Thus promoting strength adaptation and preservation in Colombian youth will help to improve bone health, an important protective factor against osteoporosis in later life.: We would like to acknowledge to Bogota District Education Department for supporting data collection for this study. The authors also thank the participating Bogota District students, teachers, schools, and staff. The “FUPRECOL Study” was possible given the financial support provided by the Instituto Colombiano para el Desarrollo de la Ciencia y la Tecnología “Francisco José de Caldas” COLCIENCIAS (Contract Number 671-2014 Code 122265743978). Also, during the completion of this paper, AG-H was visiting researchers at the University of Rosario (CEMA, Bogotá, Colombia), supported with grants awarded by Proyectos Basales y Vicerrectoría de Investigación, Desarrollo e Innovación” (Universidad de Santiago de Chile, USACH)

Normative equations for central augmentation index:Assessment of inter-population applicability and how it could be improved

Common reference values of arterial stiffness indices could be effective screening tool in detecting vascular phenotypes at risk. However, populations of the same ethnicity may differ in vascular phenotype due to different environmental pressure. We examined applicability of normative equations for central augmentation index (cAIx) derived from Danish population with low cardiovascular risk on the corresponding Croatian population from the Mediterranean area. Disagreement between measured and predicted cAIx was assessed by Bland-Altman analysis. Both, cAIx-age distribution and normative equation fitted on Croatian data were highly comparable to Danish low-risk sample. Contrarily, Bland-Altman analysis of cAIx disagreement revealed a curvilinear deviation from the line of full agreement indicating that the equations were not equally applicable across age ranges. Stratification of individual data into age decades eliminated curvilinearity in all but the 30–39 (men) and 40–49 (women) decades. In other decades, linear disagreement independent of age persisted indicating that cAIx determinants other than age were not envisaged/compensated for by proposed equations. Therefore, established normative equations are equally applicable to both Nordic and Mediterranean populations but are of limited use. If designed for narrower age ranges, the equations’ sensitivity in detecting vascular phenotypes at risk and applicability to different populations could be improved

Methods for evaluating endothelial function: a position statement from the European Society of Cardiology Working Group on Peripheral Circulation

The endothelium holds a pivotal role in cardiovascular health and disease. Assessment of its function was until recently limited to experimental designs due to its location. The advent of novel techniques has facilitated testing on a more detailed basis, with focus on distinct pathways. This review presents available in-vivo and ex-vivo methods for evaluating endothelial function with special focus on more recent ones. The diagnostic modalities covered include assessment of epicardial and microvascular coronary endothelial function, local vasodilation by venous occlusion plethysmography and flow-mediated dilatation, arterial pulse wave analysis and pulse amplitude tonometry, microvascular blood flow by laser Doppler flowmetry, biochemical markers and bioassays, measurement of endothelial-derived microparticles and progenitor cells, and glycocalyx measurements. Insights and practical information on the theoretical basis, methodological aspects, and clinical application in various disease states are discussed. The ability of these methods to detect endothelial dysfunction before overt cardiovascular disease manifests make them attractive clinical tools for prevention and rehabilitation

Evaluation tools within the European Higher Education Area (EHEA): An assessment guide for evaluating the competences of the Final Year Project in the social sciences

The guidelines of the European Higher Education Area (EHEA) imply the rethinking of many of the current evaluation systems, since the new pedagogical models now focus on the learning acquired through the students' personal work and on the establishment of the ideal conditions for them to achieve the learning outcomes of the proposed educational objectives. In this context, it has been a standard practice in the last years for social science undegradutate programmes to incorporate at least one major assessment exercise in the final (fourth) year of studies in the form of a project. This Final Year Project introduces a new problem-solving situation in undergraduate programmes and students must use their initiative to identify the research problems, decide on the information they need and how to obtain it, use the collected information to solve the research problems and present the results in an adequate way. This article presents an efficient and objective guide for the assessment process of the Final Year Project (FYP) in social sciences which can easily be customised for different social sciences curricula. More analytically, the guide which has been developed to help higher education institutions create their own FYP assessment systems starts with the definition of the final year project and the description of the structure that has to be followed for its realisation, continues with the analysis of its competences and their assessment, and ends with a proposal for implementation of the assessment procedure and the role of the evaluation agents