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“Me Dancing”: An Intrinsic Case Study of Primary School Boys’ Understandings of Movement and Dance Through Their Drawings
No full textIn this research we explore the place of creative embodiment through movement and dance from the understandings of a group of 8-10-year-old elementary school boys. Children can be asked to speak or write about their movement experiences, but for younger cohorts it may easier for them to reveal their ideas via their own drawings. In this qualitative study using drawings as a research method, two classes (a total of 31) of Year 3-4 boys in a suburban elementary school in Melbourne, Australia were asked to produce a drawing of “me dancing” in an empty frame. Each child was then asked to explain their drawing to clarify their depictions. Visual data from the participants were analysed thematically with their comments assisting our understanding of the meaning of their images. We recognised in the data representations of movement as integral to personal physical activity and self-expression. Our findings suggest that young boys were engaged through kinaesthetic activity (movement and dance) that was included in their experiences both at school and beyond. For us, this underscores the importance of providing movement and dance in educational programs for young boys
Percepción de Los Padres de Niños Con Trastorno del Espectro Autista Durante El Proceso Educativo a Distancia
No full textEl presente estudio planteó determinar los retos que presentaron los padres y tutores de los niños con TEA durante el proceso de educación virtual en el contexto de la pandemia y cómo lo resolvieron en una escuela elemental de la región centro septentrional de Puerto Rico. Todo durante el desarrollo de las clases virtuales en los períodos escolares de los años 2020 y 2021. Con el propósito de conocer la percepción de los padres y tutores a fin de determinar la mejor capacitación que deberían tener para mejorar sus funciones como facilitadores educativos en la educación a distancia. Se aplicó una entrevista abierta y en profundidad a una muestra de 15 sujetos (13 madres y 2 padres) que estuvieron cargo de niños y niñas con TEA durante la pandemia.
Los resultados apuntan a que rol de los padres como facilitadores del proceso educativo durante la pandemia estuvo influenciado por diversos factores como: horario laboral, nivel de manejo y destreza para trabajar con herramientas tecnológicas; nivel de conocimiento y dominio de estrategias pedagógicas y contenido curricular; apoyo de otros familiares y acceso a recursos tecnológicos. Por otro lado, los principales desafíos que tuvieron que afrontar fueron: la falta de capacitación tecnológica y pedagógica, rigidez en el horario laboral y/o escolar, problemas de conexión, falta de equipos tecnológicos, entre otros. Como consecuencia de las debilidades mostradas por los padres durante la pandemia se recomienda desarrollar y aplicar planes de capacitación que enfaticen en el desarrollo de competencias pedagógicas y tecnológicas necesarias que contribuyan a mejorar su rol facilitador en el modelo de educación a distancia bajo la modalidad virtual
Tendencias Internacionales de La Formación Dual Frente al Sector Educativo Colombiano Desde Una Revisión Sistemática Con Metaanálisis
No full textLa presente disertación la conforma el desarrollo de una Revisión Sistemática de la Literatura, teniendo como marco de referencia los estudios científicos encontrados en un intervalo de tiempo de seis años comprendidos entre el 2019 al 2025, en los que señalan tendencias internacionales de la Formación Dual frente al sector educativo colombiano desde una revisión sistemática con metaanálisis.
La metodología de investigación utilizada está conformada por seis etapas: (a) la formulación de la pregunta, (b) búsqueda de estudios, (c) selección de estudios, (d) obtención de datos, (e) análisis y síntesis de resultados y (f) presentación de resultados. Adicional a ello, para el desarrollo de este proyecto de investigación, se implementó un protocolo de revisión basado en The Cochrane Collaboration (2011). El Manual Cochrane de Revisiones Sistemáticas de Intervenciones es un instrumento que contiene los criterios teóricos, metodológicos y de contenido siendo la base guía en la preparación, desarrollo y la ejecución de la revisión en cada una de las etapas anteriormente enunciadas. Del mismo modo, se diseñaron e implementaron diferentes formularios de apoyo, registro y gestión de información relevantes para esta disertación, con el propósito de obtener veracidad en los resultados de los hallazgos; así mismo se contó con la participación de unos profesionales expertos en el tema para la verificación y validaron los resultados.
Como resultado de las Tendencias Internacionales de la Formación Dual Frente al Sector Educativo Colombiano se tienen cinco criterios que corresponden en primer lugar: La adaptación de modelos europeos al contexto latinoamericano con 33 estudios científicos equivalentes al 26%, en segundo lugar la inclusión social y género con 31 artículos científicos equivalentes al 25%, para el tercer lugar está el enfoque en sectores productivos estratégicos con 26 artículos científicos equivalentes al 21%, seguidamente y como cuarto lugar la certificación internacional y movilidad académica laboral con 21 artículos científicos equivalentes al 17% y como quinto y último criterio la Digitalización y formación dual virtual con 15 artículos científicos equivalente al 11%
Exploring Technology-Enhanced Learning: A Comparative Study of Online and Offline Interactive Practices in the Iranian Higher Education System
No full textThis study explored how interactive teaching and learning are enacted through technology-enhanced methods in Iran’s higher education system. Using an exploratory qualitative design, it investigated the pedagogical strategies employed by instructors and examined whether these practices align with the principles of Technology-Enhanced Learning (TEL) across online and in-person contexts. Data were collected through the analysis of 263 class reports and 37 semi-structured interviews with university instructors. Thematic analysis using MAXQDA revealed six cohesive and interpretive themes: fostering human connection, empowering student voices, learning as dialogue, adaptive teaching, multimodal engagement, and feedback as dialogue. These themes reflect a holistic view of interactivity, encompassing emotional rapport, student agency, instructional flexibility, digital literacy, and reflective assessment. The findings suggest that interactive teaching is not solely dependent on tool usage or activity design, but is rooted in relational, inclusive, and context-sensitive pedagogies. This study offers practical and theoretical insights for instructors, administrators, and policymakers aiming to cultivate more engaging and student-centered higher education environments
Evaluating the Impact of ZOA Energy Drink on Muscular Strength, Psychomotor Vigilance, and Mood in Active Adults: A Randomized Controlled Trial
No full textThis study evaluates the effects of ZOA Energy Drink, a commercially available energy beverage, on muscular strength, sustained attention, and mood in exercise-trained individuals. Using a randomized, blinded, two-arm design, 24 participants (15 males, 9 females; age = 31.8 ± 8.4 years) were assigned to consume either ZOA Energy Drink or a caffeine-matched placebo. The primary outcomes included psychomotor vigilance (PVT), mood state (POMS), handgrip strength, and push-up performance. Baseline body composition was also assessed using bioelectrical impedance.
Results revealed no statistically significant differences between the ZOA and the caffeine matched control groups in psychomotor vigilance (p = 0.155), mood disturbance scores (p = 0.490), handgrip strength (p = 0.780), or push-up performance (p = 0.713). However, slight within-group improvements in psychomotor vigilance and mood were observed for the ZOA group, indicating potential minor benefits attributable to caffeine and other bioactive compounds.
In conclusion, there were no differences between the energy drink versus caffeine-matched control. The evidence from the current investigation suggests that caffeine is the primary driver of any benefit(s) derived from energy drinks
El Síndrome de Burnout en el Personal de Enfermería de Puerto Rico
No full textEl propósito de esta disertación fue determinar el nivel del Síndrome de Burnout en el personal de enfermería que atendió pacientes con COVID-19 en Puerto Rico, así como identificar factores de riesgo y proponer medidas preventivas. El estudio se enfocó en enfermeros que laboran en un hospital del área, quienes se beneficiaron mediante estrategias para reducir el estrés laboral.
La pandemia provocó crisis emocionales, agotamiento y frustración en los profesionales de salud. La OMS reconoció desde el año 2000 al burnout como un riesgo laboral que afecta la salud mental. El diseño del estudio fue no experimental, cuantitativo y de tipo descriptivo, con alcance transeccional. Se utilizó el cuestionario Maslach Burnout Inventory (MBI) para evaluar el nivel del síndrome.
El análisis estadístico reveló que el 81.8% del personal presentó riesgo de burnout y un 12.8 % burnout severo. El 82% reportó agotamiento emocional, siendo la dimensión más afectada. Quienes llevaban más de 30 años en el puesto y eran de mayor edad reflejaron los niveles más altos. La sobrecarga laboral y la falta de espacios de recuperación fueron factores críticos que aumentaron la probabilidad de burnout severo.
Se concluye que el burnout es un problema estructural, no individual, agravado por la ausencia de medidas institucionales. Se recomienda implementar pausas programadas, acceso a apoyo psicológico, liderazgo empático y formación en manejo del estrés. Proteger la salud mental del personal de enfermería es vital para garantizar la calidad del cuidado y la sostenibilidad del sistema de salud
Instructional Design and Technology Professionals: Why Are Some Laggards?
No full textLaggards are often thought of as aloof and uninformed late adopters, as traditionalists living in the past (Rogers,2003). Laggards represent the last 16% of a population to adopt an innovation, and, as a result, they are often depicted for their resistance to adopt an innovation much later than the rest of the population, if ever (Jahanmir et al., 2020; Rogers, 2003). The present study attempted to expand the research on laggards, specifically laggard Instructional Design and Technology (IDT) professionals.
IDT professionals were the target group because of their perceived innovativeness as a result of their high exposure to instructional technology (IT). Indeed, IDT professionals are typically innovative individuals with strong IT backgrounds (AECT, n.d.). Yet some IDT professionals are slower to adopt IT than their peers.
This qualitative phenomenological study was conducted to better understand the behaviors, personal barriers, and organizational barriers that laggard IDT professionals face in adopting IT. Out of 34 volunteer participants, 10 with the lowest scores on the Innovativeness Scale (IS; Hurt et al., 1977) were interviewed in a one-on-one, semistructured format via Zoom videoconferencing software. These 10 were operationally defined as laggards. Remarkable findings included the importance of leading with instructional design (ID), the human loop, and the notion of a misunderstood laggard. In other words, leading with ID represented addressing an issue with the principles of ID before approaching it with technology. The human loop signified maintain one’s independent work while Generative Artificial Intelligence (Generative AI) supplemented it. A misunderstood laggard was an individual who made an educated decision not to adopt an innovation. While each interviewee possessed laggardly characteristics as described by Rogers (2003), each interviewee also expressed a complex set of behaviors that showed informed innovation adoption decisions
A Study of User Experiences of Pediatric Physicians with Electronic Health Record Systems: Encounters with Task Complexity and Efficiency of User Task Flows
No full textway patient information is stored, managed, and accessed. This transition to Electronic Health Record (EHR) systems has enhanced the efficiency and accuracy of healthcare delivery by enabling quick access to patient records, reduction of errors, and facilitation of coordination among healthcare providers. In the EHR system, diverse tasks are performed for clinical processes and patient care. These tasks can be considered simple or complex, ranging from documenting patient visits and updating medical histories to ordering tests and managing prescriptions. Although EHR systems have become more prevalent in their use, there are noted challenges associated with the design of the system that can affect a physician’s workflow and productivity.
Previous studies have investigated the user experience (UX) pain points of physicians utilizing the EHR system; however, research is limited in understanding the specific task complexities of workflows that assist specialized healthcare units. Although research has identified some notable issues with task complexity and system usage, there is a lack of qualitative research that explores the user experiences of pediatric physicians and their workflow processes. An Applied Cognitive Task Analysis (ACTA) method was performed with the goal to explore the nature of pediatric physician’s user experiences and challenges with EHRs, with a focus on documentation and historical chart review. This method included examining specific actions, decisions, and problem-solving techniques physician participants employ during their interactions with the EHR system to help identify potential cognitive demands and UX pain points that they encounter. The overarching research question was: What major tasks do pediatric physicians describe as complex or difficult to navigate through the numerous task flows they perform with the EHR system? Sub-questions were used to facilitate aspects of this grand tour question.
Five pediatric physician participants were recruited from one clinic located in South Florida. The data collected from semi-structured interviews and completions of task flow scenarios was analyzed and reviewed to identify common themes and sub-themes related to task complexities of EHR systems. The five super-ordinate themes developed from the interviews: Difficult Use of SOAP Documentation Tool, Difficult Identification of Well and Sick Visits, Inadequate Use of Templates, Poor Organization of Clinical Data, and Difficulty with Ordering in the Assessment and Plan Section. The findings uncover connections with previous research that explored physicians’ experiences with the complex EHR system due to information overload, task complexity, mental demand, and inefficient user interface design. The study provides future research opportunities to examine additional processes and tasks performed by physician users, as well as to investigate physicians working in other specialized healthcare settings, such as the neonatal intensive care unit (NICU)