Introduction: Socioeconomic disparities continue to hinder full access to e-learning and digital health resources, making both educational and health equity elusive. This study addresses the research question: How do socioeconomic factors influence the accessibility and effectiveness of e-learning and consequently health literacy in underserved communities? Methods: A systematic meta-synthesis of qualitative studies was conducted following the process by Noblit and Hare. Studies focusing on health inequalities without a connection to educational access or e-learning were excluded to maintain coherence with the research aim. Results: The interpretation of the findings resulted in five themes: (1) digital divide, (2) technological and language barriers, (3) inadequate infrastructure, (4) economic constraints, (5) cultural and contextual adaptations. Conclusion: The digital divide, along with technological proficiency and language barriers, exacerbates educational disparities by limiting access to technology and supportive resources, particularly for non-English speaking populations. The findings underscore the need for a more holistic examination of accessibility beyond educational outcomes, incorporating health literacy dimensions as well.
- MeSH
- Digital Divide MeSH
- Communication Barriers MeSH
- Qualitative Research MeSH
- Humans MeSH
- Computer-Assisted Instruction MeSH
- Review Literature as Topic MeSH
- Social Justice MeSH
- Socioeconomic Factors * MeSH
- Socioeconomic Disparities in Health MeSH
- Educational Technology methods MeSH
- Health Literacy * MeSH
- Check Tag
- Humans MeSH
- Publication type
- Research Support, Non-U.S. Gov't MeSH
Cílem studie bylo zjistit, zda je střídavý nácvik v prostředí běžné školy realizovatelný a zda u našeho výzkumného souboru, tvořeného školní třídou, povede ke vyšší míře retence dovedností ve srovnání s blokovým nácvikem. Studie vycházela z dosavadních výzkumů zaměřených na vliv kontextuální in- terference, avšak nově na tuto problematiku nahlížela z didaktického hlediska v kontextu standardního prostředí české školy. Výzkumného šetření se zúčastnilo 38 žáků šesté třídy základní školy. V rámci hodin tělesné výchovy byla zkoumána efektivita blokového a střídavého nácviku při osvojování tří specifických pohybových dovedností. Vybrané dovednosti byly pro účastníky nové, atraktivní a odpo- vídaly jejich úrovni obtížnosti. Nácvik probíhal ve dvou skupinách (dívky a chlapci) za rovnocenných podmínek, přičemž jedna dovednost byla nacvičována blokově a zbývající dvě střídavě. Každé doved- nosti bylo věnováno celkem 30 minut nácviku rozdělených do tří týdnů. Výsledky učení byly hodnoceny bezprostředně po skončení nácviku a následně po čtyřtýdenní pauze pomocí retenčního testu. Srovnání blokového a střídavého režimu nácviku pomocí Mann-Whitneyho U testu ukázalo, že střídavý nácvik byl u našeho souboru efektivnější metodou učení. Z řízených rozhovorů a pozorování vyplynulo, že střídavý nácvik kladl vyšší nároky na organizaci výuky, motivaci žáků a didaktické kompetence učitele. Celkově lze konstatovat, že střídavý nácvik je v podmínkách školní tělesné výchovy realizovatelný a z hlediska retence dovedností může být efektivnější než tradiční blokový přístup.
The aim of the study was to determine whether variable practice is feasible in a mainstream school setting and whether our research population, consisting of a school classroom, would lead to a higher rate of skill retention compared to block practice. The study was based on previous research focusing on the influence of contextual interference, but it took a new didactical perspective on this issue in the context of a standard Czech school environment. Thirty-eight sixth grade elementary school pupils participated in the research investigation. The effectiveness of block and variable drills in the acquisition of three specific movement skills was investigated in physical education classes. The selected skills were new and attractive to the participants and matched their level of difficulty. Training was conducted in two groups (girls and boys) under equivalent conditions, with one skill practiced in block and the remaining two skills practiced variably. Each skill received a total of 30 minutes of practice divided into three weeks. Learning outcomes were assessed immediately after the end of practice and then after a four-week break using a retention test. Comparison of block and variable practice mode using Mann-Whitney U test showed that variable practice was the more effective learning method for our sample. The guided interviews and observations showed that the variable training placed higher demands on the organisation of teaching, the motivation of the pupils and the didactic competence of the teacher. Overall, it can be concluded that variable practice is feasible in school physical education conditions and may be more effective than the traditional block approach in terms of skill retention.
- MeSH
- Child MeSH
- Humans MeSH
- Motor Skills * MeSH
- Motor Activity physiology MeSH
- Psychomotor Performance physiology MeSH
- Retention, Psychology MeSH
- Physical Education and Training * methods MeSH
- Learning MeSH
- Educational Technology methods education MeSH
- Check Tag
- Child MeSH
- Humans MeSH
- Male MeSH
- Female MeSH
- Publication type
- Clinical Study MeSH
Cieľom štúdie je poskytnúť informácie o tom, ako vnímajú učitelia a učiteľky základných škôl kvalitu, podmienky a možnosti odborného vzdelávania sa v oblasti výučby zimných športov. Svoje zistenia na vzorke 229 respondentov sme smerovali k tomu, aby sme získali odpoveď najmä na otázky, či sa odlišujú názory mužov a žien k potrebe odbornej vzdelanosti pre vyučovanie zimných športov a aká je ich požiadavka na možnú inováciu učebných materiálov pre vyučovanie zimných športov. Cez štatistickú analýzu (Chí-kvadrát) sme zistili, že sa objavuje významná odlišnosť v prístupe k tejto oblasti medzi učiteľmi a učiteľkami najmä z pohľadu záujmu o ďalšie vzdelávanie, v spôsobe získavania nových informácii a poznatkov a taktiež pri požiadavke na formát študijného materiálu. Z pohľadu požiadavky učiteľov a učiteliek na možnú inováciu učebných materiálov pre vyučovanie zimných športov sme zistili, že sa tu objavila výrazná skupina respondentov (22,94 %), ktorá sa k tejto oblasti stavia negatívne (odpoveď „nepotrebujem“). Samozrejme zvyšná časť učiteľov a učiteliek chcú aby aj v tejto oblasti došlo k inovácii a prezentujú požiadavku aby sa najmä učebné formáty prispôsobili súčasnej modernej informačno-komunikačnej dobe a žiadajú aby sa prenos informácii z obsahu učiva transformoval aj do mobilného prostredia
The aim of the study is to provide information on how primary school teachers perceive the quality, conditions and possibilities of professional education in the field of winter sports teaching. We focused our findings on a sample of 229 respondents in order to obtain an answer to the questions, in particular, whether the opinions of men and women differ regarding the need for professional education for teaching winter sports and what is their demand for a possible innovation of teaching materials for teaching winter sports. Through statistical analysis (Chi-square), we found that there is a significant difference in the approach to this field between male and female teachers, especially from the point of view of interest in further education, in the way of obtaining new information and knowledge, and also in the demand for the format of study material. From the point of view of teachers' requests for a possible innovation of teaching materials for teaching winter sports, we found that there was asignificant group of respondents (22.94 %) who have a negative attitude towards this area (the answer is "I don't need"). Of course, the remaining part of the teachers want innovation to take place in this area as well and they present the demand that the teaching formats in particular be adapted to the current modern information and communication age, and they request that the transfer of information from the content of the curriculum be transformed into a mobile environment.
- MeSH
- Adult MeSH
- Middle Aged MeSH
- Humans MeSH
- Surveys and Questionnaires MeSH
- Snow Sports * classification education MeSH
- Physical Education and Training methods statistics & numerical data MeSH
- School Teachers * statistics & numerical data MeSH
- Educational Technology methods MeSH
- Check Tag
- Adult MeSH
- Middle Aged MeSH
- Humans MeSH
- Male MeSH
- Female MeSH
- Publication type
- Clinical Study MeSH
- Research Support, Non-U.S. Gov't MeSH
- Geographicals
- Slovakia MeSH
Autori príspevku zisťovali prostredníctvom dotazníka či existujú signifikantné rozdiely v názoroch učiteľov na vyučovanie basketbalu z pohľadu intersexuálnych rozdielov. Skúmaný súbor tvorilo 450 učiteľov telesnej a športovej výchovy (274 mužov a 176 žien), ktorí vyučujú na 2. stupni základných škôl zo 17 okresov východného Slovenska. Signifikantné rozdiely na hladine p<0,01 boli zaznamenané v obľúbenosti vyučovania basketbalu. Zatiaľ čo u 20,45 % žien je basketbal po volejbale (39,77 %) druhou najradšej vyučovanou športovou hrou, tak u 13,14 % mužov bol basketbal po futbale (40,51 %), volejbale (21,90 %) a florbale (19,71 %) až štvrtou najradšej vyučovanou športovou hrou. Napriek signifikantným rozdielom (p<0,01) viac ako 54 % mužov a 48 % žien vyučuje basketbal najčastejšie v rozsahu 6 – 10 hodín v rámci jedného tematického celku. Negatívnym zistením je, že basketbal nevyučuje 3,28 % mužov a až 11,36 % žien. Pri vyučovaní dominuje u oboch pohlaví (54,72 % mužov a 55,77 % žien) herne orientovaný didaktický prístup. Podľa 32,85 % mužov a 40,91 % žien je hlavným nedostatkom vyučovania basketbalu nízky záujem žiakov o vyučovanie tejto športovej hry. Druhým najčastejšie zvoleným nedostatkom vyučovania basketbalu bola nízka časová dotácia predmetu (29,59 % mužov a 28,41 % žien).
The authors of the study used a questionnaire to find out whether there are significant differences in teachers' views on teaching basketball from a point of view of gender differences. The sample consisted of 450 physical and sport education teachers (274 men and 176 women) who teach in 17 districts in eastern Slovakia, in upper primary schools. Significant differences at the p<0.01 level were found in the popularity of teaching basketball. While for 20.45% of women, basketball is the second most popular taught sport after volleyball (39.77%), for 13.14% of men, basketball is the fourth most popular taught sport after football (40.51%), volleyball (21.90%), and floorball (19.71%). Despite significant differences (p<0.01), more than 54% of men and 48% of women teach basketball most often for 6-10 hours within a single thematic unit. A negative finding is that 3.28% of men and 11.36% of women do not teach basketball. Game-oriented didactic approach dominates in teaching for both genders (54.72% of men and 55.77% of women). According to 32.85% of men and 40.91% of women, the main disadvantage of teaching basketball is the low interest of pupils in learning the sport. The second most frequently chosen shortcoming of basketball teaching was the low time allocation of the subject (29.59% of men and 28.41% of women).
Cieľom štúdie bolo zistiť a poukázať na preferencie učiteľov telesnej a športovej výchovy vo vyučovaní zimných sezónnych pohybových činností. Prieskumu sa zúčastnilo 653 učiteľov základných škôl, ktorí sa každoročne podieľajú na vyučovaní zimných sezónnych pohybových činností. K získaniu potrebných informácií sme použili nami vytvorený dotazník pre učiteľov základných škôl, ktorý bol zameraný na otázky súvisiace s obľúbeným zimným športom, uprednostnenou formou organizova nia zimným sezónnych pohybových činností a využívaným materiálom počas zimných sezónnych po hybových činností. Štatistickou analýzou (Chí-kvadrát) sme zistili, že z hľadiska pohlavia sa objavuje rozdiel v preferovanej forme účasti na zimných sezónnych pohybových činnostiach. Na základe získaných výsledkov môžeme konštatovať, že najviac učiteľov základných škôl a to až 86,68 %, ktorí sa podieľajú na vyučovaní zimných sezónnych pohybových činností preferuje vo svojom voľnom čase zjazdové lyžovanie a zároveň sú toho názoru, že lyžiarske výcviky sú u žiakov obľúbené a radi sa zúčastňujú lyžiarskych výcvikov organizovaných školou Táto štúdia bola riešená v rámci grantovej úlohy KEGA 032UMB-4/2022 Inovatívne učebné materiály pre učiteľov telesnej a športovej výchovy na základných školách so zameraním na zimné sezónne pohybové činností.
The aim of the study was to investigate and highlight the preferences of physical and sport education teachers in teaching winter seasonal physical activities. The survey involved 653 primary school teachers who annually participate in teaching winter seasonal physical activities. To obtain the necessary information, we used a custom-designed questionnaire for primary school teachers, focusing on questions related to favourite winter sports, preferred forms of organizing winter seasonal physical activities, and materials used during these activities. Through statistical analysis (Chi-square), we found a gender difference in the preferred form of participation in winter seasonal physical activities. On the basis of the obtained results, we can state that most of the primary school teachers, 86.68%, who are involved in teaching winter seasonal physical activities prefer downhill skiing in their free time and are of the same opinion, that ski training is popular among pupils and they like to participate in ski training organized by the school This study was conducted within the KEGA grant task 032UMB-4/2022 Innovative teaching materials for teachers of physical and sport education in primary schools with a focus on winter seasonal physical activities.
- MeSH
- Skating education MeSH
- Humans MeSH
- Skiing education MeSH
- Snow Sports * classification education MeSH
- Physical Education and Training * classification methods MeSH
- School Teachers statistics & numerical data MeSH
- Educational Technology methods MeSH
- Check Tag
- Humans MeSH
- Publication type
- Clinical Study MeSH
Assistive technology refers to technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. This study examined special education students' exploitation of hearing assistive technology for learning. The study was a descriptive research. Sample comprised of 250 hearing impaired students of Federal College of Education (Special) Oyo. Stratified random sampling technique was used for the selection of sample. Data was analysed using frequency count and a simple percentage to answer the research questions while inferential statistics of t-test, Kruskal Wallis and Jonckheere-Terpstra Test were used to analyse the two hypotheses. The findings of the study revealed that Telephone adaptations, TV decoder, TV amplifier, Computer, Personal amplification, FM Amplification system, Infrared amplification system, Induction loop systems, Telecommunication Device for the Deaf (TDD), Hearing Aid, and Audiometer are mostly available to the respondents. There was no significant diff erence between students' utilization of assistive technologies for learning based on gender and academic level. The study concluded that special education students utilize available assistive technology for learning. This implies that assistive technology for learning could assist the performance of special students. It was therefore recommended that schools should employ Educational Technologists that can facilitate eff ective use of assistive technology tools to supplement classroom teaching.
- Keywords
- asistenční technologie,
- MeSH
- Information Technology * supply & distribution MeSH
- Data Interpretation, Statistical MeSH
- Humans MeSH
- Computer-Assisted Instruction methods supply & distribution MeSH
- Computer Literacy trends MeSH
- Communication Devices for People with Disabilities * trends supply & distribution MeSH
- Access to Information MeSH
- Academic Success MeSH
- Persons with Hearing Disabilities MeSH
- Education, Special methods organization & administration MeSH
- Educational Technology methods MeSH
- Education of Persons with Hearing Disabilities methods organization & administration MeSH
- Check Tag
- Humans MeSH
- Publication type
- Evaluation Study MeSH
- Geographicals
- Nigeria MeSH
- MeSH
- Addiction Medicine education MeSH
- Databases as Topic MeSH
- Humans MeSH
- Computer Communication Networks MeSH
- Surveys and Questionnaires MeSH
- Social Workers * education MeSH
- Education, Graduate * methods MeSH
- Educational Technology methods trends MeSH
- Teaching trends MeSH
- Check Tag
- Humans MeSH
- Publication type
- Review MeSH
- Geographicals
- Europe MeSH
- United States MeSH
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- Keywords
- frisbee, didaktika,
- MeSH
- Basketball statistics & numerical data trends MeSH
- Child MeSH
- Humans MeSH
- Adolescent MeSH
- Youth Sports statistics & numerical data education MeSH
- Athletic Performance * statistics & numerical data education MeSH
- Physical Education and Training * methods statistics & numerical data MeSH
- Educational Technology methods statistics & numerical data MeSH
- Check Tag
- Child MeSH
- Humans MeSH
- Adolescent MeSH
- Male MeSH
- Female MeSH
- Publication type
- Research Support, Non-U.S. Gov't MeSH
