title: Student Teacher and Lecturer Perceptions of the Use of Asynchronous Discussion Forums, Quizzes and Uploaded Resources for Promoting Critical Thinking

authors: Mwalongo, Alcuin Ivor

subjects: Student and Lecturer Perceptions

abstract: This study examined student teacher and lecturer perceptions of the use of asynchronous discussion forums, quizzes and uploaded resources for promoting critical thinking within a pre-service teacher education programme in Tanzania. Critical thinking is necessary both in life in general, and in education in particular. Critical thinking skills and thinking dispositions help people solve their problems, make rational decisions, evaluate information, guide their beliefs and actions, and improve their reasoning skills. While critical thinking skills influence the ability to carry out a thinking task, thinking dispositions may determine which actions should be carried out, the manner in which they should be carried out, and when they should be carried out. This means that critical thinking is influenced by contextual factors such as time, place, intentions, motivations of the thinker, and subject matter under discussion. However, most of the previous studies have tended to measure the two components of critical thinking separately and use different instruments. This way of measuring critical thinking is incompatible with the current conceptualisation of critical thinking, where critical thinking is understood as a set of related cognitive skills and dispositions. Since critical thinking varies over time and in different places, to get a clearer picture of an individual’s critical thinking, both critical thinking skills and thinking dispositions need to be measured simultaneously using the same instrument in order to offset the influence of contextual factors. 
Learning management systems (LMS) have tools such as asynchronous discussion forums, and quizzes that can promote critical thinking, especially when conscious planning is considered. Since, these tools have the potential for promoting critical thinking, measuring the evidence of critical thinking manifested in those tools is important. Current instruments measuring critical thinking in tasks related to asynchronous discussion forums do not relate thinking skills such as recall, and comprehension, and dispositional factors to critical thinking. Recall, comprehension and dispositional factors need to be measured in asynchronous discussion forums because they influence critical thinking. 
This study used sociocultural theory as its theoretical framework. Employing a case study approach, 54 students and 15 lecturers from three public universities in Tanzania participated in a survey. Using sample integration, eight students and six lecturers were selected for focus group discussions and one-to-one interviews. Mixed methods research was used to collect and generate data through surveys, focus group discussions, documentary review, and researcher’s reflective journal. While quantitative data were analysed through SPSS 21, qualitative data were analysed through NVivo 10.
Results revealed similarities and differences in critical thinking between students and lecturers, pre-service and in-service student teachers, male and female students, and between younger and older lecturers. The study contributes to knowledge by developing a combined instrument for capturing critical thinking skills and thinking dispositions simultaneously. Another instrument, the RCS-CAIS model is an attempt to show the relationship between critical thinking skills and dispositional factors in tasks related to asynchronous discussion forums. The study contributes to theory by demonstrating that thinking skills are not hierarchical, but are rather overlapping, iterative and multi-directional depending on prevailing circumstances at the time of engaging in a thinking task. Pedagogical and institutional implications of the findings have been discussed. Finally, areas for further research have been suggested.

text: Student Teacher and Lecturer Perceptions of the Use of Asynchronous Discussion Forums, Quizzes and Uploaded Resources for Promoting Critical Thinking This study examined student teacher and lecturer perceptions of the use of asynchronous discussion forums, quizzes and uploaded resources for promoting critical thinking within a pre-service teacher education programme in Tanzania. Critical thinking is necessary both in life in general, and in education in particular. Critical thinking skills and thinking dispositions help people solve their problems, make rational decisions, evaluate information, guide their beliefs and actions, and improve their reasoning skills. While critical thinking skills influence the ability to carry out a thinking task, thinking dispositions may determine which actions should be carried out, the manner in which they should be carried out, and when they should be carried out. This means that critical thinking is influenced by contextual factors such as time, place, intentions, motivations of the thinker, and subject matter under discussion. However, most of the previous studies have tended to measure the two components of critical thinking separately and use different instruments. This way of measuring critical thinking is incompatible with the current conceptualisation of critical thinking, where critical thinking is understood as a set of related cognitive skills and dispositions. Since critical thinking varies over time and in different places, to get a clearer picture of an individual’s critical thinking, both critical thinking skills and thinking dispositions need to be measured simultaneously using the same instrument in order to offset the influence of contextual factors. 
Learning management systems (LMS) have tools such as asynchronous discussion forums, and quizzes that can promote critical thinking, especially when conscious planning is considered. Since, these tools have the potential for promoting critical thinking, measuring the evidence of critical thinking manifested in those tools is important. Current instruments measuring critical thinking in tasks related to asynchronous discussion forums do not relate thinking skills such as recall, and comprehension, and dispositional factors to critical thinking. Recall, comprehension and dispositional factors need to be measured in asynchronous discussion forums because they influence critical thinking. 
This study used sociocultural theory as its theoretical framework. Employing a case study approach, 54 students and 15 lecturers from three public universities in Tanzania participated in a survey. Using sample integration, eight students and six lecturers were selected for focus group discussions and one-to-one interviews. Mixed methods research was used to collect and generate data through surveys, focus group discussions, documentary review, and researcher’s reflective journal. While quantitative data were analysed through SPSS 21, qualitative data were analysed through NVivo 10.
Results revealed similarities and differences in critical thinking between students and lecturers, pre-service and in-service student teachers, male and female students, and between younger and older lecturers. The study contributes to knowledge by developing a combined instrument for capturing critical thinking skills and thinking dispositions simultaneously. Another instrument, the RCS-CAIS model is an attempt to show the relationship between critical thinking skills and dispositional factors in tasks related to asynchronous discussion forums. The study contributes to theory by demonstrating that thinking skills are not hierarchical, but are rather overlapping, iterative and multi-directional depending on prevailing circumstances at the time of engaging in a thinking task. Pedagogical and institutional implications of the findings have been discussed. Finally, areas for further research have been suggested.

year: 2014

title: Concussion, neck, and hamstring injury aetiology and injury prevention in Rugby Union

authors: Chavarro-Nieto, Christian

subjects: Rugby

abstract: ABSTRACT
Background
Concussion and hamstring injuries are two of the most frequently diagnosed injuries in Rugby Union. Neck and hamstring strength have been identified as a modifiable risk factor to decrease the severity and incidence of these injuries. As such, there is an increasing interest in strengthening the neck and hamstrings in Rugby Union for injury prevention purposes.
Aims
The overarching aims of this thesis were to:
1. better understand the role of neck and hamstring strength and imbalances in the context of concussion, neck, and hamstring injury incidence and prevention;
2. scientifically document the status of neck and hamstring strength and imbalances in Rugby Union players using reliable methods; and
3. evaluate the impact of strengthening exercises and feedback strategies on strength outcomes in Rugby Union players.
Overall, this thesis sought to shed some light on neck and hamstring strength assessment and strengthening practices to inform injury prevention strategies in Rugby Union players.
Methods
This thesis is divided into four sections. The first section comprises a systematic literature review addressing neck strength in Rugby Union, a cohort cross-sectional study that compares the two most common methods to test isometric neck strength (“make” versus “break”), and a reliability study of isometric neck strength measures in flexion, extension, and bilateral side flexion. The second section includes a systematic literature review on hamstring injury incidence, risk factors, and prevention in Rugby Union. Thereafter, the reliability of measures from a load cell device to assess Nordic hamstring strength and bilateral balance in Rugby Union players is examined. The third section characterises both neck and hamstring strength in Rugby Union players. Specifically, isometric neck and Nordic eccentric hamstring strength values are examined in a large cohort of male and female semi-professional and professional Rugby Union players. Finally, the fourth section involves a randomised-controlled trial with a control group that examined the effect of a six-week progressive Nordic eccentric and isometric hamstring strength training programme performed with or without visual feedback on hamstring strength and bilateral strength balance in Rugby Union players.
Results
The neck strength literature review highlighted no consensus regarding standardised test methods implemented in Rugby Union, and limited evidence regarding direct associations between neck strength and concussion. When experimentally comparing the break to the make test, there were no systematic or proportional differences between methods detected based on the Passing-Bablock procedure. Despite the results suggesting these two methods could be used interchangeably to assess isometric neck strength, the make test showed some procedural advantages (e.g., lower potential for test-related injuries, enhanced participant comfort and confidence, and reduced influence of the examiner). Hence, the make test was chosen as the primary neck strength assessment method in the subsequent studies of this thesis. The reliability study on isometric neck strength measures from the make test revealed good-to-excellent intrasession reliability (ICC=0.85–0.95) and fair intersession reliability (ICC=0.51–0.69) for mean and maximal values.
The hamstring literature review concluded that it is likely worthwhile to combine strategies to prevent hamstring injuries and their recurrences in Rugby Union, and should include Nordic strength assessments and Nordic strengthening exercises. On this basis, Nordic assessment methods were chosen to assess hamstring strength in this thesis. The reliability study on Nordic eccentric strength assessment measures showed good intrasession reliability (ICC=0.79–0.90) and fair intersession reliability (ICC=0.52–0.64) for mean and maximal values.
A total of 342 Rugby Union players (87% male) participated in the characterisation study. Regarding isometric neck strength, male professional players were significantly stronger in all directions than semi-professional players except in extension; and overall, forwards (range:22–39 kg) were significantly stronger than backs (range: 22–31 kg) in all directions. Flexionto-extension ratio was 0.76 and side flexion ratio was 1.0 in males. There were no significant differences between forwards (range: 14–23 kg) and backs (range: 14–22 kg) in semiprofessional females, except in extension (backs > forwards). Flexion-to-extension ratio was 0.83 and side flexion ratio of 1.0 in females. Considering Nordic eccentric strength, there male professionals were stronger than semi-professional players in terms of absolute strength (422.1 vs 398.7 N), relative to body mass was greater in professionals than semi-professionals (4.57 vs 3.87 N·kg⁻¹). Absolute strength was significantly greater in forwards than backs (426.8vs 387.2 N); but relative to body mass, strength was lower (3.78 vs 4.67 N·kg⁻¹). In females, the strength values ranged from 226 ± 41N and 2.8 ± 0.5N·kg⁻¹ to 320 ± 1.0N and 3.8 ± 0.6N·kg⁻¹, forwards ranged from 255 ± 107N to 320 ± 1.0N whilst backs ranged from 226 ± 41N to 295 ± 65N.
Regarding the four section a randomised-controlled trial that analysed the effectiveness of a six-week isometric hamstring and Nordic eccentric training performed with or without visual feedback on hamstring strength and bilateral strength balance in Rugby Union players. The time x group interaction from the repeated measures ANOVA was not significant for both peak strength and bilateral strength balance measures, indicating similar changes between groups from Pre to Post timepoints. Additionally, there was no main effect of time on outcomes, indicating no significant difference in strength or balance measures from Pre to Post timepoints. There was a significant main effect of group on peak strength, with controls identified as being significantly weaker than the other two groups during post-hoc pairwise comparisons (94.0 N weaker vs non-feedback and 89.3 N weaker vs feedback). There was no significant main effect of group on balance.
Conclusion
This thesis presents a compilation of studies focusing on neck and hamstring strength as modifiable risk factors for concussion, neck, and hamstring injuries in Rugby Union. This thesis provides data on isometric neck and Nordic hamstring eccentric strength values using two feasible and reliable test methods that use load cell devices. The data collected from semiprofessional male, professional male, and semi-professional female Rugby Union players can be used to inform practice and establish baseline values for practitioners interested in rehabilitation, return to play, and strengthening of neck and hamstring in Rugby Union. The six-week progressive Nordic eccentric and isometric hamstring strength training programme was not superior to usual training (control group) for improving eccentric bilateral strength or decreasing bilateral strength imbalances, warranting exploration of alternative strength training programmes and strategies.

text: Concussion, neck, and hamstring injury aetiology and injury prevention in Rugby Union ABSTRACT
Background
Concussion and hamstring injuries are two of the most frequently diagnosed injuries in Rugby Union. Neck and hamstring strength have been identified as a modifiable risk factor to decrease the severity and incidence of these injuries. As such, there is an increasing interest in strengthening the neck and hamstrings in Rugby Union for injury prevention purposes.
Aims
The overarching aims of this thesis were to:
1. better understand the role of neck and hamstring strength and imbalances in the context of concussion, neck, and hamstring injury incidence and prevention;
2. scientifically document the status of neck and hamstring strength and imbalances in Rugby Union players using reliable methods; and
3. evaluate the impact of strengthening exercises and feedback strategies on strength outcomes in Rugby Union players.
Overall, this thesis sought to shed some light on neck and hamstring strength assessment and strengthening practices to inform injury prevention strategies in Rugby Union players.
Methods
This thesis is divided into four sections. The first section comprises a systematic literature review addressing neck strength in Rugby Union, a cohort cross-sectional study that compares the two most common methods to test isometric neck strength (“make” versus “break”), and a reliability study of isometric neck strength measures in flexion, extension, and bilateral side flexion. The second section includes a systematic literature review on hamstring injury incidence, risk factors, and prevention in Rugby Union. Thereafter, the reliability of measures from a load cell device to assess Nordic hamstring strength and bilateral balance in Rugby Union players is examined. The third section characterises both neck and hamstring strength in Rugby Union players. Specifically, isometric neck and Nordic eccentric hamstring strength values are examined in a large cohort of male and female semi-professional and professional Rugby Union players. Finally, the fourth section involves a randomised-controlled trial with a control group that examined the effect of a six-week progressive Nordic eccentric and isometric hamstring strength training programme performed with or without visual feedback on hamstring strength and bilateral strength balance in Rugby Union players.
Results
The neck strength literature review highlighted no consensus regarding standardised test methods implemented in Rugby Union, and limited evidence regarding direct associations between neck strength and concussion. When experimentally comparing the break to the make test, there were no systematic or proportional differences between methods detected based on the Passing-Bablock procedure. Despite the results suggesting these two methods could be used interchangeably to assess isometric neck strength, the make test showed some procedural advantages (e.g., lower potential for test-related injuries, enhanced participant comfort and confidence, and reduced influence of the examiner). Hence, the make test was chosen as the primary neck strength assessment method in the subsequent studies of this thesis. The reliability study on isometric neck strength measures from the make test revealed good-to-excellent intrasession reliability (ICC=0.85–0.95) and fair intersession reliability (ICC=0.51–0.69) for mean and maximal values.
The hamstring literature review concluded that it is likely worthwhile to combine strategies to prevent hamstring injuries and their recurrences in Rugby Union, and should include Nordic strength assessments and Nordic strengthening exercises. On this basis, Nordic assessment methods were chosen to assess hamstring strength in this thesis. The reliability study on Nordic eccentric strength assessment measures showed good intrasession reliability (ICC=0.79–0.90) and fair intersession reliability (ICC=0.52–0.64) for mean and maximal values.
A total of 342 Rugby Union players (87% male) participated in the characterisation study. Regarding isometric neck strength, male professional players were significantly stronger in all directions than semi-professional players except in extension; and overall, forwards (range:22–39 kg) were significantly stronger than backs (range: 22–31 kg) in all directions. Flexionto-extension ratio was 0.76 and side flexion ratio was 1.0 in males. There were no significant differences between forwards (range: 14–23 kg) and backs (range: 14–22 kg) in semiprofessional females, except in extension (backs > forwards). Flexion-to-extension ratio was 0.83 and side flexion ratio of 1.0 in females. Considering Nordic eccentric strength, there male professionals were stronger than semi-professional players in terms of absolute strength (422.1 vs 398.7 N), relative to body mass was greater in professionals than semi-professionals (4.57 vs 3.87 N·kg⁻¹). Absolute strength was significantly greater in forwards than backs (426.8vs 387.2 N); but relative to body mass, strength was lower (3.78 vs 4.67 N·kg⁻¹). In females, the strength values ranged from 226 ± 41N and 2.8 ± 0.5N·kg⁻¹ to 320 ± 1.0N and 3.8 ± 0.6N·kg⁻¹, forwards ranged from 255 ± 107N to 320 ± 1.0N whilst backs ranged from 226 ± 41N to 295 ± 65N.
Regarding the four section a randomised-controlled trial that analysed the effectiveness of a six-week isometric hamstring and Nordic eccentric training performed with or without visual feedback on hamstring strength and bilateral strength balance in Rugby Union players. The time x group interaction from the repeated measures ANOVA was not significant for both peak strength and bilateral strength balance measures, indicating similar changes between groups from Pre to Post timepoints. Additionally, there was no main effect of time on outcomes, indicating no significant difference in strength or balance measures from Pre to Post timepoints. There was a significant main effect of group on peak strength, with controls identified as being significantly weaker than the other two groups during post-hoc pairwise comparisons (94.0 N weaker vs non-feedback and 89.3 N weaker vs feedback). There was no significant main effect of group on balance.
Conclusion
This thesis presents a compilation of studies focusing on neck and hamstring strength as modifiable risk factors for concussion, neck, and hamstring injuries in Rugby Union. This thesis provides data on isometric neck and Nordic hamstring eccentric strength values using two feasible and reliable test methods that use load cell devices. The data collected from semiprofessional male, professional male, and semi-professional female Rugby Union players can be used to inform practice and establish baseline values for practitioners interested in rehabilitation, return to play, and strengthening of neck and hamstring in Rugby Union. The six-week progressive Nordic eccentric and isometric hamstring strength training programme was not superior to usual training (control group) for improving eccentric bilateral strength or decreasing bilateral strength imbalances, warranting exploration of alternative strength training programmes and strategies.

year: 2022

title: Student voice and agency for Indigenous Maori students in higher education transitions

authors: Amundsen, Diana Leigh

subjects: Social Sciences

abstract: This article reveals the complexities of Indigenous students navigating the neoliberal model of education through an examination of Māori transitions into higher education contexts in Aotearoa New Zealand. In a recently completed doctoral study, the lived transition experiences of Indigenous Māori higher education students were critically investigated from a student voice perspective. Data were collected and analysed through repeated semi-structured interviews, focus groups and visual stories in a semi-longitudinal study with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Using a Bourdieuan theoretical framework for analysis, findings revealed that participants experienced their transition as a journey. Students perpetually evolved their identities and agency in relation to the tertiary education environments and social structures they encountered which supported or constrained transition experiences. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified. This empirical research outlines learning for Māori students in higher education, and is a timely addition to knowledge revealing the complexities of teaching in the neoliberal model of higher education with Indigenous people.

text: Student voice and agency for Indigenous Maori students in higher education transitions This article reveals the complexities of Indigenous students navigating the neoliberal model of education through an examination of Māori transitions into higher education contexts in Aotearoa New Zealand. In a recently completed doctoral study, the lived transition experiences of Indigenous Māori higher education students were critically investigated from a student voice perspective. Data were collected and analysed through repeated semi-structured interviews, focus groups and visual stories in a semi-longitudinal study with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Using a Bourdieuan theoretical framework for analysis, findings revealed that participants experienced their transition as a journey. Students perpetually evolved their identities and agency in relation to the tertiary education environments and social structures they encountered which supported or constrained transition experiences. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified. This empirical research outlines learning for Māori students in higher education, and is a timely addition to knowledge revealing the complexities of teaching in the neoliberal model of higher education with Indigenous people.

year: 2019