The effect of three sport games in physical education on the health-related fitness of male university students

Purpose: Few controlled studies have been conducted on the effect of sports games as a physical education (PE) course on the health-related fitness of university students. The aim of the study was to determine whether three sports in a PE course will help improve the health-related fitness of male university students. Material: Students from two universities participated in the study, with one university acting as a control group. There were two PE courses which students registered for: a football and volleyball (FVG, n=169) course and a badminton (BG, n=97) course. The students received basic training drills and competed with one another. The duration of the activities was 50 minutes sessions for eight weeks. The following tests were taken before and after eight weeks: Cooper test, sit-and-reach test, 60-s curl test, standing long jump test, and body mass index. Paired t-tests were used to compare the baseline and post data of each group. The Welch t-test, ANCOVA, and analysis of gains scores were used to compare each of the PE groups to the control group. ANCOVA was used to account for baseline differences, while analysis of gains scores was used whenever ANCOVA could not be used. The Vargha-Delaney Effect Size (VD) and the Common Language Effect Size (CLES) were used to determine the effect sizes for the Welch t-tests and ANCOVA, respectively. Significant changes were set at p ≤ 0.05 and VD ≤ 42% or VD ≥ 58%, or if p ≤ 0.05 and CLES ≥ 58 %. Results: Both PE groups showed significant improvements in all the measured fitness parameters except body composition. Moreover, the measured parameters of the control group reduced after eight weeks. Conclusions: The study shows evidence that PE courses can serve male universities in improving their health-related fitness. Moreover, students who do not participate in a PE course may be at risk of losing their fitness.

Introduction
Physical education (PE) programs are designed to provide the necessary skills needed by students to perform physical exercises correctly [1]. Moreover, they provide basic information on the health benefits of physical activity [2]. Despite these benefits, some universities do not provide PE courses to university students unless they want to obtain a degree in the subject [3]. According to Cardinal [4], physical education as a requirement for graduation needs to be justified in some universities. At the same time, first year university students are interested in taking a basic PE course as they perceive they can obtain some benefits from the course [5].
Various researchers have investigated the ability of PE programs to improve the fitness levels of students. The aim of these studies was to show if PE programs could significantly contribute in providing the necessary amount of physical activity students need to be healthy. This is important considering that studies from several nations show a decline in health-related fitness levels in children [6][7][8][9][10][11] and adults [12][13][14]. Obesity increased twofold from 1980 according to the World Health Organization [15]. However, most of these studies evaluated the effect of PE courses on the health-related fitness of schoolchildren. Systematic reviews show that school-based interventions can improve the health-related fitness of school students if properly designed [16,17].
In contrast to schoolchildren, few studies were conducted on the effect of PE activities on university students. These studies have shown that PE can improve the health-related fitness of university students. Nevertheless, most of these studies were not done with control groups. Considering that some universities do not provide PE courses to non-PE students, any appreciable benefit from such a course could be used by PE lecturers to promote the institution of PE courses as a graduation requisite. Thus, the aim of this study was to determine the effect of a PE activity program on the health-related fitness of male university students. The research hypothesis was that the PE program would improve their health-related fitness.

Participants.
The students in the study were from two universities located in the Eastern Province of Saudi Arabia. The students from one of the universities served as the control group (CG, n=80) as they did not do any PE course. The students in the PE group were from King Fahd University of Petroleum & Minerals (KFUPM). There were two PE groups. The first group was the football and volleyball group (FVG, n=169), while the second group was the badminton group (BG, n=97). None of the participants were PE majors.
The study was conducted in accordance with Three games were provided to the students: Volleyball and football, and badminton. The courses were held twice a week for eight weeks. Each session was 50 minutes and had different training drills. Overall, the 50 minutes session was divided as follows: five minutes for warm-up, ten minutes for physical fitness, ten minutes for introducing and teaching the fundamental skills, 20 minutes for a practice game, and five minutes for cooldown and stretches. Football The students in the FVG received football training for four weeks. The training focused on the following aspects: (i) Improving the fundamental skills of the students, (ii) Increasing their cardiovascular endurance, (iii) Helping them improve their understanding between teammates, and (iv) Helping them with muscle development and strength through tactical drills, intense sprinting drills, and various exercises.
The students warmed up for five minutes using stretching and jogging. Then, they were given ten minutes of interval training after the warm-up. The interval training consisted of mixed footwork with maximal sprinting. To improve the explosive power of the students, the students were asked to do plyometric exercises such as push-ups, curl-ups, burpee, and jumping jack. These plyometric exercises also served to enhance other fitness aspects such as sprinting ability (speed & agility), jumping skills, and the lower and upper body strength.
Ten minutes were for learning and developing fundamental skills such as passing, running with the ball, juggling, and shooting. Overall, the students were divided in groups of two to practice with each other while being monitored and corrected. Twenty minutes were given for a practice game after teaching the fundamental skills. The practice game was a means to improve their skills and their overall experience of the game. Finally, five minutes of cool-down exercises such as stretching or foam rolling of the upper and lower body were given to the students after each training session. Volleyball The students in the FVG received volleyball training for four weeks. The students performed five minutes of warm-up using slow jogging and the following plyometric exercises: push-ups, curl-ups, burpee, jump rope, and jumping jack.
Ten minutes was used to give several drills and skills to the students. The first drill was toss and pass whereby one player tossed an easy ball to the other player to pass. This was done for 50-100 repetitions and then the players switched roles. The second drill was setting and digging to the wall on their own. Here, the students set and dug the ball towards the wall to work on their fundamental skills.
The students were also taught wall blocks. In this drill, students would jump in front of a wall to imitate the act of blocking a ball. The purpose of wall blocks was to train the students on how to block without brushing the net with their arms on the way down after a block. One-on-one setting drills were also taught to develop consistent setting skills. This was achieved through repetitions setting; two students set back and forth to each other over the net. Serving skills were also taught. Here, two students, one standing on each side of the court, took turns serving to each other. The servers served to their partners standing in different areas of the court. To improve other aspects of game playing, the students learned about teamwork, the rules of the game, strategies, and skills.
The students also played a practice game for twenty minutes so that they could improve on their skills and their overall experience of the game. The students were given five minutes of cool-down exercises such as stretching or foam rolling of the upper and lower body after each training session. Badminton The students in the BG received badminton training for eight weeks. Badminton training focused on the physical and fundamental skills aspects of the game. Warm-up exercises were given for five minutes. The warm-up exercises included running, jumping stretching, push-ups, sit-ups, footwork, and some challenge games for 15 to 30 seconds. The footwork was also aimed at training the students on how to move inside the badminton court.
The skills taught during the ten minutes of skill training were proper racket grip, forehand and backhand, serve and return services, long and short shot, smash, and footwork in the court. The students were also taught the rules of badminton. The lecturer demonstrated how to execute the skills before choosing a student to repeat after the lecturer. Then they were divided into groups of two and each student per group was asked to get on both sides of the net. They were instructed to pass the shuttlecock to each other using the skills they were taught. Then they were corrected whenever they made mistakes during the 20 minutes of the practice period. They were also given correct tips one minute before the cool down session.
On the first day of the fifth week, the students played a game to practice all the skills. They played a round-robin competition from the second class of the fifth week up until the last week. Cool-down exercises and stretches were given for five minutes to conclude the class.

Health-Related Fitness Testing
The following health-related fitness tests were conducted: (i) Cardiovascular fitness using Cooper's test (ii) Muscular endurance and explosive strength using curl-up tests and standing long jump tests, respectively, (iii) Body composition using body mass index, (iv) Trunk flexibility using the sit-and-reach test. All parameters except for explosive strength were tested by the ACSM health-related fitness testing guidelines [18]. Body mass and height were measured with a stadiometer (Seca GmbH & Co. KG, Hamburg, Germany). For the explosive strength, the students were asked to jump from a line marked on the floor and land with their two feet. Their toes were the behind line before the jump. The measurement was taken using a straight inelastic measuring tape taped to the floor. The length jumped was measured at the back of their heel.
All the fitness tests were demonstrated to the students before they proceeded. The students were encouraged to give their maximum effort during the pre and post-tests and they were reassured that the tests would not negatively affect their final grade.

Statistical Analysis
The paired t-test was used to compare the pre and post data of the groups. The exercise groups were not compared with each other as it was not the aim of this study. The Welch t-test was used to compare the baseline values of the exercise groups with the baseline values of the control group due to the inequality of sample sizes. Welch t-test to compare the post data was used in case there were no baseline differences. In case there were baseline differences, both ANCOVA and the analysis of the gains scores [19] were used to determine if there were differences between the exercise and control groups after eight weeks. The analysis of the gains scores was used when the following assumptions for ANCOVA were violated [20]: linearity of slopes, homogeneity of slopes, homogeneity of variance, and significant number of outliers. The analysis of gain scores utilized compared the mean differences of the PE groups to the CG using Welch t-test. Statistical significance was fixed at p ≤ 0.05. The Welch t-test and the analysis of the gains scores were performed with SPSS 16. The tests for the assumptions along with ANCOVA were performed with R [21].
The effect size measure was the common language effect size (CLES). When comparing within a group, the CLES tells you the probability that a person will experience a change after undergoing an intervention. When comparing groups, the common language effect size shows the probability that a person randomly selected from one group will have different measured parameters from another person randomly selected from another group [22]. The improved CLES by Vargha-Delaney (VD) was used whenever the Welch t-test was used [23]. VD values are more robust than CLES [23]. The VD values were calculated with the orddom package in R [24]. Changes in the tested parameters were considered significant if p ≤ 0.05 and VD ≤ 42% or VD ≥ 58%. These VD thresholds were obtained from the effsize package in R [25]. When ANCOVA was used, the effect size estimator used was omega-squared which was calculated using the sjstats package in R [26]. The omega-squared value was then converted to CLES using an online psychometric calculator by Lenhard and Lenhard [27]. The conversion was done to improve the interpretation of the results [28]. The differences revealed by ANCOVA were considered significant if p ≤ 0.05 and CLES ≥ 58 %.

Results
Data for 346 students (FVG: N=169; BG: N = 97, CG: N=80) were analyzed. The control group had a greater overall fitness than the PE groups as shown in Table 1. Table 2 shows the changes in fitness from pre to post in all the groups. There were increases in the fitness measures from pre to post for in the exercise groups after eight weeks, whereas there was a reduction in fitness measures    Table 3 shows the results of comparing the fitness parameters of the PE groups with the CG after 12 weeks. The overall fitness of students in the PE groups was significantly better than the fitness of CG.

Discussion
The aim of this study was to examine if a pre-requisite PE course for graduation will improve the health-related fitness parameters of the students. The exercises provided to the students were done in eight weeks. The results show that there is a significant improvement in the healthrelated fitness of students who took the PE course. This agrees with studies done on school children [17,[29][30][31][32] and university students [33][34][35][36][37]. Moreover, the current study shows evidence that the benefits of recreational football [38,39] can be obtained to a certain degree in a classroom setting. The current study also adds to previous studies that show that volleyball is beneficial for healthrelated fitness [34,40,41]. As for the effects of badminton on health-related fitness, this is the first study to our knowledge that reveals the effects of badminton training on non-athletes. Given the aerobic and anaerobic energy demand needed to play football [42], volleyball [43,44], badminton [45], it is likely that the training drills and competitions were the reason for the improvements in the fitness of the students who took the courses.
Nevertheless, there was a difference between this study and the study by Liu et al. [33]. They pointed out that flexibility did not significantly improve after their PE program. Meanwhile, flexibility improved in both groups in this study. The difference may be because both studies had different programs. Liu et al. [33] only gave basic training for one activity each week for 11 weeks. Moreover, Liu et al. pointed out that the exercise programs did not have enough time to improve the flexibility of the students [33]. On the other hand, the students in this study did a maximum of two games during the eight weeks, were given basic training in these games, and competed with each other. The competitions might have helped increased total energy expenditure in addition to the fitness training and fundamental skills training sessions. This is because training sessions generally require less energy expenditure than match sessions [46].
Another difference from this study and that from Liu et al. [33] is that the students in the FVG did not experience a change in body composition. However, this could be attributed to the fact that the measures of body composition used in this study are not adequate to show any change in this parameter.
Interestingly, the health-related fitness parameters of students in the CG reduced after eight weeks, especially considering that they had a greater fitness level than the exercise groups before the program. This indicates that students who do not participate in a PE course may lose their fitness if they do not do any sort of activity apart from studying.

Importance
The results show that providing the basic skills of the games will not prevent the improvements in healthrelated fitness as long as competitions are included in the PE program. This point is important for students who are playing these games for their first time. Thus, students whose course load is a barrier to engaging in physical activity can obtain some benefits of regular physical activity by registering for a PE course, even if it is their first time to practice the sport. These results may give more supporting reason to students who believe they may benefit from a university PE course.
It was shown that the physical activity behaviors of students who were not highly active can change when PE courses are implemented at the university level [47,48]. Moreover, there is evidence that university students who took a PE course required for graduation have a higher chance of being positively influenced to continue the sports activities they learned at the university after graduation [49,50]. Thus, presenting to university students the benefits of the PE courses on their healthrelated fitness will be needed to encourage them to further engage in physical activity outside of class time and after graduation.
Limitations and recommendations A limitation of the study was that the exercise and dietary habits of the students before and during the study period was unknown. It was assumed that the students had similar exercise and dietary habits before and during the study. Moreover, this study was conducted only with male students. It is suggested that a similar study with a control group is conducted with female university students or a mixed-sex group. Thirdly, there is no guarantee that the students gave their maximum effort during the testing periods even after been encouraged to do so.

Conclusions
There is evidence that sports such as football, volleyball, and badminton can help improve healthrelated fitness levels of male university students in PE university program. Thus, they can contribute to the weekly physical activity doses required to keep healthy. Moreover, students who do not participate in a PE course may be at risk of losing their fitness.
Financial support statement* The authors did not receive any financial support.


STEAM-Based Learning Through Magnetic Book: Efforts to Introduce Science Inquiry for Early Children

Application of STEAM (Science, technology, engineering, art, and Mathematic) in Early Childhood Education is a form of an educational revolution that integrates various fields of Science Technology Engineering Art Mathematics in one child's play activities. The STEAM approach supports the development of children's scientific inquiry and equips children with the ability to design the process of how a tool works. This research is a part of the KIT STEAM research development in learning in Early Childhood Education aimed at introducing scientific inquiry early on. The application of magnetic books in learning is analyzed by qualitative methods. 3 groups of students from Early Childhood Education Institutions were involved in this study. Data collection techniques were carried out through observation, interviews, and documentation that were analyzed by triangulation. The results showed that the use of the magnetic book theme "Myself" as KIT STEAM in learning in Early Childhood Education/kindergarten provided opportunities for students to explore, analyze and create. Students could practice doing their discoveries through the activities of manipulating various manipulative pieces. The various manipulative pieces were designed to stimulate students to think at a higher level with the assistance of inquiry questions from the teacher. Student thinking results could be seen from the placement of manipulative pieces of images placed on the page (magnetic

INTRODUCTION
Based on data from the Ministry of Education and Culture in 2017, the total of gross enrollment rate (APK) or pure participation rate (APM) of children aged 3 to 6 years is 19,234,500 children. Various studies have proven that Early Childhood Education is very helpful in children's school readiness (Gautama, 2018), both scholastic and also nonscholastic abilities. [1] But reality on the ground does not apply that. Early Childhood Education institutions are still oriented towards the preparation of scholastic abilities which is not about pre-literacy but they tend to focus on the achievement of read-write-count ability through student worksheets. Referring to the Circular of the Directorate General of Elementary Education of the Ministry of National Education number 1839 / C.C2 / TU / 2009 regarding the implementation of Kindergarten education and admission of new elementary school students, there are some irregularities in the implementation of Early Childhood Education, one of which is the prohibition of read-write-count at Early Childhood Education, but the rule is violated.
[2] Learning at Early Childhood today should adjust the 21st century competency framework, in which in life and career, initiative and independent abilities, have social and cultural skills, productive and accountable, and leadership and responsibility are needed. [3] 21st Century competence can be developed at Early Childhood through science inquiry process or scientific approach in learning, in which children in learning are stimulated by scientific thinking through observing, asking, reasoning, gathering information and communication. With this science inquiry process, Early Childhood is honed to use higher cognitive levels such as analyzing, evaluating and creating something to become a work. Lately STEAM (Science Technology Engineering Art Mathematics) is seen as an approach to preparing 21st century generations, which aims to stimulate creativity, prepare children in a world of work full of innovation and invention. With STEAM, children are stimulated to explore, investigate, encourage their curiosity and make conclusions about: how something works, how to build and develop designs. STEAM also gives children the opportunity to learn to express their understanding in creative ways. This is a form of positive work attitude stimulation. Learning must be conditioned so that children not only do the work (paper and pencil test) but through constructive play with a scientific inquiry approach, children create something. Meanwhile abroad, such as Australia, America, Korea, STEAM has been applied in learning. Children are empowered to act as learning agents creating a work through specific projects according to the theme. Based on the background, it is necessary to conduct research related to the development of STEAM at Early Childhood learning. The problem in this study is: How is the effort to introduce science inquiry to early childhood through steam-based learning using magnetic books?

THEORETICAL REVIEW
The 2013 Early Childhood curriculum promotes the development of constructivism learning that is more flexible in its implementation so as to provide space for children to develop their potentials and talents. Delivering early childhood who is ready to continue education is not only limited to the child's ability to read, write and count, but also in all aspects of developments. The implementation of a scientific approach at Early Childhood learning actively stimulates children to be able to observe, ask questions, gather information, reason, and communicate, whether related to themselves, the environment, or events. The Early Childhood curriculum uses thematic learning with a scientific approach that will provide meaningful and enjoyable learning for children. Early childhood is always full of curiosity about what is around. This knowledge can be explored by exploring the environment by playing. According to Smilansky (1968) every child must experience a lot of playing experience [4]. Meanwhile Piaget and Smilansky put forward the stages of playing at Early Childhoos, as follows: a. Functional Play , b. Constructive Play, Make-Believe Play, d. Game with Rule [5]. Regarding learning, Vygotsky put forward several principles, namely: students learn through joint interactions with adults or more capable friends, children will be able to learn concepts well if they are in the ZPD (zone of proximal development). Scaffolding is a child given a complex problem, difficult, and realistic, and then given sufficient assistance in solving the students' problems [6].The constructivist perspective at Early Childhood learning leads to the construction of knowledge by children through an interactive and dynamic process [7] Scientific inquiry at early childhood must consider four characteristics related to how children think and learn, namely: a. Children as theory builders, b. Children need to build a basis of physical knowledge, c. Children become more independent and autonomous, both intellectually and morally, d. Children as social creatures that can be influenced and influence others [8], [9]. Today, constructive learning is carried out with the approach of Science, Technology, Engineering, Arts, and Mathematics (STEAM) [10]. The development of STEAM is an integration of STEM learning (Science, Technology, Engineering, and Mathematics) with art (Art) [11]. The integration of art in STEM learning produces a new acronym, namely STEAM (Science, Technology, Engineering, Art, and Mathematics). The art aspect generally leads to creativity. Science and art complement each other because science provides methodological equipment in art and art provides a creative model for the development of science [12]. Every aspect of STEAM becomes a defender in early childhood learning with the following characteristics: (1) Science, is about maintaining curiosity and curiosity. (2) Technology is for tools, for example crayons and pencils are tools used by young children. (3) Engineering starts with identifying the problem then think of a solution and try it. (4) Art, adding art and giving children the opportunity to illustrate STEM concepts in creative and imaginative ways, expressing ideas about the world through music and dance, communicating with descriptive language, making markers, making graphics, and building models. (5) Mathematic, trains children to have mathematical thinking including comparing, sorting, working with patterns, and identifying shapes [13]. The application of the STEAM approach to learning has been carried out by various countries [14], [15], [16], [17]. Through STEAM children ability are trained to solve problems so they can hone their creativity. There is a relationship between the problem solving process with cognitive abilities and creativity [18], as shown in Figure 1. To accommodate STEAM in Early Childhood learning, media is needed as a constructive playing tool. Media is an intermediary tool in the learning process [19]. Through the media, students can gain experience from an event either directly or indirectly [20]. Media in the form of constructive play tools can initiate problem solving activities, cognitive abilities and children ability to socialize [21], [22]. Some experts have stated that the development of child custody depends on how often children are in an environment that is intentionally created with the help of the media so that it allows all children to build experience in investigation and problem solving [22], [23], [24]. Meanwhile Scientific Inquiry brings children to the scientific process through the activities of collecting and analyzing data, checking hypotheses and theories that reflect the nature of knowledge formation [24], [25], [26]. Introduction Media to scientific inquiry becomes very important for children to learn problem solving in everyday life [27]. This media is used when children are involved in playing activities whether playing roles, science, beams, literacy or arts. Various media in the form of constructive tools have been developed today such as BEAM, LEGO, 4DFrame etc. But today, many constructive game tools that refer to STEAM in accordance with thematic learning in Early Childhood are not developed yet.

RESEARCH METHOD
The application of STEAM-based magnetic book learning in Early Childhood used qualitative methods. The data collection techniques were observation, interviews and documentation, while data analysis through triangulation.

RESULT AND DISCUSSION
The STEAM-based magnetic book can develop scientific inquiry skills in children, including: 1) the ability to ask questions; 2) problem identification ability; 3) ability have the opportunity to develop habits and behaviors that will serve them in achieving academic abilities. Besides developing models; 4) ability to plan and conduct investigations; 5) data interpretation capabilities; 6) mathematical and computational thinking abilities; 7) ability to build explanations; 8) problem-solving ability; 9) argumentative ability; 10) ability to evaluate and communicate. [28] Early childhood are able to be involved in STEAM investigations when they are guided by skilled and knowledgeable teachers [29]. By engaging in STEAM activities, children begin to develop self-control, memory, attention, and the ability to plan with others. This executive ability, as a basis for problem solving is used to develop future academic abilities [30].


Experience of using distance technology to teach Chinese undergraduates during the COVID-19 pandemic

The COVID-19 pandemic has significantly affected the organization of the educational process in Russian universities. The object of the research is the experience of implementing e-education and the transition to distance technologies for continuing education of Chinese undergraduates in the Russian metropolitan university. Russian universities had the technical capabilities and used various electronic educational platforms. In the same time, the results of the survey showed a decrease in the satisfaction of Chinese full-time students when switching to distance learning. The study shows the significant factors that had a negative impact on the educational process using distance technology to teach Chinese undergraduates during the COVID-19 pandemic. The authors have grouped these factors into five groups (technical, language, emotional, and financial, content of lecture). Identification of these factors made it possible to develop a program to improve the educational process and enhance the satisfaction of foreign students studying at Russian universities.

Introduction
The rapid spread of COVID-19 infection since January 2020 has become a pandemic and has made significant adjustments to the organization of the educational process in Russian universities. The transition of Russian universities to e-learning and the widespread use of distance learning technologies entirely was a landmark event for the Russian educational environment. That forced measure by the decision of the state authorities of Russia was necessary in order to preserve the health of students and employees of all universities.
Before the introduction of electronic education in all Russian universities in connection with a new coronavirus infection, Russian universities had accumulated some experience in using educational technologies based on information and telecommunications networks, which ensured the interaction of students and teachers at a distance. All Russian universities had the technical capabilities and used various electronic educational platforms. Most of the teachers of Russian universities were trained in retraining programs and teachers had the appropriate knowledge to work on electronic educational platforms before switching to electronic training entirely [1].
However, until March 2020, full-time education in Russian universities was based on the combined use of traditional forms of education in the form of classroom studies (lectures, seminars, practical exercises) and the work of students using electronic educational platforms for performing extracurricular tasks. Students have received the individual tasks for the fulfillment of projects, abstracts, essays, videos and other educational tasks and posted the results of the completed tasks on an electronic platform for verification by the teacher.
The usage of electronic platforms by students and teachers of Russian universities in the learning process was of an auxiliary nature. In full-time education, the main form of interaction between students and teachers was direct contacts between students and professors during lectures, seminars, and practical classes. Transfer to distance technologies entirely in the educational process required teachers to restructure the teaching methodology, and students needed to restructure the process of perceiving educational material [2,3,4].
Over the past years, the Russian schools have been actively developing teaching methods using distance technologies for different age categories of children [5,6]. Basically, the methods of e learning are good presented in the teaching and methodological literature for correspondence education in Universities, and E-portfolio as well [7]. The authors of teaching methods using distance technologies did not assume the situation of the complete transition of students of full-time courses to e-learning in case of abandoning traditional forms of conducting classes [8,9].
In a special situation were many Chinese students of Russian universities who left for their homeland for holidays in January 2020, and could not return due to an unfavorable epidemiological situation [10]. For this group of students, the use of distance technologies was the opportunity to continue continuous study at Russian universities only. The fact of the transition to e-learning for the foreign students who are faced with the closure of state borders can be attributed as the positive result of the decision and monitoring of state bodies [11].
The main objective of our work is to describe some results of the experience of using distance technologies for teaching Chinese undergraduates, highlighting the negative factors in mastering the educational material and determining the satisfaction of Chinese undergraduates with the results of e-learning in the second semester of the 2019/2020 academic year.
The Department of Economic Theory and Management of the Moscow Pedagogical State University (MPSU) conducted a survey on the results of distance learning at the end of the summer examination session in June 2020. Totally 52 Chinese undergraduates of the first year of training in the field of training 38.04.02 Management took part in the questionnaire and survey. Chinese undergraduates masters the master's program of "Financial and International Business Management".
Among those who involved in the study, 46 undergraduates remained by the period of transition to distance technologies in China (first group) and 6 undergraduates mastered the master's program while staying in Russia (second group).
Each participant in the survey was asked to express their attitude to the transfer to distance technologies entirely by setting points on a point system from zero (minimum) to ten (maximum). At the same time, the minimum number of points meant a negative rating (1-3), medium rating (4-7) and points above eight meant a positive score by a master's student.

Results and discussion
The study allows us to assess the experience of using distance technology to teach Chinese underground during the COVID-19 pandemic.
The first survey of all groups of undergraduates was conducted at the very beginning of the transition to distance learning in order to ascertain the expectations of undergraduates from the results of training. The results of the expectations of undergraduates are presented in Fig. 1. As follows from data Figure 1, the undergraduates who were in Russia strove to conduct classes in a traditional manner. While the undergraduates who could not return after the holidays highly appreciated the opportunity to continue their studies, including the distance technologies.
After the end of the second semester, during which distance technologies were used, a second survey with the question on the satisfaction of undergraduates with the full transfer to distance technologies in the magistracy was conducted. The assessments of undergraduates are presented in Figure 2.  Chinese master's students make up a significant part of the number of undergraduates in the Master's program of "Financial and International Business Management". In 2019, the Department of Economic Theory and Management of the MPSU has conducted surveys of undergraduates of previous graduations and received a high assessment of the content of the taught disciplines of all block of curriculum of Master's program and the pedagogical skills of the department teachers.
It was decided to hold a detailed survey with additional questions to identify main reasons of the dissatisfaction of master's students. Undergraduates were asked to choice some factors that negatively influenced the educational process using distance technologies entirely. As in the first surveys, undergraduates used a point system and assessed the negative influence of one or another proposed factor from zero (weak influence) to ten (strong influence). If more than half of the undergraduates of each group assessed the effect of the factor from zero to three, then this factor was not taken into account as having a negative impact on the educational process.
After processing the survey data of the first and second groups of undergraduates, the most significant factors that had a negative impact on the educational process were identified as it shows in Figure 3. As follows from data, the technical factors have the greatest negative impact, among which Chinese undergraduates have noted the difficulties in entering the university's electronic information platform; incomprehensible interface of the university's electronic information platform; an unstable connection to the university's electronic platform; a need to have computer equipment high quality.
During distance learning, Chinese undergraduates have had difficulty understanding the lecture material in Russian. That fact can be combined with the emotional factor in view of the lack of personal direct contact of the student with the teacher and fellow students. Undergraduates have noted the emergence of a sense of loneliness and the need for communication and discussion during the educational process. Our experience has shown when switching to distance learning entirely, teachers need to use interactive teaching methods. This conclusion is shared with the conclusions of other researchers [14,15].
The negative perception of the transition to distance learning by undergraduates was influenced by the financial factor. Undergraduates have expected a reduction pricing the training on the base of the distance technologies. According to the data, approximately 25-35% of undergraduates have considered reducing the contractual cost of distance learning to be a fair measure.

Conclusion
Our study showed that by the beginning of the pandemic, MSPU has had the technical capabilities and the necessary electronic information educational platform based on Moodle, the potential of which was realized for correspondence education mainly.
In the course of the research, it was revealed that the foreign undergraduates have difficulties in quickly switching to the use of distance technologies. The foreign undergraduates prefer the traditional forms of full-time education. The main groups of the negative factors affecting the educational process using distance-learning technologies entirely were identified based on a sequential survey of Chinese undergraduates.
Identification of these factors made it possible to develop a program to improve the educational process using distance technologies under the conditions of continuing restrictions due to a new coronavirus infection.


ATTITUDE OF TEACHERS TOWARDS TECHNO-PEDAGOGY OF TEACHERS TOWARDS TECHNO-PEDAGOGY.”

: Teaching jobs are regarded as the noblest of all the professions in the world. The quality of education in any educational institute hinges on the availability of good teachers. “Technology won’t replace teachers. But Teachers who use technology will probably replace Teachers who do not.” It is important to recognize that, the teachers are becoming more knowledgeable of Information and Communication Technology outcomes (ICTs), they continue to have knowledge or skill with which to integrate those technologies into their teaching. As the twenty-first century approaches, the literate citizen is increasingly expected to use computer technology to access and manipulate information. Knowing how to manage electronic information from an ever-widening array of resources and in proliferating formats is essential. The education system was now witnessing a paradigm shift from the traditional chalk-and-board teaching methodology to digitizing the pedagogical approach through technical devices. A transformation would not only increase the capability of the teachers but would also widen the knowledge base of students so as make them competitive in the international arena. The technology orientation needs to improve in order to equip themselves to face the students belong to the digital era and also to face the challenges in the modern classroom .

Introduction
Technology is empowering students in four key ways like democratization of knowledge, participatory learning, authentic learning and multimodal learning. As per the quotes of Ted, "Technology is a vital part of educating today's students and it is used whenever possible in the classroom so that improves the overall learning environment." Students will also need to get acquainted with technology because they will need to use it in the future. An inspiring teacher not only shows the right path that the students should follow but also prepares the human resource for the further development of the nation. Techno-Pedagogy decides whether an Education media product is successful or not. Pedagogy refers 'Science and Arts of teaching' Techno derived from Latin word 'Texere' means 'weave or construct'. Techno-Pedagogy refers to weaving the techniques of teaching into the learning environment itself. Education Technology provides approximate designing learning situations, holding in view the objectives of the teaching and learning bring the best practices/means of instructions which effect on learning.

Attitude
An emotional reaction towards a person or thing is usually designated as an, "Attitude". It refers to a manner of acting feeling, or thinking that shows one's disposition; opinion or mental set. It is actually a personal response to an object, developed through experience which can call favorable or unfavorable. Attitude may be towards concrete or abstract things. Attitude may be considered to be one phase of personality. They are closely associated with feelings and emotions. It may be thought of as a response pattern or a tendency to think or act in a particular way under a given set of circumstances. Attitudes are unquestionably an acquired disposition and therefore conditioned by learning or acquisition of experiences. An attitude is a hypothetical construct that represent on individual degree of like or dislike for an item. Attitudes are generally positive or negative views of a person, place, thing, or eventthis is often referred as the attitude object. Teaching Attitude refers teachers' beliefs, dispositions and opinions regarding the use of technology in the classroom.

Need for Techno-Pedagogy
Teaching holds the most crucial position and helps in the success of any educational system. A teacher is the topmost academic and professional person in the educational pyramid who shapes the learners. Technology is a broad and constantly changing skill-set required of faculty, and selecting the appropriate techno-pedagogical strategies to effectively engage students in the content is a separate skill-set. Media literacy influences student development, and developing a critical analysis of media consumption is an important skill for students. In understanding how technology and media intersect with learning, consider the compatibility between theories of technology and education, and how that relates to the content. There is a need for Teachers as well as the institutional level, to identify and articulate the occupational realities when technology and competencies intersect, while understanding and communicating how technological resources and strategies can engage students and enhance student learning.

Attitude of Teachers Towards Techno-Pedagogy
Using technology in education is considered a relatively new pedagogy to integrate technology into curricula. Teachers, who become the main focus during the process of integrating these technologies into the curriculum, face several obstacles when trying to integrate technology into their curricula. Many school districts are pushing technologies across all levels of education. Recent studies show that, the successful implementation of the educational technologies depends largely on the attitudes of the educators. Many research points out that, a teacher's attitude or belief is one of the several important human factors which has a significant impact on the Techno-pedagogy and the implementation of the technology in classroom. The attitude of teachers is a major enabling/disabling factor in the adoption of the technology. The teachers with positive attitudes towards the technology feel more comfortable while using it and they usually incorporate it into their teaching activities. The teachers' negative attitudes towards technology changed after training about technology use.

Ways to Achieve Techno-Pedagogy
The use of technological facilities in learning environments gained importance in India. So the teachers are supposed to perceive the use of technology as a natural part of their profession in order to be able to conjoin the investments for enhancing the learning of students. The teachers have to integrate information and communication technologies with teaching and learning processes. Besides, the teachers should not only point out how they use ICT at their teaching and learning environments in their lesson plans, but also use these technologies to support the student centered strategies. However, integrating technology into teaching cannot be achieved overnight. Several researchers indicate that the teachers are supposed to overcome some stages.
At first stages, the teachers tend to use the technology almost not at all, however later on; they consider the technology as an instrument which necessities to be taught. As the use of technology increases, they tend to perceive it as an instrument to aid the instruction, rather than being a core educational topic (Hixon & Buckenmeyer, 2009). After the technology usage skills of science teachers have been increased and they managed to integrate the technology with the learning environments. A Techno-pedagogical skill has to be implementing in teacher education program. Also it needs to be taught for the in-service teachers along with professional development program.

Conclusion
The best teacher brings diverse experiences and frames of reference to the classroom. In this modern scenario the teacher who uses technology in teaching-learning process plays a vital role. Technology improves learning and makes the teaching-learning process more interesting. So the techno-pedagogical skill of the teachers has in need to be increased and also should bring positive attitude towards techno-pedagogy.


s2fieldsofstudy: Education Medicine

text:
Competency-Based Education in Medical Internship: Integrative Review

Medical education has undergone profound changes, currently, some medical courses are working competency-based education. This type of education is used in medical residences, however, at the medical internship, it is still not very used. Along with changes in teaching, assessments also had to adapt to contemplate the teaching-learning process. The present work aimed to review articles dealing with competency-based education in the medical internship since this area provides the medical student with the opportunity to experience the professional reality in practice. This is an integrative review study of published articles PubMed and BVS. After the search, the articles were filtered and a total of four publications addressing “internship”, “competency” and “medicine. It was found that competency-based education still is something new and that is gradually being structured in the medical internship, so maybe there are few studies on this topic. Another important point evaluated in the analyzed articles, is the evaluation based on the period of 2015 to 2019 bases on skill and it was realized that it is also something that requires more research on this subject. It was concluded that competency-based education and how to evaluate it is a field that requires more research.

Introduction
In 1949, Ralph Tyler, an educational psychologist, establishes some questions to address two educational programs of qualifying school or faculty. According to him, the educational institution should answer the following questions: which are the proposals of the educational program, which experiences must be offered to respond to these proposals, how to organize the program, and how to determine if the proposals are achieved (Tyler, 1949).
Since then, some scholars have thought about an outcome-based education. Benjamin Bloom created a taxonomy of educational objectives, including a cognitive domain (knowledge), a psychomotor (manual skills), and an affective (attitudes). In 1963, Carroll defended that the methods of teaching should differ among individuals since the acquisition of learning varies among students. In this way, an educational program should not be dimensioned by a specific time for all of them. Some need more and some need less time to achieve established objectives (Ten Cate, 2017; Bloom et al., 1956;Carroll, 1963).
One of the first courses of Medicine to apply these ideas of these students of education was Case Western Reserve University's Medical School in Cleveland, in 1950. Having Ralph Tyler as a consultant, it was created a pre-clinical course, focused on basic sciences with clinical relevant objectives. Since the 1960s, several medical schools went foward this type of education, the Competency-Based Medical Education.
In 1978, McGaghie et al described CBME (Competency-Based Medical Education) in 3 characteristics: 1-organization of educational activities based on functions necessary for the practice of medicine in a given context; 2-the principle that all students can achieve basic objectives pre-established; 3-the affirmation that the learning and its process can be tested empirically (Ten Cate, 2017). technical skills, clinical reasoning, values, emotions, and reflections in daily clinical to the well-being of the individuals and community. Contrary to the traditional model of teaching, centered in learning objectives and knowledge, Competency-Based Medical Education is directed to outcomes and skills the learner can put in practice in the real context. Because of the centredness in the real context of practice, this type of education is considered extremely important for improving global health (Gruppen, Mangrulkar, Kolars, 2012).
Based on this concept, competency-based curricula have been developed in the most diverse areas. They consist of the systematization of the expected results of the student in their process of education in medicine (Costa et al., 2018). Two important initiatives in the field of Competency-Based Education in Family and Community Medicine residency are CanMEDS Family Medicine (Shaw, Oandasan, Fowler, et al., 2017), canadian, and The Family Medicine Milestone Project, american. Both seek to guide the education of residents in the specialties, each with its own characteristics.Although competency-based education has been widely used in medical residency as a guide for the training of medical specialists, it is still little used in medical school, specifically in medical internship.
In recent work, Sutton et al (Hamui-Sutton, 2019) make an interesting analysis of the evolution of medical education. According to the authors, there was an evolution in the way of thinking about learning in medicine, starting with the science-based curriculum, which divided the medical course into a 2-year basic cycle, a 2-year clinical cycle, and an internship. Elaborated by Flexner, in his famous report of the beginning of the century (10), it is still the hegemonic curricular model in medical courses.
In 1960, Problem-Based Learning (PBL) emerged, with curriculum integration around thematic fields using a more student-centered learning model. Towards the end of the twentieth century, Competence-Based Education emerges, guiding learning by the characteristics needed to perform required tasks. Finally, Entrustabel Professional Activities (EPAs) are created. These EPAs consist of controlled professional activities capable of mobilizing a range of skills to solve a complex real situation.
Due to all these pedagogical changes that occurred in the Medical Course throughout the twentieth and twenty-first centuries, there was a need for a change in the evaluation process as well. Just as education can be competence-based, so can assessment.
The present work aimed to review articles dealing with competency-based education in the medical internship, an area of crucial importance in the formation of physicians prepared to deal with contemporary complex issues involving the illness of individuals and communities.

Method
This is an integrative review study, whose objective is to synthesize in an orderly way the results approached by research on the subject in question, helping to deepen it. The integrative review is based on the elaboration of 6 steps: theme's identification and selection of the hypothesis to elaborate the integrative review, establishment of inclusion and exclusion criteria for the studies searched in the literature, definition of the information that will be extracted from the selected studies, evaluation of the studies. included in the interactive review, interpretation of results and, finally, presentation of the synthesis of knowledge (Mendes, et al., 2009).
To select articles that could be used in this integrative review, we searched the PubMed and BVS databases through the following descriptors internship, competency and medicine, and the "and" boolean between the descriptors, filtering articles that met all the descriptors. The study included articles published between 2015 and 2019, with available full text, main subject filtering as "professional competence", "teaching" and "educational assessment".

Results
In PubMed database, 44 articles were found, and after the application of the same filters were reduced to 15 articles, while in the BVS database, 261 articles were found, with reduction to 46 articles after the filter applications.
Of these 15 articles by PubMed and 46 articles by the BVS, their titles and abstracts were read, and as exclusion criteria, those who did not answer the research question or presented duplicates were excluded from the analysis, totalizing 4 articles, which were read in full, categorized and analyzed according to title, authors, journal, year of publication, method and results. The flowchart with the database search steps is shown in Figure 1, which was developed by the authors. Thus, from the categorization and analysis of the articles it was possible to interpret the results and perform a critical analysis on the subject.  There is a growing interest in ethics education and professionalism in neonatology, but evidence-based studies to determine the most effective methods are lacking. There is currently no standardized test to assess ethical knowledge in this area, although the research group is validating a tool for this potential use. 360-degree assessment is a tool that can assess a trainee's clinical competence in these areas using data and feedback from various key sources in a trainee's learning environment. An Individualized Learning Plan (ILP) should be used by all students and teachers to assist in the self-assessment and self-directed learning process, identifying strengths and weaknesses, formulating learning goals and tracking progress. An "inverted classroom" approach to this teaching can be effective (students learn from online material, and come to class to participate in activities such as group discussion and simulation). This model would engage students with various learning styles and allow mastery of knowledge and practical skills in ethics and professionalism during training. The authors evaluated the competencies of full professors of the Medical Internship of UNAM (Universidad Nacional Autónoma de Mé xico). The instrument used was the clinical OPINEST, created by several professionals with expertise in evaluation from the same university. The study described was the validation process of the questionnaire. The instrument has 54 items, each with 5 degrees of assessment (spectrum from never to always) according to the Likert scale. A total of 923 questionnaires were answered by the students of the UNAM Medical School internship for the evaluation of 81 full-time medical professors from the institution. As a result, the competency best evaluated after clustering the results was Clinical Problem Solving, with 81.7% of the answers "always" and "almost always". The worst rated was with "Evaluation", with 74.9% of "always" and "almost always". colleagues and supervisors were assessed through a 4-hour simulation in which the interns from these institutions were supposed to act as if they were on the first day of medical residency in a hospital. They were evaluated by medical supervisors, resident physicians and nurses, using 2 scales from 1 to 5: one to assess competence and another to measure the evaluator's confidence in the grade given. All classification groups showed consistent evaluation decisions (α: Cronbach supervisors = 0.90, residents = 0.80, nurses = 0.78). Nurses gave higher grades in all competencies and had more confidence in their judgment compared to supervisors and residents, and the difference in grade between the 3 groups was statistically significant.

Teaching Skills in the Medical Internship
Teachers' competences are generally not properly studied and debated, with preference given to research in the area of education and student-based competency assessment. Martinez et al. (2017), in a very original study, showed the impressions of the students of the Medical Internship of a Mexican university about their teachers.
Using the Clinical OPINEST, a tool for assessing teachers' skills, they were able to determine the strengths and weaknesses of the Medical Internship teachers.
The results allow us some inferences. Firstly, the highest rated skill group was "Clinical Problem Solving," which encompasses several items related to teachers' technical skills, primarily related to proper diagnosis and treatment of disease. The other three competency groups (psychopedagogy, tutoring and assessment) were worse evaluated, allowing us to conclude about the predominance of technical knowledge in teacher education, leaving in the background very important features for the teaching practice.
Srinivasan and colleagues (2011), after extensive literature review and joint formulation of the necessary competencies for teachers engaged in medical education, came up with a final document containing 6 core competencies and 4 specialized teaching competencies. Only 1 of these 6 core competencies was Medical Knowledge, with the other 5 capabilities beyond the technical scope of the medical specialist. Learner-centredness, communication and interpersonal skills, professionalism, practice-based reflection and system-based practice in which the student is included, the other 5 core competencies, were considered equally important.
Carracio and colleagues (2016), defend some essential characteristics of physicians involved in Competency-Based Medical Education. According to the authors, this educational process should: (a) Be based on the health needs of the population.
(b) Have learning outcomes focused on student needs rather than the traditional processes and structure of the educational institution.
(c) Meet the interests of all parties involved, such as health care, patients, students, teachers.
(d) Achieve competencies other than medical knowledge, such as communication, professionalism, advocacy, scholarship, leadership, and practice and system improvement.
(e) Empower students by making them active in their own learning process to progressively approach professional reality.
All these characteristics suggested by Carracio and colleagues (2016), require a medical professional with comprehensive knowledge and practice, different from the traditional one, focused only on medical knowledge and patient care. Although the professors of the aforementioned Mexican university present good results in all the mentioned competency domains, medical knowledge and patient care still prevail hierarchically superior to the other competencies.

Skills-based Assessment at Medical Internship
Data from this integrative review show that Competency-Based Education (CBE) and one of its components, Assessment, has been extensively studied around the world. In the area of Medical Education, although there are many articles on competencies in medical residency, the latu sensu postgraduate degree of excellence for doctors, there are few studies on medical internship. This period of intense practice and real training is very important to the future professionals as it is at this stage that the student really comes close to being a doctor.
In view of the scarcity of work, the research article we found evaluates competencies on Medical Internship in a very interesting way. Prediger and colleagues (2019), assessed: (a) responsibility, (b) teamwork and collegiality, (c) knowing and maintaining own personal bounds and possibilities, (d) structure, work planning and priorities, (e) coping with mistakes, (f) scientifically and empirically grounded method of working, and (g) verbal communication with colleagues and supervisors. Due to the creativity of the method designed, the students were actually exposed to real situations that required all of these 7 competencies mentioned. The ability to perform multiprofessional tasks was studied, differently from what is usually worked, ie skills restricted to the work of the doctor.
Two very interesting points should be highlighted in this study. First, students were better evaluated by nurses than by residents and supervising physicians. Taking into account the objective of the paper, the assessment of competencies of medical internship students in interprofessional setting, this result was quite good, since the judgment of the physician's attitudinal practices will often be evaluated by nurses, physiotherapists, among others. One reason for the lower grade given by resident physicians and supervisors may be a better knowledge of the professional routine, which makes the assessment more detailed, more demanding.
In addition, the higher degree of certainty of nurses in the evaluation may be due to the greater custom of this professional to work interprofessionally. In nursing, the center of the work is the care of patients, which makes it essential to contact other professionals, who have essential skills to improve the health of people assisted. Although there is a tendency in medical schools to improve the look of the doctor, making him more holistic, that is, making him realize the needs of the person as a whole, most medical professionals still carry the bias of biomedical specialization (Baird et al., 2014). The inability of the physician to think through the entire care process may have increased the degree of uncertainty of the evaluators in this study.
The study cited raises an important question, that of interprofessional practice, essential for solving complex problems increasingly present in health services (Bridges et a.l, 2011). Due to the importance of this collaborative work, its insertion in education has increased.
We can define Interprofessional Education (IPE) as the interaction between students from two or more health professions involved in joint and reciprocal learning from existing real problems (BRIDGES et al, 2011). As in other areas of medical education, this has also been adapted to the Competency model, with reliable material establishing desirable learning outcomes in interprofessional health education (Schmitt et al., 2011;Thistletwaite et al., 2014).

Conclusion
Analysis of publications on competency-based education, over the past five years, showed lack of research on the topic in medical education Internship is a very important period in medical training, it is the time when the student will experience professional reality as the problems, decision making and relationship with patients and multidisciplinary team. Therefore, competency-based education It aims to promote education as a whole. When we look at what has already been published, we see the importance of this way of teaching and also to evaluate the teaching-learning process, which must contemplate knowledge, skill and attitude of students in the face of professional reality. It became very clear the need more research on the competency-based education and form of evaluation, because only then will it be possible understand the impacts on medical training.