Online education in higher education: emerging solutions in crisis times.

The COVID-19 pandemic caused changes in higher education institutions, mainly due to the temporary closure of face-to-face activities in universities worldwide. The transformation from face-to-face to online education was one of the emerging solutions to this crisis. This research aims to analyse and describe the adaptation process from face-to-face to online education and the perceptions of faculty and students during the pandemic in a literature review study. We developed this study following the methodology supported by the PRISMA statement and the PICoS strategy, retrieving scientific literature from Web of Science, Scopus, ERIC and PsycINFO. Of the 241 studies that the search yielded, 29 have been included. The results showed that online education was an enabling alternative for the development of higher education, but numerous weaknesses in the transition to online education were identified. The study concludes that online learning is a future direction in higher education. Therefore, institutions should invest more in online education platforms and improve faculty training plans.

Formación del Profesorado y TIC para el Alumnado Com Discapacidad: Una Revisión Sistemática / Teacher Training and ICT For Students with Disabilities: a Systematic Review

RESUMEN: La formación del profesorado es necesaria y esencial para desarrollar una educación de calidad en igualdad y equidad. En este contexto, las Tecnologías de la Información y la Comunicación (TIC) abren una nueva forma de acceder a la información y un gran puente de comunicación, ya que para algunas personas las tecnologías constituyen la única vía de acceso al mundo educativo y de la cultura. El propósito de este estudio es realizar una revisión sistemática entorno a la producción, en forma de artículos científicos, durante la última década en relación con la formación del profesorado en TIC como apoyo al alumnado con discapacidad. Se realizó una búsqueda en las bases de datos Web of Science y Scopus siguiendo las directrices de la declaración PRISMA y la estrategia PICoS. De un total de 143 artículos fueron seleccionados 22. Los principales resultados muestran un incremento creciente en el número de publicaciones, sin embargo, su impacto sigue siendo escaso. Entre las conclusiones se destaca que la escasa existencia de literatura científica es uno de los principales problemas que pueden dificultar la formación del profesorado.

ABSTRACT: Teacher training is necessary and essential to develop a quality education in equality and equity. In this context, Information and Communication Technologies (ICT) open a new way of accessing information and a great communication bridge, since for some people technologies are the only way to access the world of education and culture. The purpose of this study is to carry out a systematic review on the production, in the form of scientific articles, during the last decade in relation to the training of teachers in ICT to support students with disabilities. A search of the Web of Science and Scopus databases was performed following the guidelines of the PRISMA statement and the PICoS strategy. From a total of 143 articles, 22 were selected. The main results show an increase in the number of publications; however, their impact is still low. Among the conclusions, we highlight that the scarce existence of scientific literature is one of the main problems that can hinder teacher training.

Influence of Tactical and Situational Variables on Offensive Sequences During Elite Football Matches.

Sarmento, H, Figueiredo, A, Lago-Peñas, C, Milanovic, Z, Barbosa, A, Tadeu, P, and Bradley, PS. Influence of tactical and situational variables on offensive sequences during elite football matches. J Strength Cond Res 32(8): 2331-2339, 2018-This study examined the influence of tactical and situational variables on offensive sequences during elite football matches. A sample of 68 games and 1,694 offensive sequences from the Spanish La Liga, Italian Serie A, German Bundesliga, English Premier League, and Champions League were analyzed using χ and logistic regression analyses. Results revealed that counterattacks (odds ratio [OR] = 1.44; 95% confidence interval [CI]: 1.13-1.83; p < 0.01) and fast attacks (OR = 1.43; 95% CI: 1.11-1.85; p < 0.01) increased the success of an offensive sequence by 40% compared with positional attacks. The chance of an offensive sequence ending effectively in games from the Spanish, Italian, and English Leagues were higher than that in the Champions League. Offensive sequences that started in the preoffensive or offensive zones were more successful than those started in the defensive zones. An increase of 1 second in the offensive sequence duration and an extra pass resulted in a decrease of 2% (OR = 0.98; 95% CI: 0.98-0.99; p < 0.001) and 7% (OR = 0.93; 95% CI: 0.91-0.96; p < 0.001), respectively, in the probability of its success. These findings could assist coaches in designing specific training situations that improve the effectiveness of the offensive process.