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The COVID-19 pandemic has forced higher education institutions to rapidly transition to contactless online education, resulting in significant changes to traditional teaching methods and campus organization. Despite these challenges, universities must prioritize students' educational experiences, changes, and development, as these are key factors in verifying their effectiveness and improving teaching and learning. To this end, this study analyzed data from the National Assessment of Student Engagement in Learning (NASEL) to investigate the impact of personal background and learning experiences on the cognitive outcomes of 2,177 university students in a non-face-to-face educational environment. The study found that major, year, classroom behavior, challenging learning experiences, interaction with professors, and interaction with campus community members had significant effects on knowledge acquisition, while major, gender, active class participation, classroom behavior, thinking activities, challenging learning, interaction with students from different backgrounds, and interaction with campus community members had significant effects on cognitive capacity. These results highlight the need for universities to identify effective teaching and learning activities in a non-face-to-face education environment and implement appropriate improvement plans. [ABSTRACT FROM AUTHOR]

This study examined the relations between the amount and content of infant and preschool television exposure and preschool cognitive outcomes. Sixty parents completed 24-hour television diaries when their children were ages 1 and 4. At age 4, children completed a series of cognitive outcome measures and parents completed an executive functioning measure. Results indicated that high levels of exposure to programs designed for adults at both time points, and high levels of household television usage during preschool was associated with poorer executive functioning at age 4. Furthermore, high preschool exposure to programs designed for adults was associated with poorer cognitive outcomes at age 4. However, exposure to programs designed for young children at either time point had neither a positive nor negative association with preschool outcome measures. These results suggest that exposure to television content is an important factor in understanding the relation between media exposure and developmental outcomes. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]