Measuring student perception and actual usage of online learning management system

Online learning management systems are in use to facilitate the face to face learning process in many universities. There are many variables that shape and influence a student’s perception of an online learning management system. This study investigates whether there is a relationship between the perception of a student regarding the learning management system and their actual usage of such system. It is believed to help better understand the student usage of online learning management system. An online questionnaire was published on a course management system for a selected subject and the student participation was voluntary. Results indicate that no significant relationship between the perception students had about the learning management system and the actual use of the system. Interestingly, a significant relationship was found between having internet access away from university and the student perception about the system. Students who had internet access away from university had better perception about the learning management system even though there was no significant difference in the level of online learning management system usage between the groups.

Making the least active pay: a simulation of rewards and penalties under Demand Side Participation programs

The orthodox approach for incentivising Demand Side Participation (DSP) programs is that utility losses from capital, installation and planning costs should be recovered under financial incentive mechanisms which aim to ensure that utilities have the right incentives to implement DSP activities. The recent national smart metering roll-out in the UK implies that this approach needs to be reassessed since utilities will recover the capital costs associated with DSP technology through bills. This paper introduces a reward and penalty mechanism focusing on residential users. DSP planning costs are recovered through payments from those consumers who do not react to peak signals. Those consumers who do react are rewarded by paying lower bills. Because real-time incentives to residential consumers tend to fail due to the negligible amounts associated with net gains (and losses) or individual users, in the proposed mechanism the regulator determines benchmarks which are matched against responses to signals and caps the level of rewards/penalties to avoid market distortions. The paper presents an overview of existing financial incentive mechanisms for DSP; introduces the reward/penalty mechanism aimed at fostering DSP under the hypothesis of smart metering roll-out; considers the costs faced by utilities for DSP programs; assesses linear rate effects and value changes; introduces compensatory weights for those consumers who have physical or financial impediments; and shows findings based on simulation runs on three discrete levels of elasticity.

Student perceptions of their IEP targets

The 2001 Code of Practice for Special Educational Needs (DfES, 2001) explicitly states that students with IEPs should have an active role in the writing and implementing of them. A research project was conducted in which 19 Year 8 students in three schools were interviewed, with the findings cross-referenced against an examination of their individual education plans (IEPs) and interviews with the SENCos. Very few students were able to communicate a clear understanding of IEPs. Students' stated targets mostly reflected mainstream target-setting: very few stated targets matched with those in their IEPs. Consistent with these findings is literature which argues that meaningfully involving students in the IEP process takes considerable time and effort, which would appear to imply that the number of students with IEPs in any one school must be limited. Against this are pressures, particularly from OFSTED but also from examination boards, to have IEPs available as evidence that students' needs are being met. The article concludes by suggesting that SENCos look to limit the number of IEPs issued, alongside a robust defence of the school's special educational needs policy within the school evaluation form to ensure that students' needs are met and also are seen to be met.

A digital ecosystems model of assessment feedback on student learning

The term ecosystem has been used to describe complex interactions between living organisms and the physical world. The principles underlying ecosystems can also be applied to complex human interactions in the digital world. As internet technologies make an increasing contribution to teaching and learning practice in higher education, the principles of digital ecosystems may help us understand how to maximise technology to benefit active, self-regulated learning especially among groups of learners. Here, feedback on student learning is presented within a conceptual digital ecosystems model of learning. Additionally, we have developed a Web 2.0-based system, called ASSET, which incorporates multimedia and social networking features to deliver assessment feedback within the functionality of the digital ecosystems model. Both the digital ecosystems model and the ASSET system are described and their implications for enhancing feedback on student learning are discussed.