Teaching quality and tutorial delivery : experience of a second year marketing unit

The higher education sector, the world over, is faced with the challenging task of servicing an increasingly diverse international student community in the globally competitive education market. The rising expectation of students of education outcomes, varied learning styles and orientations of the student population have brought in challenges such as providing a high quality educational environment with changes in curricula and pedagogy (Coldrake, 2001) to negotiate the cultural and linguistic diversity and the resulting expectations of students. The 'quality' of teaching and learning is high on the agenda among the key issues that had emerged from policy developments to meet these challenges.

Using the SPQ2F instrument (Biggs, 2003) and depth interviews, this paper investigates the study 3J'PToaches of students enrolled in a second year marketing unit in an Australian university focusing on the learning contexts in which learning occurs. The findings indicate that there are no significant differences in study approaches of students and that the study approaches differ according the learning context. The paper concludes that student perceptions on learning contexts assist in the development of teaching strategies that lead to quality outcomes, higher student satisfaction and providing universities a competitive edge in marketing its services to prospective students.

Responding to the learner diversity : an inquiry into the delivery of a second year marketing unit

This paper reports on the outcome of an inquiry into the learner diversity and the delivery of a second year marketing subject in an Australian university. Using Biggs’s revised SPQ2F instrument (Biggs, 2003), it analyses the learning approaches of students and the opportunities for developing teaching strategies for better learning outcomes. The results suggest that overall students seem to adopt deep learning than surface learning though they differ in terms of the learning contexts. Moreover, no significant differences among students in regard to the study approach domains except for minor variation related to specific items in the instrument.

Effect of low-dose mobile versus traditional epidural techniques on mode of delivery: a randomised controlled trial

Background

Epidural analgesia is the most effective labour pain relief but is associated with increased rates of instrumental vaginal delivery and other effects, which might be related to the poor motor function associated with traditional epidural. New techniques that preserve motor function could reduce obstetric intervention. We did a randomised controlled trial to compare low-dose combined spinal epidural and low-dose infusion (mobile) techniques with traditional epidural technique.
Methods

Between Feb 1, 1999, and April 30, 2000, we randomly assigned 1054 nulliparous women requesting epidural pain relief to traditional (n=353), low-dose combined spinal epidural (n=351), or low-dose infusion epidural (n=350). Primary outcome was mode of delivery, and secondary outcomes were progress of labour, efficacy of procedure, and effect on neonates. We obtained data during labour and interviewed women postnatally.
Findings

The normal vaginal delivery rate was 35·1% in the traditional epidural group, 42·7% in the low-dose combined spinal group (odds ratio 1·38 [95% CI 1·01–1·89]; p=0·04); and 42·9% in the low-dose infusion group (1·39 [1·01–1·90]; p=0·04). These differences were accounted for by a reduction in instrumental vaginal delivery. Overall, 5 min APGAR scores of 7 or less were more frequent with low-dose technique. High-level resuscitation was more frequent in the low-dose infusion group.

Delivery and assessment strategies to improve on- and off-campus student performance in structural mechanics

This paper considers the delivery and assessment strategies used in two structural mechanics units at Deakin University, a leader in distance education in Australia. The two units have had unacceptably high rates of student failure. Student perceptions of the delivery method were analysed and an investigation was carried out of the performance of 329 (173 on- and 156 off-campus) students enrolled in the two units. An analysis of the assignment, laboratory and examination marks is presented. Consideration is also given to the total marks. The results show that on-campus students performed better in structural mechanics than their off-campus counterparts. Plots of the distributions of student performance for the three assessment methods are provided (for each unit) and high failure rates are linked to low examination marks. Students tended to perform best in assignments and worst in examinations. Parametric statistical tests show a correlation between the marks obtained in continuous assessment and in examinations, and it is therefore proposed that, in order to improve performance, the students must be encouraged to participate fully in all aspects of the course. Many students were unenthusiastic about laboratory practical sessions and did not think they aided their understanding of the theoretical material. Motivation to participate is often dependent on the perceived relevance of a given task and its contribution to the total mark and, thus, to help motivate students to participate fully in the continuous assessment tasks, the authors propose several changes to the delivery methods, as well as to assessment criteria and marking schemes.

Massive data delivery in unstructured peer-to-peer networks with network coding

With more and more multimedia applications on the Internet, such as IPTV, bandwidth becomes a vital bottleneck for the booming of large scale Internet based multimedia applications. Network coding is recently proposed to take advantage to use network bandwidth efficiently. In this paper, we focus on massive multimedia data, e.g. IPTV programs, transportation in peer-to-peer networks with network coding. By through study of networking coding, we pointed out that the prerequisites of bandwidth saving of network coding are: 1) one information source with a number of concurrent receivers, or 2) information pieces cached at intermediate nodes. We further proof that network coding can not gain bandwidth saving at immediate connections to a receiver end; As a result, we propose a novel model for IPTV data transportation in unstructured peer-to-peer networks with network coding. Our preliminary simulations show that the proposed architecture works very well.

Flexible delivery in the Australian vocational education and training sector: Barrier to success identified in cases studies of four adult learners

Government policy in Australia is increasingly encouraging training organisations in the Vocational Education and Training (VET) sector to adopt flexible delivery approaches, but some researchers are sounding a note of caution. Evidence is emerging that Australian VET learners are not universally ready for flexible delivery, and this is reflected in high attrition rates and low pass rates. The literature on flexible delivery identifies a number of specific factors that can impact on the success of adult learners. However, there seems to be agreement that failure or dropout is not determined by a single factor, but by the interaction of a number of factors that build up over time. To understand these factors, we need to understand the learners - what their participation in education means to them, the context in which they are studying, and the numerous inter-connected factors that contribute to their failure to achieve a successful outcome. This paper discusses four case studies from a research project that followed up a small number of adult learners who enrolled in flexible delivery VET courses but did not achieve a successful outcome.

Bypassing luminal barriers, delivery to a gut addressin by parenteral targeting elicits local IgA responses

Induction of mucosal immunity, particularly to subunit vaccines, has been problematic. The primary hurdle to successful mucosal vaccination is the effective delivery of vaccine antigen to the mucosal associated lymphoid tissue. Physical and chemical barriers restrict antigen access and, moreover, immune responses induced in the mucosa can be biased towards tolerance or non-reactivity. We proposed that these difficulties could be circumvented by targeting antigen to the gastrointestinal associated lymphoid tissue via systemic (parenteral) rather than alimentary routes, using antibodies specific for the mucosal addressin cellular adhesion molecule-1 (MAdCAM). After intravenous or intramuscular injection of such rat antibodies in mice, we found a greatly enhanced (up to 3 logs) anti-rat antibody response. MAdCAM targeting induces a rapid IgA antibody response in the gut and vastly improves the systemic antibody response. Targeting also enhanced T cell proliferation and cytokine responses. Parenteral targeting of mucosal addressins may represent a generic technique for bypassing mucosal barriers and eliminating the need for adjuvants in the induction of proximal and systemic immunity.

Reflections on teaching and learning online: quality program design, delivery and support issues from a cross-global perspective

This reflective paper began with a discussion of the online program design and delivery experiences of three senior faculty members at the University of Calgary (Canada) and Deakin University (Australia), which was recorded at Deakin University. After drawing on this recording in their research and practice, one faculty member from each institution decided to review and expanded upon their intervening experiences in terms of issues of quality program design, delivery, and support issues when teaching, and learning in different cultural contexts. The authors discovered that these issues are as important today as they were when they met to record the interview, and have concluded their discussion here with thoughts about the teaching, student, and administrative supports that institutions engaged in online program delivery cross-culturally must address in order to successfully deliver quality online programs worldwide.

Intracellular drug delivery by sulfatide-mediated liposomes to gliomas

We described here a liposomal carrier system in which the targeting ligand was sulfatide, a glycosphingolipid known to bind several extracellular matrix (ECM) glycoproteins whose expression was highly up-regulated in many tumors. In vitro experiments with human glioma cell lines demonstrated that robust intracellular uptake of the liposomes depended specifically on the presence of sulfatide as the key liposomal component. Significant amount of the liposomes remained largely intact in the cytoplasm for hours following their internalization. When anticancer drug doxorubicin (DOX) was encapsulated in such liposomes, most of the drug was preferably delivered into the cell nuclei to exert its cytotoxicity. Use of this drug delivery system to deliver DOX for treatment of tumor-bearing nude mice displayed much improved therapeutic effects over the free drug or the drug carried by polyethylene glycol (PEG)-grafted liposomes. Our results demonstrate a close link between effective intracellular uptake of the drug delivery system and its therapeutic outcome. Moreover, the sulfatide-containing liposomes (SCL) may represent an interesting ligand-targeted drug carrier for a wide spectrum of cancers in which sulfatide-binding ECM glycoproteins are expressed.

Brokering knowledge : managing knowledge in a network of government and non-government human service delivery agencies

This paper examines aspects of knowledge management that are particularly important in the network of human service delivery agencies in Victoria. This network is characterised by four features: it is a cluster of networked organisations; professionals and others may act as knowledge brokers within and between organisations in the network; rapid change in both knowledge and organisation accentuates the importance of innovative knowledge and emergent organisation over and above routine instrumental knowledge within stable organisation; and consequently there is an underlying concern with dialogical rather than instrumental knowledge and its management, and particularly how it constitutes and is constituted by organisation. The paper describes the analytical tools that we consider particularly important in examining this situation – in particular, the distinction between instrumental and dialogical knowledge, and the role of knowledge brokers (and professionals as knowledge brokers). It concludes by relating this analysis to broader issues in organisation studies, and suggests paths for further examination of these issues.

Students` pedagogical preferences in the delivery of IT capstone courses

Capstone courses are used extensively in teaching information technology to expose students to realistic, work-like situations, though in a controlled environment. The value of the experiences the student engages in, and the skills and knowledge they develop are not questioned, as they are accepted as a beneficial precursor to professional work. The pedagogical methods used to deliver capstone courses vary across academic programme, institution, country and culture. The research explores information technology students’ preferences for the delivery of capstone projects from three different pedagogical delivery approaches and suggests that students want a certain level of anonymity, but at the same time they want direction and assistance when they determine they require it. Emerging from the findings are several recommendations that developers of capstone
 projects and courses may wish to address.

Flexible delivery and student attrition in the vocational education and training sector: case studies of students who dropped out

Government policy in Australia is increasingly encouraging training organisations in the Vocational Education and Training (VET) sector to adopt flexible delivery approaches. This policy shift is supported by key VET stakeholders including Industry Training Advisory Boards. A recurring theme in VET policy documents is an apparent confidence that flexible delivery can meet the diverse needs of individual learners while at the same time providing cost savings. Yet evidence is emerging that Australian VET learners are not typically ready for flexible delivery, and this lack of readiness is reflected in high attrition rates and low pass rates in many flexibly delivered courses. One research project found that over 70% of learners in the Australian VET sector do not have the learning capabilities required to be ready for flexible delivery. A recent review of the module outcomes achieved by VET students nationally found that students studying by external/correspondence and self-paced unscheduled modes had lower module completion rates than students studying by other delivery strategies.

Research on student progress in flexible delivery within the Australian VET sector has largely been quantitative. That research provides useful statistical data on completion and attrition rates for various modes of delivery, but does not explore the reasons underlying the high attrition rates found in flexible delivery. The qualitative research that is available tends to focus on students who successfully complete their courses, not on those who withdraw. As a result, the Australian literature on flexible delivery in the VET sector is lacking in-depth qualitative information about students who enrol in courses but do not complete. In comparison, the broader literature on distance education and flexible delivery in other educational sectors offers some useful insights into student attrition, and can be can be used to inform research into attrition within the Australian VET sector.

This paper reports on aspects of a research project that followed up six adult learners who enrolled in VET courses but who either failed assessment or withdrew. The research project presented the students’ stories in the form of narrative case studies, focussing on the detailed examination of the barriers that each student experienced, and analysing these barriers in relation to issues raised in the literature. This paper reports on two particular themes that emerged from that research project. The literature on distance education and flexible delivery argues that:


· student dropout is often not determined by a single factor, but by the interaction of a number of factors that build up over time;

· students who experience difficulties when studying by flexible delivery can often be reluctant to access the support that is available to them.

This paper uses these themes as a point of reference in presenting the stories of some of the students who participated in the research project.