Supportng Chinese distance learners through computer-mediated communication- revisting Salmon`s model

Salmon’s (2000) proposed model for the effective development of on-line communication and collaboration between student suggests that on-line socialisation forms an early and important component of establishing required levels of comfort and skill. In this paper we review research with Chinese learners that suggests that some adjustments to Salmon’s model may be advisable for these students. Specifically, the model is redeveloped to provide a more structured experience, and to use that structure to develop online skills, such that comfortable socialisation is seen as an end-point rather than as an early enabler.

Improving an inverse model of sheet metal forming by neural network based regression

An inverse model for a sheet meta l forming process aims to determine the initial parameter levels required to form the final formed shape. This is a difficult problem that is usually approached by traditional methods such as finite element analysis. Formulating the problem as a classification problem makes it possible to use well established classification algorithms, such as decision trees. Classification is, however, generally based on a winner-takes-all approach when associating the output value with the corresponding class. On the other hand, when formulating the problem as a regression task, all the output values are combined to produce the corresponding class value. For a multi-class problem, this may result in very different associations compared with classification between the output of the model and the corresponding class. Such formulation makes it possible to use well known regression algorithms, such as neural networks. In this paper, we develop a neural network based inverse model of a sheet forming process, and compare its performance with that of a linear model. Both models are used in two modes, classification mode and a function estimation mode, to investigate the advantage of re-formulating the problem as a function estimation. This results in large improvements in the recognition rate of set-up parameters of a sheet metal forming process for both models, with a neural network model achieving much more accurate parameter recognition than a linear model.

The use of home experimentation kits for distance students in first-year undergraduate electronics

Laboratory and practical classes are an important part of the education of students in electronics and electrical engineering. "Hands-on" experience is critical for any engineer working in these fields in particular. For many years, delivering engineering practicals to distance-education students has been a tremendous challenge for universities. For a number of years now, students enrolled in the common first-year electronics course by distance mode at Deakin University have received a home experimentation kit. Using the kit and a laboratory manual, students are required to complete a number of experiments based on components included in the kit. The kit supports a full range of practical activities for digital electronics, and a more limited range of activities for analog electronics. With the kit, off campus students are supplied software for simulating AC electronic circuits, such as amplifiers and rectifiers. In this report we examine the past use of this kit and software,
review anecdotal student experiences with the package, and propose changes to it and to other curriculum resources, aiming to enhance the use of the kit by distance students. Key curriculum resources planned are a web-based 'companion' for the components in and the use of the kit, and two additions to the kit itself: a battery powered function generator, and a PC-based oscilloscope.

Engineering education down under : distance teaching at Deakin University, Australia

Deakin University in Australia is one of the leading providers of distance education in the South Pacific region. The School of Engineering offers four-year professional engineering-degree programs and three-year technologist programs. The over 600 total students studying engineering at Deakin fall into four categories:

• 18-19 year-old students fresh from high school, who largely study on-campus,
• older students in the technical workforce, seeking a university degree to upgrade their qualifications,
• industry-based students studying in university-industry partnership programs,
• overseas students studying either on-campus, or off-campus through education partners in Malaysia and Singapore.

Geographically these students form a very wide student base. The study programs are designed to produce multi-skilled, broadly focused engineers and technologists with multi-disciplinary technical competence, and the ability to take a systems approach to design and operational performance. A team of around 25 academic staff deliver courses in seven different majors in the general fields of manufacturing, environmental engineering, mechatronics, and computer systems. We discuss here the history of the School, its teaching philosophy, and its unique methods in delivering engineering education to a widely scattered student body.

Real time, perceived time and time online : a review of student experiences of time over thirty years of distance and online education

This paper examines how students use and perceive time when studying in distance education modes and what affects this perception of time and the reality of time. We examine 30 years of student involvement on distance and online education, their comments on both their learning experiences, and the technology requirements of distance education/online learning. Our University has been involved in distance education since its formation in 1974. The online technologies offer increasingly sophisticated and immersive experiences for our students, both on campus and off campus, but many of our students continue to complain of time squeeze, and fail to predict the time it will take them to complete our subjects. We research how the technologies we use for online learning are contributing to this time squeeze perception and the student's "real" time to learn.
Research is drawn from both the Australian Bureau of Statistics and surveys of our students' experiences (we have 32,000 students online, with single online classes of over 1300 students), to examine student use and perceptions of their available time to study and how the technologies used in online learning affect this.

Robust terminal attitude navigation for autonomous vehicles

Here we define the terminal attitude of the pursuer with respect to a target and present a LQR and H¿ control approach to solving the problem of pursuer achieving a desired terminal attack/approach angle. The intercept or engagement criteria is defined in terms of both minimizing the miss distance and controlling the pursuer's body attitude with respect to the target at the terminal point. This approach in comparison to previous approaches consider the relativistic approach of the pursuer with respect to the target as opposed the absolute velocities of the two dynamic bodies, and have possible applications ranging from autonomous vehicle entry in to a mother craft to nossle engagements in on-flight refuelling or even in precision missile guidance. Here we also suitably formulate the H¿ control ideas directly applicable to the underlying problem and presents both state feedback and output feed back results for the case of finite horizon and non-zero initial conditions together with a optimal parameter value to achieve a desired terminal characteristic in terms of the original weighting parameters.

Changing times in research? A speculative analysis of refereed contributions to distance education journal from 1980 to 2003

The paper observes a number of possible changes impacting on the field of distance education research and suggests that these are likely to have lead to an increasing interest in research on computer-based instructional design and delivery, and a concomitant decrease in interest in other areas of distance education research. A fairly simple analysis of contributions to Distance Education since 1980 bears out the suggestion. Some opportunities and some threats to distance education as a field are discussed as a consequence of the analysis.

Crossing boundaries between learning and research : doctoral programs at a distance

Australian distance education, from school to university contexts, typically concerns teaching people the knowledge, values and skills that constitute their chosen courses of study; whereas doctoral courses principally concern candidates learning how to produce – through producing – significant original new knowledge. This paper considers the history and contemporary practices of Australian off-campus doctoral education and argues that these are at the forefront internationally. It is argued that understanding the provision of quality doctoral education at a distance requires a form of conceptual boundary crossing by policymakers, distance educators, and (especially) doctoral education practitioners, in order to develop and/or enhance future practices.

Teaching for blended learning : how is ICT impacting on distance and on campus education?

The concept of blended learning, defined in a range of ways, has begun to change the nature of all teaching and learning in higher education. Information and communication technologies have impacted by providing a means of access to digital resources and interactive communication for all courses and the blending of pedagogy and technology has produced a range of approaches to teaching and learning. This paper will investigate reported studies from both research literature and from the writers' research, defining what they have concluded are teaching practices that use the concept of blended learning effectively.

Explaining retail offer adaptation through psychic distance

Purpose – The purpose of this study is to examine empirically the relationship between psychic distance and adaptation of the retail offer across a range of countries.

Design/methodology/approach – Data were collected using a mail survey of randomly selected non-food retailers that operated stores in at least three foreign countries.

Findings – Findings of this study suggest that a substantial proportion of retail offer adaptation is explained by psychic distance. In particular, differences in market structure, business practices and language between the home and foreign market significantly increase the extent to which retailers adapt their offer.

Research limitations/implications – The research findings may be limited in terms of their generalisability across retail sectors, as the study focused on non-food retailers only.

Practical implications – These results have implications for researchers and managers in suggesting that we need to go beyond consumer behaviour differences to explain fully the degree to which international firms standardise or adapt their strategies in foreign markets.

Originality/value – Much of the existing research into standardisation and adaptation is limited in terms of geographic scope and a focus on the marketing strategies of manufacturing and export firms. Thus, this paper addresses a substantial gap in existing research by empirically examining the relationship between psychic distance and adaptation in a retail context and across a range of countries.

Teaching for blended learning: research perspectives from on-campus and distance students

The concept of blended learning has begun to change the nature of all teaching and learning in higher education. Information and communication technologies have impacted by providing a means of access to digital resources and interactive communication for all courses and the blending of pedagogy and technology has produced a range of approaches to teaching and learning. This paper discusses the research literature and the writers’ research, defining what they have concluded are teaching practices that use the concept of blended learning effectively. In investigating how ICT can add variation for student learning, they analyze this from two dominant modes of pedagogy, learning environment and pedagogy through both on-campus and distance education. In both modes, students acknowledged the power and effectiveness of blended learning.