Learning preferences of TAFE and university students

Using Entwistle and Ramsden's (1983) Approaches to Studying Inventory, Fuller and Chalmers showed little difference between TAFE students and university students both in the factor structures derived through factor analysis, and in a comparison of individual subscale through analysis of variance. Fuller and Chalmers had hypothesised that differences in approaches to study may be identified as a result of the different learning and teaching contexts experienced by the two groups of students. The current study has examined the similarities and differences between students in the two sectors using a learning preferences inventory. Learning preferences were chosen for investigation on the basis of previous theoretical work which suggests that it is preferences that are most influenced by environmental factors. The present study has shown significant similarity between the learning preferences of the two groups of students. However, there were also significant differences which indicate that the Fuller and Chalmers hypothesised differences may be more observable at a preferences level than at an approaches to study level.

Technology student learning preferences and the design of flexible learning programs

The learning preferences of three hundred and thirty eight technology students enrolled in sub-degree programs at an Australian institution of Technical and Further Education were tested using the Canfield Learning Styles Inventory (CLSI). The results have been interpreted in a learning preferences framework and provide supportive evidence for the preferences factors of print-nonprint, collaborative, dependent,and autonomous learning identified by Sadler-Smith & Riding (1999). Although there search focussed on learning preferences the analysis also indicated support for the Wholist-Analytic cognitive style proposed by Riding & Cheema (1991). Gender differences were shown for the Interest subscales of the CLSI. Age-group differences were shown for several Conditions of Learning and Modes of Learning subscales. Implications for the design of training programs, and the skills that may need to be developed in technology learners to enable effective use of flexible delivery, are also discussed.

Refugees and residents: densities and habitat preferences of lorikeets in urban Melbourne

Lorikeet densities were measured across four habitat types in urban Melbourne. Musk Glossopsitta concinna and Rainbow Lorikeets Trichoglossus haematodus were shown to preferentially use established streetscapes with predominantly native vegetation. The high densities of Musk Lorikeets recorded possibly reflect a paucity of flowering in Victorian BoxIronbark forests during the autumnlwinter of 2002 and the availability of supplementary nectar resources in the urban environment. Future planting decisions in recently developed streetscapes will dictate the long-term resource potential for lorikeets and other nectarivores in urban Melbourne.

Learning preferences and readiness for online learning

Using a sample of 314 Australian university students the Readiness for Online Learning questionnaire was tested for its technical characteristics of reliability and factorability, with results indicating the instrument has promise both for research and for practice. The factor analysis identified a factor associated with self-management of learning, and one of comfort with e-learning. These factors are interpreted and discussed within a framework of the broader literature on learning preferences associated with flexible delivery and resource-based learning.

Facets of the polytope of the asymmetric travelling salesman problem with replenishment arcs

The Asymmetric Travelling Salesman Problem with Replenishment Arcs (RATSP) is a new class of problems arising from work related to aircraft routing. Given a digraph with cost on the arcs, a solution of the RATSP, like that of the Asymmetric Travelling Salesman Problem, induces a directed tour in the graph which minimises total cost. However the tour must satisfy additional constraints: the arc set is partitioned into replenishment arcs and ordinary arcs, each node has a non-negative weight associated with it, and the tour cannot accumulate more than some weight limit before a replenishment arc must be used. To enforce this requirement, constraints are needed. We refer to these as replenishment constraints.

In this paper, we review previous polyhedral results for the RATSP and related problems, then prove that two classes of constraints developed in V. Mak and N. Boland [Polyhedral results and exact algorithms for the asymmetric travelling salesman problem with replenishment arcs, Technical Report TR M05/03, School of Information Technology, Deakin University, 2005] are, under appropriate conditions, facet-defining for the RATS polytope.

Identifying learning preferences in vocational education and training classroom settings

This research was designed to assess whether teachers and trainers of vocational learners noted and valued differences in individual learning preferences and, if so, how those differences were observed in natural classroom, workshop or other formal learning settings. Data were collected from six vocational education and training (VET) learning sites and included a quantitative questionnaire component and an interview component. The questionnaire data were generated from 160 VET teachers and trainers, and there were 13 interviews with individual teachers. The data show that teachers do make observations of style and preference differences and do respond to those differences. They are pragmatic in the ways that they make the observations and conclusions from them, and they organise their ideas about preferences into those to do with mode of delivery and those to do with learning context. Using these observations and their organisation of them, teachers also continuously modify preconceptions they have about individual learners and groups of learners, and those modifications influence teachers' responses to learners.

Managing the family`s health: preferences and experiences of women with different work and family arrangements.

Balancing the needs of work and family is a subject of much debate.The purpose of this research was to explore how families manage their children's health within the context of different work and family arrangements.In-depth interviews were conducted with women who were at home full time (8) or in paid work over 30 hours a week (7). Women had at least one child under the five years of age. Findings revealed there was no simple relationship between women's working arrangements and how they managed their children's health. All women, irrespective of their working arrangements, held similar preferences for managing their children's health.However, most women experienced either time or financial constraints that meant they had to compromise their original preferences. In some cases this meant children missed out on receiving health services. Workplace support, extended family support and general satisfaction with work and family arrangements appeared to be important factors for the small number of women who had no problems in managing their children's health. The implications of these findings are discussed.

Strategies for accommodating individuals` styles and preferences in flexible learning programmes

There has been a considerable growth in the use of flexible methods of delivery for workplace learning and development. However, in designing programmes of flexible learning there is often the assumption that learners will exhibit uniformity in the ways in which they process and organise information (cognitive style), in their predispositions towards particular learning formats and media (instructional preferences) and the conscious actions they employ to deal with the demands of specific learning situations (learning strategies). In adopting such a stance one runs the risk of ignoring important aspects of individual differences in styles, preferences and strategies. Our purpose in this paper will be to: (i) consider some aspects of individual difference that are pertinent to the delivery of flexible learning in the workplace; (ii) identify some of the challenges that extant differences in styles and preferences between individuals may raise for instructional designers and learning facilitators; (iii) suggest ways in which models of flexible learning design and delivery may acknowledge and accommodate individual differences in styles and preferences through the use of an appropriate range of instructional design, learning and support strategies.

Evaluating public risk preferences in forest land-use choices using multi-attribute utility theory

Forest policy decisions inherently involve multiple attributes and risk and uncertainty as they largely deal with complex biological, ecological, and socio-political systems. Identifying risk preferences and quantifying their inter-relationships and tradeoffs are useful in formulating better forest policy. Often, technocrats and experts deal with risky decisions, but ideally, stakeholder risk characteristics should be explicitly considered in making policy decisions. This paper analysed societal risk preferences on public forest land-use attributes using multi-attribute utility theory (MAUT). The results indicate significant risk-averse behaviour towards old-growth forest conservation and forest-based recreation but less risk-averse behaviour towards native timber extraction. Overall, the respondents preferred a more conservative forest land-use option, which is consistent with their risk attitudes. The method provides insights into risk preferences of forest stakeholders, which could lead to better understanding of forest management conflicts. Moreover, the method explicitly distinguishes the technical and value components of the decision and is useful in unravelling public risk preferences in multiple-use forest planning situations.

The effects of television advertisements for junk food versus nutritious food on children's food attitudes and preferences

Television (TV) food advertising has attracted criticism for its potential role in promoting unhealthy dietary practices among children. Content analyses indicate junk food advertising is prevalent on Australian children's TV; healthy eating is rarely promoted. This paper presents (a) a cross-sectional survey examining associations between children's regular TV viewing habits and their food-related attitudes and behaviour; and (b) an experiment assessing the impact of varying combinations of TV advertisements (ads) for unhealthy and healthy foods on children's dietary knowledge, attitudes and intentions. The experimental conditions simulated possible models for regulating food ads on children's TV. Participants were 919 grade five and six students from schools in Melbourne, Australia. The survey showed that heavier TV use and more frequent commercial TV viewing were independently associated with more positive attitudes toward junk food; heavier TV use was also independently associated with higher reported junk food consumption. The experiment found that ads for nutritious foods promote selected positive attitudes and beliefs concerning these foods. Findings are discussed in light of methodological issues in media effects research and their implications for policy and practice. It is concluded that changing the food advertising environment on children's TV to one where nutritious foods are promoted and junk foods are relatively unrepresented would help to normalize and reinforce healthy eating.

Polyhedral results and exact algorithms for the asymmetric travelling salesman problem with replenishment arcs

The asymmetric travelling salesman problem with replenishment arcs (RATSP), arising from work related to aircraft routing, is a generalisation of the well-known ATSP. In this paper, we introduce a polynomial size mixed-integer linear programming (MILP) formulation for the RATSP, and improve an existing exponential size ILP formulation of Zhu [The aircraft rotation problem, Ph.D. Thesis, Georgia Institute of Technology, Atlanta, 1994] by proposing two classes of stronger cuts. We present results that under certain conditions, these two classes of stronger cuts are facet-defining for the RATS polytope, and that ATSP facets can be lifted, to give RATSP facets. We implement our polyhedral findings and develop a Lagrangean relaxation (LR)-based branch-and-bound (BNB) algorithm for the RATSP, and compare this method with solving the polynomial size formulation using ILOG Cplex 9.0, using both randomly generated problems and aircraft routing problems. Finally we compare our methods with the existing method of Boland et al. [The asymmetric traveling salesman problem with replenishment arcs, European J. Oper. Res. 123 (2000) 408–427]. It turns out that both of our methods are much faster than that of Boland et al. [The asymmetric traveling salesman problem with replenishment arcs, European J. Oper. Res. 123 (2000) 408–427], and that the LR-based BNB method is more efficient for problems that resemble the aircraft rotation problems.

Choosing ICT? A segmentation analysis of students' preferences for hybrid study mode

Students’ acceptance and use of ICT-based learning needs to be understood in terms of their preferences for alternatives such as face-to-face (FtF) or print-based learning. This paper reports on an investigation of students’ preferences for hybrid study modes. Cluster analysis was used to identify segments of students that had distinctive preferences for combinations of FtF, print and web-based study modes. Five segments were identified. These segments were distinguishable on some demographic and situational characteristics. The size and nature of the segments have implications for the hybrid modes offered by universities and the extent to which students’ may embrace the ICT-based innovations designed by educators.