Content-based VLE designs improve learning efficiency in constructivist statistics education

Background: We introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE) in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses), which required us to develop a specific-purpose Statistical Learning Environment (SLE) based on Reproducible Computing and newly developed Peer Review (PR) technology. Objectives: The main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience. Methods: Both VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively. Results: The effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student population under investigation. The findings demonstrate that a content-based design outperforms the traditional VLE-based design. © 2011 Wessa et al.

42.6Gb/s RZ-ASK transmission over 2500km using quasi-lossless transmission spans

Here, for the first time, we experimentally demonstrate optical data transmission through such quasi-lossless fibre spans, which provide an entirely different nonlinear propagation regime to conventionally EDFA/Raman amplified systems. We demonstrate 42.6 Gb/s transmission over 2500 km of SMF-28 with an 82 km span length, and investigate the optimisation of the system in terms of launch power and nonlinear tolerance. Our results show the first ever data transmission experiment using an ultra-long Raman laser to provide quasi-lossless conditions in the transmission fibre. For a span length of 82 km we have shown 2500 km transmission over SMF-28 fibre at 42.6 Gb/s. Our quasi-lossless configuration had 6 dB lower optimum power and improved nonlinear tolerance compared with a conventional EDFA only system.

42.6Gb/s RZ-ASK transmission over 2500km using quasi-lossless transmission spans

Here, for the first time, we experimentally demonstrate optical data transmission through such quasi-lossless fibre spans, which provide an entirely different nonlinear propagation regime to conventionally EDFA/Raman amplified systems. We demonstrate 42.6 Gb/s transmission over 2500 km of SMF-28 with an 82 km span length, and investigate the optimisation of the system in terms of launch power and nonlinear tolerance. Our results show the first ever data transmission experiment using an ultra-long Raman laser to provide quasi-lossless conditions in the transmission fibre. For a span length of 82 km we have shown 2500 km transmission over SMF-28 fibre at 42.6 Gb/s. Our quasi-lossless configuration had 6 dB lower optimum power and improved nonlinear tolerance compared with a conventional EDFA only system.