Web based content and hybrid teaching: student perceptions of the effectiveness of using web based content and hyper-linked teaching units in teaching hybrid business and marketing post secondary classes /

This exploratory, descriptive action research study is based on a survey of a sample of convenience consisting of 172 college and university marketing students, and 5 professors who were experienced in teaching in an internet based environment. The students that were surveyed were studying e-commerce and international business in 3^^ and 4*'' year classes at a leading imiversity in Ontario and e-commerce in 5^ semester classes at a leading college. These classes were taught using a hybrid teaching style with the contribution of a large website that contained pertinent text and audio material. Hybrid teaching employs web based course materials (some in the form of Learning Objects) to deliver curriculimi material both during the attended lectures and also for students accessing the course web page outside of class hours. The survey was in the form on an online questionnaire. The research questions explored in this study were: 1. What factors influence the students' ability to access and learn from web based course content? 2. How likely are the students to use selected elements of internet based curriculum for learning academic content? 3. What is the preferred physical environment to facilitate learning in a hybrid environment? 4. How effective are selected teaching/learning strategies in a hybrid environment? The findings of this study suggest that students are very interested in being part of the learning process by contributing to a course web site. Specifically, students are interested in audio content being one of the formats of online course material, and have an interest in being part of the creation of small audio clips to be used in class.

Applications and modelling in mathematics teaching

The aim of this paper is a comprehensive presentation of some important basic and general aspects of the topic applications and modelling, with emphasis on the secondary school level. Owing to the review character of this paper, some overlap with the survey paper Blum and Niss (1989) for ICME-6 in Budapest is inevitable. The paper will consist of three parts. In part 1, I shall try to clarify some basic concepts and remind the reader of a few application and modelling examples suitable for teaching. In part 2, I shall formulate some general aims for mathematics instruction and, on that basis, summarise the most important arguments for and against applications and modelling in mathematics teaching. Finally, in part 3, I shall discuss some relevant instructional aspects resulting from the considerations in part 2.

An Application of Augmented Reality (AR) in the Teaching of an Arc Welding Robot

Augmented Reality (AR) is an emerging technology that utilizes computer vision methods to overlay virtual objects onto the real world scene so as to make them appear to co-exist with the real objects. Its main objective is to enhance the user’s interaction with the real world by providing the right information needed to perform a certain task. Applications of this technology in manufacturing include maintenance, assembly and telerobotics. In this paper, we explore the potential of teaching a robot to perform an arc welding task in an AR environment. We present the motivation, features of a system using the popular ARToolkit package, and a discussion on the issues and implications of our research.

Electronic voting systems in undergraduate teaching

One of the major differences undergraduates experience during the transition to university is the style of teaching. In schools and colleges most students study key stage 5 subjects in relatively small informal groups where teacher–pupil interaction is encouraged and two-way feedback occurs through question and answer type delivery. On starting in HE students are amazed by the sizes of the classes. For even a relatively small chemistry department with an intake of 60-70 students, biologists, pharmacists, and other first year undergraduates requiring chemistry can boost numbers in the lecture hall to around 200 or higher. In many universities class sizes of 400 are not unusual for first year groups where efficiency is crucial. Clearly the personalised classroom-style delivery is not practical and it is a brave student who shows his ignorance by venturing to ask a question in front of such an audience. In these environments learning can be a very passive process, the lecture acts as a vehicle for the conveyance of information and our students are expected to reinforce their understanding by ‘self-study’, a term, the meaning of which, many struggle to understand. The use of electronic voting systems (EVS) in such situations can vastly change the students’ learning experience from a passive to a highly interactive process. This principle has already been demonstrated in Physics, most notably in the work of Bates and colleagues at Edinburgh.1 These small hand-held devices, similar to those which have become familiar through programmes such as ‘Who Wants to be a Millionaire’ can be used to provide instant feedback to students and teachers alike. Advances in technology now allow them to be used in a range of more sophisticated settings and comprehensive guides on use have been developed for even the most techno-phobic staff.

Meta-morphs: – being a mediator of the ‘thin’ place and ‘thin’ experience in the HE classroom. A paper on the experience of creating transformations in HE teaching and learning

The research which underpins this paper began as a doctoral project exploring archaic beliefs concerning Otherworlds and Thin Places in two particular landscapes - the West Coast of Wales and the West Coast of Ireland. A Thin Place is an ancient Celtic Christian term used to describe a marginal, liminal realm, beyond everyday human experience and perception, where mortals could pass into the Otherworld more readily, or make contact with those in the Otherworld more willingly. To encounter a Thin Place in ancient folklore was significant because it engendered a state of alertness, an awakening to what the theologian John O’ Donohue (2004: 49) called “the primal affection.” These complex notions and terms will be further explored in this paper in relation to Education. Thin Teaching is a pedagogical approach which offers students the space to ruminate on the possibility that their existence can be more and can mean more than the categories they believed they belonged to or felt they should inhabit. Central to the argument then, is that certain places and their inhabitants can become revitalised by sensitively considered teaching methodologies. This raises interesting questions about the role spirituality plays in teaching practice as a tool for healing in the twenty first century.

Children's preconceptions of science: how these can be used in teaching

This paper focuses on young children’s initial ideas about science prior to any teaching and discusses teachers’ identification of these ‘preconceptions’ when teaching science in the early years. The research focuses on early years teaching in public and private kindergartens with children from three to five. The area of the children’s preconceptions has been extensively investigated by other researchers in the past. However, research focusing on children’s preconceptions and how teachers work with these in the early years is still limited in comparison, especially within Cypriot context. A case study was employed which facilitated in-depth investigation employing different methods of data collection including interviews and observations. The results indicate that teachers tend to avoid identification of the children’s preconceptions when planning and teaching science. This suggests a lack of appreciation of the children’s preconceptions and the consequences when they are not acknowledged. To help teachers respond to the children’s preconceptions, this paper provides a number of suggestion on how to identify children’s preconceptions.

Multiple testing in spatial epidemiology: a Bayesian approach

In this work we aim to propose a new approach for preliminary epidemiological studies on Standardized Mortality Ratios (SMR) collected in many spatial regions. A preliminary study on SMRs aims to formulate hypotheses to be investigated via individual epidemiological studies that avoid bias carried on by aggregated analyses. Starting from collecting disease counts and calculating expected disease counts by means of reference population disease rates, in each area an SMR is derived as the MLE under the Poisson assumption on each observation. Such estimators have high standard errors in small areas, i.e. where the expected count is low either because of the low population underlying the area or the rarity of the disease under study. Disease mapping models and other techniques for screening disease rates among the map aiming to detect anomalies and possible high-risk areas have been proposed in literature according to the classic and the Bayesian paradigm. Our proposal is approaching this issue by a decision-oriented method, which focus on multiple testing control, without however leaving the preliminary study perspective that an analysis on SMR indicators is asked to. We implement the control of the FDR, a quantity largely used to address multiple comparisons problems in the eld of microarray data analysis but which is not usually employed in disease mapping. Controlling the FDR means providing an estimate of the FDR for a set of rejected null hypotheses. The small areas issue arises diculties in applying traditional methods for FDR estimation, that are usually based only on the p-values knowledge (Benjamini and Hochberg, 1995; Storey, 2003). Tests evaluated by a traditional p-value provide weak power in small areas, where the expected number of disease cases is small. Moreover tests cannot be assumed as independent when spatial correlation between SMRs is expected, neither they are identical distributed when population underlying the map is heterogeneous. The Bayesian paradigm oers a way to overcome the inappropriateness of p-values based methods. Another peculiarity of the present work is to propose a hierarchical full Bayesian model for FDR estimation in testing many null hypothesis of absence of risk.We will use concepts of Bayesian models for disease mapping, referring in particular to the Besag York and Mollié model (1991) often used in practice for its exible prior assumption on the risks distribution across regions. The borrowing of strength between prior and likelihood typical of a hierarchical Bayesian model takes the advantage of evaluating a singular test (i.e. a test in a singular area) by means of all observations in the map under study, rather than just by means of the singular observation. This allows to improve the power test in small areas and addressing more appropriately the spatial correlation issue that suggests that relative risks are closer in spatially contiguous regions. The proposed model aims to estimate the FDR by means of the MCMC estimated posterior probabilities b i's of the null hypothesis (absence of risk) for each area. An estimate of the expected FDR conditional on data (\FDR) can be calculated in any set of b i's relative to areas declared at high-risk (where thenull hypothesis is rejected) by averaging the b i's themselves. The\FDR can be used to provide an easy decision rule for selecting high-risk areas, i.e. selecting as many as possible areas such that the\FDR is non-lower than a prexed value; we call them\FDR based decision (or selection) rules. The sensitivity and specicity of such rule depend on the accuracy of the FDR estimate, the over-estimation of FDR causing a loss of power and the under-estimation of FDR producing a loss of specicity. Moreover, our model has the interesting feature of still being able to provide an estimate of relative risk values as in the Besag York and Mollié model (1991). A simulation study to evaluate the model performance in FDR estimation accuracy, sensitivity and specificity of the decision rule, and goodness of estimation of relative risks, was set up. We chose a real map from which we generated several spatial scenarios whose counts of disease vary according to the spatial correlation degree, the size areas, the number of areas where the null hypothesis is true and the risk level in the latter areas. In summarizing simulation results we will always consider the FDR estimation in sets constituted by all b i's selected lower than a threshold t. We will show graphs of the\FDR and the true FDR (known by simulation) plotted against a threshold t to assess the FDR estimation. Varying the threshold we can learn which FDR values can be accurately estimated by the practitioner willing to apply the model (by the closeness between\FDR and true FDR). By plotting the calculated sensitivity and specicity (both known by simulation) vs the\FDR we can check the sensitivity and specicity of the corresponding\FDR based decision rules. For investigating the over-smoothing level of relative risk estimates we will compare box-plots of such estimates in high-risk areas (known by simulation), obtained by both our model and the classic Besag York Mollié model. All the summary tools are worked out for all simulated scenarios (in total 54 scenarios). Results show that FDR is well estimated (in the worst case we get an overestimation, hence a conservative FDR control) in small areas, low risk levels and spatially correlated risks scenarios, that are our primary aims. In such scenarios we have good estimates of the FDR for all values less or equal than 0.10. The sensitivity of\FDR based decision rules is generally low but specicity is high. In such scenario the use of\FDR = 0:05 or\FDR = 0:10 based selection rule can be suggested. In cases where the number of true alternative hypotheses (number of true high-risk areas) is small, also FDR = 0:15 values are well estimated, and \FDR = 0:15 based decision rules gains power maintaining an high specicity. On the other hand, in non-small areas and non-small risk level scenarios the FDR is under-estimated unless for very small values of it (much lower than 0.05); this resulting in a loss of specicity of a\FDR = 0:05 based decision rule. In such scenario\FDR = 0:05 or, even worse,\FDR = 0:1 based decision rules cannot be suggested because the true FDR is actually much higher. As regards the relative risk estimation, our model achieves almost the same results of the classic Besag York Molliè model. For this reason, our model is interesting for its ability to perform both the estimation of relative risk values and the FDR control, except for non-small areas and large risk level scenarios. A case of study is nally presented to show how the method can be used in epidemiology.

Influence of Engineering Instructors' Teaching and Learning Beliefs on Pedagogies in Engineering Science Courses

This study explored how academics' beliefs about teaching and learning influenced their teaching in engineering science courses typically taught in the second or third year of 4-year engineering undergraduate degrees. Data were collected via a national survey of 166 U. S. statics instructors and interviews at two different institutions with 17 instructors of engineering science courses such as thermodynamics, circuits and statics. The study identified a number of common beliefs about how to best support student learning of these topics; each is discussed in relation to the literature about student development and learning. Specific recommendations are given for educational developers to encourage use of research-based instructional strategies in these courses.

Student Reciprocal Peer Teaching as a Method for Active Learning: An Experience in an Electrotechnical Laboratory

Active learning is one of the most efficient mechanisms for learning, according to the psychology of learning. When students act as teachers for other students, the communication is more fluent and knowledge is transferred easier than in a traditional classroom. This teaching method is referred to in the literature as reciprocal peer teaching. In this study, the method is applied to laboratory sessions of a higher education institution course, and the students who act as teachers are referred to as ‘‘laboratory monitors.’’ A particular way to select the monitors and its impact in the final marks is proposed. A total of 181 students participated in the experiment, experiences with laboratory monitors are discussed, and methods for motivating and training laboratory monitors and regular students are proposed. The types of laboratory sessions that can be led by classmates are discussed. This work is related to the changes in teaching methods in the Spanish higher education system, prompted by the Bologna Process for the construction of the European Higher Education Area

Teaching automatic control in non-specialist engineering schools

Automatic Control Teaching in the new degree syllabus has reduced both, its contents and its implementation course, with regard to traditional engineering careers. On the other hand, where the qualification is not considered as automatic control specialist, it is required an adapted methodology to provide the minimum contents that the student needs to assimilate, even in the case that students do not perceive these contents as the most important in their future career. In this paper we present the contents of a small automatic course taught Naval Architecture and Marine Engineering Degrees at the School of Naval Engineering of the Polytechnic University of Madrid. We have included the contents covered using the proposed methodology which is based on practical work after lectures. Firstly, the students performed exercises by hand. Secondly, they solve the exercises using informatics support tools, and finally, they validate their previous results and their knowledge in the laboratory platforms.

Some reflections on the impact of globalization in the teaching and learning of English in socalled “expanding circle” countries

This article deals with the ongoing debate on the complex role of English as an International Language, be it understood as a homogeneous entity (one language with an international role [EIL]) or a heterogeneous one (different varieties (WE or ELF) grouped under one label, «English») as well as on the implications of this «globalising» status for its teaching in non-native settings. Given the complexity of this phenomenon, whose study is still in its infancy, we attempt neither to provide definitive answers nor adopt a prescriptive attitude, but simply contribute to the discussion and clarification of this, to some extent, emergent, controversial situation.

Teachers’ perception of the concept of intercultural competence in teaching English

Intercultural competence (IC) as an essential part of conceptualization of the cultural dimension in FLT has been promoted by educationalists as the most preferred type of competence. One of the challenges of incorporating IC into FLT is to move from the recognition of IC as a model of teaching (Byram, Nichols and Stevens, 2001) to the development of practical applications. This can be due to the fact that teachers do not have sufficient knowledge of the theory behind the concept and consequently, have difficulties to implement the curriculum requirements with regards to IC into their teaching. The purpose of this study was to investigate how teachers of English in upper secondary schools in Sweden interpret the concept of IC and, accordingly, what is their view of culture in English language teaching. In order to answer the research question, I used an exploratory investigation by adopting a qualitative research method in form of semi-structured interviews. The results are similar to the previous studies (Lundgren, 2002; Larzén, 2005) and suggest that teachers lack theoretical background and central guidance with regards to IC and do not always integrate language and culture into an intercultural model of the English language pedagogy.

Engaging tutors in using e-repositories for learning and teaching

Universities which set up online repositories for the management of learning and teaching resources commonly find that uptake is poor. Tutors are often reluctant to upload their materials to e-repositories, even though the same tutors are happy to upload resources to the virtual learning environment (e.g. Blackboard, Moodle, Sakai) and happy to upload their research papers to the university’s research publications repository. The paper reviews this phenomenon and suggests constructive ways in which tutors can be encouraged to engage with an e-repository. The authors have recently completed a major project “Developing Repositories at Worcester” which is part of a group of similar projects in the UK. The paper includes the feedback and the lessons learned from these projects, based on the publications and reports they have produced. They cover ways of embedding repository use into institutional working practice, and give examples of different types of repository designed to meet the needs of those using different kinds of learning and teaching resources. As well as this specific experience, the authors summarise some of the main findings from UK publications, in particular the December 2008 report of Joint Information Systems Committee: Good intentions: improving the evidence base in support of sharing learning materials and Online Innovation in Higher Education, Ron Cooke’s report to a UK government initiative on the future of Higher Education. The issues covered include the development of Web 2.0 style repositories rather than conventionally structured ones, the use of tags rather than metadata, the open resources initiative, the best use for conventional repositories, links to virtual learning environments, and the processes for the management and support of repositories within universities. In summary the paper presents an optimistic, constructive view of how to embed the use of e-repositories into the working practices of university tutors. Equally, the authors are aware of the considerable difficulties in making progress and are realistic about what can be achieved. The paper uses evidence and experience drawn from those working in this field to suggest a strategic vision in which the management of e-learning resources is productive, efficient and meets the needs of both tutors and their students.

Mapping teaching, learning and assessment in the MPharm in UK schools of pharmacy

Aim To undertake a national study of teaching, learning and assessment in UK schools of pharmacy. Design Triangulation of course documentation, 24 semi-structured interviews undertaken with 29 representatives from the schools and a survey of all final year students (n=1,847) in the 15 schools within the UK during 2003–04. Subjects and setting All established UK pharmacy schools and final year MPharm students. Outcome measures Data were combined and analysed under the topics of curriculum, teaching and learning, assessment, multi-professional teaching and learning, placement education and research projects. Results Professional accreditation was the main driver for curriculum design but links to preregistration training were poor. Curricula were consistent but offered little student choice. On average half the curriculum was science-based. Staff supported the science content but students less so. Courses were didactic but schools were experimenting with new methods of learning. Examinations were the principal form of assessment but the contribution of practice to the final degree ranged considerably (21–63%). Most students considered the assessment load to be about right but with too much emphasis upon knowledge. Assessment of professional competence was focused upon dispensing and pharmacy law. All schools undertook placement teaching in hospitals but there was little in community/primary care. There was little inter-professional education. Resources and logistics were the major limiters. Conclusions There is a need for an integrated review of the accreditation process for the MPharm and preregistration training and redefinition of professional competence at an undergraduate level.