Assessment and learning : is it time to rethink student activities and academic roles?

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Measuring student perception and actual usage of online learning management system

Online learning management systems are in use to facilitate the face to face learning process in many universities. There are many variables that shape and influence a student’s perception of an online learning management system. This study investigates whether there is a relationship between the perception of a student regarding the learning management system and their actual usage of such system. It is believed to help better understand the student usage of online learning management system. An online questionnaire was published on a course management system for a selected subject and the student participation was voluntary. Results indicate that no significant relationship between the perception students had about the learning management system and the actual use of the system. Interestingly, a significant relationship was found between having internet access away from university and the student perception about the system. Students who had internet access away from university had better perception about the learning management system even though there was no significant difference in the level of online learning management system usage between the groups.

Language learning in the public eye: an analysis of newspapers and official documents in England

This article considers the issue of low levels of motivation for foreign language learning in England by exploring how language learning is conceptualised by different key voices in that country through the examination of written data: policy documents and reports on the UK's language needs, curriculum documents, and press articles. The extent to which this conceptualisation has changed over time is explored, through the consideration of documents from two time points, before and after a change in government in the UK. The study uses corpus analysis methods in this exploration. The picture that emerges is a complex one regarding how the 'problems' and 'solutions' surrounding language learning in that context are presented in public discourse. This, we conclude, has implications for the likely success of measures adopted to increase language learning uptake in that context.

A SPATIAL ANALYSIS OF IMPERVIOUS SURFACES AT COLBY COLLEGE IN 1965 AND 2006

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A Spatial Analysis of Impervious Surfaces at Colby College in 1965 and 2006

Roads, parking lots, buildings, and other impervious surfaces do not allow rainwater to infiltrate the ground. As a result, they can lead to an increase in runoff to nearby ditches and streams, as well as a greater influx of pollutants such as motor oil that can often be found on paved surfaces. For this project, GIS was used to find the total area covered by impervious surfaces on the Colby campus, and to show how this area has grown in the past 40 years. It was found that new development on the campus has lead to a 56% increase in impervious surfaces at Colby since 1965.

Defining student participation and empowerment in higher education

Customer participation has been studied for decades; however, it gained a postmodern perspective around the year 2000. Customers have become co-creators of personalized experiences, moving from the audience to the stage. In the educational context, students must take responsibility for their learning process and participate in the production of the service. This changing is providing opportunities and challenges for higher education institutions (HEIs) to redefine their relationship with stakeholders, especially with students. This study is based on the service dominant logic (SDL) perspective because students are assumed to take the role of co-creators of knowledge in the educational setting. The research uses adapted frameworks and concepts applied in organizational, knowledge-intensive business services (KIBS) and also medical studies to advance the understanding of value co-creation in the HEI context. The current study addresses a lack of research in the higher education context focusing on defining students’ participation and students’ empowerment in higher education context. An empirical investigation was developed with traditional schools in Brazil. This investigation allowed the description of the constructs in the specific context. The description of student participation in HEIs context reflects the relevance of three dimensions – information sharing, personal interaction and responsible behavior. In the Brazilian context, responsible behavior is the weakest dimension in the construct, because the responsibilities are unbalanced between students and professors. The main reasons identified for this unbalanced relation were cultural issues and local regulation. Student empowerment was described as composed by four dimensions – meaningfulness, competence, impact and choice; however, one of them – choice – was identified as the weakest dimension, facing cultural and bureaucratic barriers for implementation in the Brazilian educational context. Moreover, interviewees spontaneously cited the idea of trust in the faculty as an important antecedent of student participation that must be considered when analyzing student participation and empowerment mechanisms. An additional contribution was the proposal of a theory-based framework for understanding the service dominant logic perspective in the HEI context, in which student participation and student empowerment were explored as mechanisms leading to positive student behavior toward institution.

Sleep-wake patterns of student workers and non-workers

Adolescents usually exhibit late sleep phase and irregular sleep patterns. As a result, they do not get enough sleep and report daytime sleepiness. This condition could be aggravated in working students who have a more limited time for sleep. In this survey, we investigated the impact of evening classes and employment on the sleep patterns of adolescents. We compared female (n = 17) and male (n = 14) non-worker students to female (n = 28) and male (n = 20) worker students who attended the same high school. The volunteers (aged 17.4 years +/- 11 months) answered a sleep log during a 16-day period. Worker students slept and woke up earlier, had a shorter nocturnal sleep length and a shorter daily (nocturnal plus diurnal) sleep length compared to non-working pupils. The four groups of students delayed sleep onset time on weekends, but only worker students delayed wake-up time on Sundays. The wake-up time was similar among groups on Sundays. While student workers tended to increase the sleep length in the weekends, non-working students increased it on Mondays and/or Tuesdays. The results showed that sleep schedules and sleep length were different according to the work status. Going to bed later on Saturday by the four groups of students suggests the influence of social activities, while a later wake-up time on Sundays could result from a shorter sleep length on workdays.

Undergraduate Scholarship in the College of Arts and Sciences Book of Abstracts 2010

The College of Arts and Sciences proudly presents the eighth issue of the Book of Abstracts, which highlights the work conducted by students in collaboration with faculty mentors. This collection of abstracts represents many hours of scholarly activity in which students further developed their research, critical thinking, and writing skills and engaged in learning well beyond the classroom.

Undergraduate Scholarship in the College of Arts and Sciences 2011 Book of Abstracts

The College of Arts and Sciences proudly presents Undergraduate Scholarship in the College of Arts and Sciences Book of Abstracts, our ninth annual issue documenting the work conducted by students in collaboration with their faculty mentors. As you will see by the depth and variety of the projects, these students successfully used their research, critical thinking, and writing skills to produce scholarship that has been recognized by the larger scholarly community.

Undergraduate Scholarship in the College of Arts and Sciences 2008 Book of Abstracts

The College of Arts and Sciences proudly presents Undergraduate Scholarship in the College of Arts and Sciences, our sixth Book of Abstracts that features the scholarship conducted in the college by our students in collaboration with faculty mentors. In the above quote, Ralph Waldo Emerson goes on to say the following: “The wise instructor accomplishes this by opening to his pupils precisely the attractions the study has for himself.” Indeed, the high level of scholarship reflected in this book is a testament to the students’ development as scholars and the effective mentorship provided by the Winthrop faculty as they share in the practice of their disciplines.