Stewardship in Distance Education: A Comparative Analysis of Technologies that Support Student Learning

Effectively facilitating the growth of learners demonstrates prudent stewardship (Galatians 6:10; Genesis 2:15). As wise stewards of what God has entrusted to them, Christian educators are challenged to identify factors critical for supporting students’ learning in whatever environment they are teaching. When teaching in the online environment, this includes adopting technological applications to support learning. This study compared the use of two technological applications and their affect on student learning. Findings provided evidence that online graduate learners who used the combination of a content management system and e-conferencing system reported significantly higher perceptions of learning than learners who used only the content management system. Additional findings were not significant

ASSESSMENT OF CAMPUS RECREATIONAL SPORT PROGRAMS

Student development and health issues among college students are becoming a major concern for academic institutions. To address these issues, universities offer campus recreational sport programs that encourage physical activity and healthy lifestyles. There is a robust literature regarding the benefits of general campus recreation participation; however, little research has explored participants’ perception of benefits related to certain campus recreation programming. This study examined data from Intramural Sports and Sport Club participants at a northern New England university (n = 324). Survey questions assessed students’ transferable skills and general health perceptions. Results indicated that several transferable skills and health perceptions are significantly different between genders within program types. Findings support the need to continue researching collegiate services to ensure students receive an equal opportunity to enjoy the benefits of campus recreation programming. Preliminary study findings and their implications for university administrators and staff will be discussed

The role of the “Inter-Life” virtual world as a creative technology to support student transition into higher education

The shape of Higher Education (HE) in the UK and internationally is changing, with wider access policies leading to greater diversity and heterogeneity in contemporary student populations world-wide. Students in the 21st Century are often described as “fragmented”; meaning they are frequently working whilst participating in a full time Degree programme. Consequently, those in the HE setting are required to become “future ready” which increasingly involves the seamless integration of new digital technologies into undergraduate programmes of teaching and learning. The present study evaluated the effectiveness of the “Inter-Life” three-dimensional virtual world as a suitable Technology Enhanced Learning (TEL) tool to support the initial stages of transition from school into university. Our results demonstrate that Inter-Life is “fit for purpose” in terms of the robustness of both the educational and technical design features. We have shown that Inter-Life provides a safe space that supports induction mediated by active learning tasks using learner-generated, multi-modal transition tools. In addition, through the provision of private spaces, Inter-Life also supports and fosters the development of critical reflective thinking skills. However, in keeping with the current literature in the field, some of the students expressed a wish for more training in the functional and social skills required to navigate and experience the Inter-Life virtual world more effectively. Such findings resonate with the current debate in the field which challenges the notion of “digital natives”, but the present study has also provided some new evidence to support the role of virtual worlds for the development of a suitable community to support students undergoing transition to university

Protocol for an HTA report: Does therapeutic writing help people with long-term conditions? Systematic review, realist synthesis and economic modelling

This article is made available through the Brunel Open Access Publishing Fund. This is an Open Access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 3.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/3.0/Introduction: Long-term medical conditions (LTCs) cause reduced health-related quality of life and considerable health service expenditure. Writing therapy has potential to improve physical and mental health in people with LTCs, but its effectiveness is not established. This project aims to establish the clinical and cost-effectiveness of therapeutic writing in LTCs by systematic review and economic evaluation, and to evaluate context and mechanisms by which it might work, through realist synthesis. Methods: Included are any comparative study of therapeutic writing compared with no writing, waiting list, attention control or placebo writing in patients with any diagnosed LTCs that report at least one of the following: relevant clinical outcomes; quality of life; health service use; psychological, behavioural or social functioning; adherence or adverse events. Searches will be conducted in the main medical databases including MEDLINE, EMBASE, PsycINFO, The Cochrane Library and Science Citation Index. For the realist review, further purposive and iterative searches through snowballing techniques will be undertaken. Inclusions, data extraction and quality assessment will be in duplicate with disagreements resolved through discussion. Quality assessment will include using Grading of Recommendations Assessment, Development and Evaluation (GRADE) criteria. Data synthesis will be narrative and tabular with meta-analysis where appropriate. De novo economic modelling will be attempted in one clinical area if sufficient evidence is available and performed according to the National Institute for Health and Care Excellence (NICE) reference case.National Institute for Health Research Health Technology Assessment (NIHR HTA) Programm

Problems and Promises of Using LMS Learner Analytics for Assessment: Case Study of a First-Year English Program

Learning management systems (LMS) are widely used in education. They offer the potential for assessing student learning, but the reality of using them for this is problematic. This case study chronicles efforts by librarians at Marquette University to use LMS data to assess students’ information literacy knowledge in Marquette’s first-year English program

Impact of the Information and Communication Technologies on the Education of Students with Down Syndrome: a Bibliometric Study (2008- 2018)

This article analyzes the impact of the Information and Communication Technologies (ICT) on students with Down syndrome through the consult of scientific articles published during the 2008 to 2018 period, in five scientific journal databases utilized in the academic world. Through a descriptive and quantitative methodology, the most significant bibliometric data according to citation index is shown. Likewise, a methodology based on the analysis of co-words and clustering techniques is applied through a bibliometric maps, in order to determine the fields of scientific study. The results show that articles published have a medium-low index of impact. There are linked with the importance of using ICT with these students, from educational inclusion and accessibility perspective