Evaluating tutor training for online PBL teamwork courses in first year engineering

The use of Problem-based Learning and other collaborative pedagogies in undergraduate engineering courses is recommended by a plethora of learning theory and research on educational best-practice, particularly for Applied Sciences such as Medicine and Engineering. One barrier to implementing and sustaining these curricular and pedagogical approaches lies in the development of the appropriate knowledge and skills and a consistent and appropriate approach in the teaching team. A significant change from the traditional pedagogies employed by tutors and the training of tutors is required, if PBL and similar methods are to be effective in delivering their numerous affordances, especially in asynchronous online environments for distance learning. This paper describes the development of a strategy to train engineering tutors in online PBL facilitation, and the evaluation framework used to assess the effectiveness of this training. Results of the evaluation of training and subsequent behavioural changes of the tutors are given. The evaluation revealed a variance between the message of the training and subsequent practice. Recommendations are made about the need for ongoing tutor development and support, and the necessity of evaluation in the implementation of PBL pedagogies

Student Support: The Engine of Attaining and Sustaining Quality in the Zimbabwe Open University

Quality student service is one of the main concerns among institutions and stakeholders today especially those involved in Open and Distance  Learning (ODL) because it is the engine for quality practices. This study examined the views of students and student advisors on student services that will lead to attaining and sustaining quality in the Zimbabwe Open University. The study was qualitative, collecting data through open-ended questionnaires and interviews from a purposive sample of 223 students and nine student advisors. The study found out that implementing one-stop student services housed at the learner support centre and backed by 10 regional campus centres will lead to attaining and sustaining quality. The respondents cited support system that includes library, Internet, and ancillary services as critical aspects that connects students to the institution. Respondents further impressed that tutor availability, timely giving feedback, face-to-face tutoring and/or online tutoring support and counseling, are critical if student support is to be the engine of attaining and sustaining quality in an ODL context. The study recommended more competent, information literate tutors to be employed, receive extensive training and have their performance assessed for effectiveness in student support. Lead tutors must be appointed from the most competent tutors to mentor others on supporting students. It also recommended further research to be conducted involving more institutions and more respondents.Key words: Open and distance learning (ODL), student services, quality, student support centre, information literacy and counselling

Risk factors for equine fractures in Thoroughbred flat racing in North America

The aim of this paper is to identify risk factors associated with equine fractures in flat horse racing of Thoroughbreds in North America. Equine fractures were defined as any fracture sustained by a horse during a race. This was a cohort study that made use of all starts from the racecourses reporting injuries. The analysis was based on 2,201,152 racing starts that represent 91% of all official racing starts in the USA and Canada from 1 st January 2009–31 st December 2014. Approximately 3,990,000 workout starts made by the 171,523 Thoroughbreds that raced during that period were also included in the analysis. During this period the incidence of equine fractures was 2 per 1000 starts. The final multivariable logistic regression models identified risk factors significantly associated (p < 0.05) with equine fracture. For example, horses were found to have a 32% higher chance of sustaining a fracture when racing on a dirt surface compared to a synthetic surface; a 35% higher chance if they had sustained a previous injury during racing and a 47% higher chance was also found for stallions compared to mares and geldings. Furthermore, logistic regression models based on data available only from the period 2009–2013 were used to predict the probability of a Thoroughbred sustaining a fracture for 2014. The 5% of starts that had the highest score in our predictive models for 2014 were found to have 2.4 times (95% CI: 1.9–2.9) higher fracture prevalence than the mean fracture prevalence of 2014. The results of this study can be used to identify horses at higher risk on entering a race and could help inform the design and implementation of preventive measures aimed at minimising the number of Thoroughbreds sustaining fractures during racing in North America

Aid for self help effort? A sustainable alternative route to basic education in Northern Ghana

Northern Ghana presents an interesting case of the limitations of the conventional school system in reaching underserved and deprived populations with basic education. Due to the peculiar nature of its demographic characteristics and the socio-economic challenges that confront this area of Ghana, conventional school systems are unable to thrive and make an impact in remote areas. Many of these communities are sparsely populated and scattered making distance a hindrance to school. attendance. A major barrier to access and participation is also the cost. In poor deprived communities whether or not children attend school usually depends on the direct or indirect costs to families. Direct costs arises from schooling accessories such as uniforms, books and writing materials whilst the indirect costs are largely in the form of income lost from the child’s potential employment or contribution to household income through direct labor. Yet another obstacle is the official school calendar which usually conflicts with families’ economic activities to which the child is a crucial contributor. A growing number of NGOs and civil society organizations are introducing basic education initiatives that have been adjusted to reflect these demographic and socio-economic realities. Many of the NGOs try to promote the spirit of self-help efforts among poor rural people using strategies that encourage community participation and ownership of the basic education initiative. This paper describes and analyses the effort of one such NGO education programme known as the “School for Life” (SFL) in Northern Ghana. The paper examines the extent to which the activities of this organization are actually promoting self-help efforts in sustaining an aid initiated basic education programme. The acid test for aid effectiveness is what happens when it phases out - in that case is the initiative sustainable? The paper argues that for true sustainability to be achieved there is the need for a concerted working relationship between the aid programme provider and local government institutions because of the potential benefits that this relationship can bring in sustaining the programme once external support ends. Finally, using the SFL programme as an example, it argues that the key to promoting greater participation and commitment among rural communities towards basic education, is by showing that it can actually open up access to higher levels of education without conflicting with the socio-cultural and economic activities of the society

Effects of physical efforts on injury in elite soccer

In this study, the influence of physical efforts on occurrence of match injury in a professional soccer club was investigated. Computerised motion-analysis was used to measure the physical efforts of players during 10 injury situations. Total distance and those covered at different movement intensities were measured across the 5-min period preceding injury. If the final run preceding injury involved a high-intensity action (HIA), the distance, duration and speed of the effort and the recovery time between this and the penultimate HIA were measured. To determine the influence of these physical efforts, the results were compared to a normative profile for players computed from data across 5 games for the same variables; habitual distances covered over a 5-min period and characteristics of and recovery time between HIA. Compared to the normative profile, no differences were reported in physical characteristics during the period leading up to injury or for HIA although the latter were substantially higher in intensity (duration and distance). A lower than normal recovery time between HIA prior to injury was observed (35.6±16.8 s vs. 98.8±17.5 s, p=0.003). Within the limitations of the small sample, these findings may aid in further understanding injury and physical performance in elite soccer

Alaska Native-focused Teacher Preparation Programs: What have we learned?

There are too few indigenous teachers in Alaska, as fewer than 5% of Alaska�s certified teachers are Alaska Native. However, Alaska�s Indigenous students make up 80% of student enrollment in the state�s rural schools, and over 22% of the school population statewide. Moreover, 74 % of teachers hired by Alaska�s public schools come from outside the state. Teachers new to rural Alaska typically remain on the job just one or two years, and high turnover rates in Alaska are strongly correlated with poorer student learning outcomes (Hill & Hirshberg, 2013). Many community and education leaders believe rural schools could benefit from having more Indigenous teachers, because they would likely stay on the job longer, be more familiar with their students� communities and cultures, and provide more powerful role models for Alaska Native students. This paper discusses why Indigenous teachers are important, and provides an overview of the initiatives from the past four decades aimed at preparing Alaska Native teachers

'Working out’ identity: distance runners and the management of disrupted identity

This article contributes fresh perspectives to the empirical literature on the sociology of the body, and of leisure and identity, by analysing the impact of long-term injury on the identities of two amateur but serious middle/long-distance runners. Employing a symbolic interactionist framework,and utilising data derived from a collaborative autoethnographic project, it explores the role of ‘identity work’ in providing continuity of identity during the liminality of long-term injury and rehabilitation, which poses a fundamental challenge to athletic identity. Specifically, the analysis applies Snow and Anderson’s (1995) and Perinbanayagam’s (2000) theoretical conceptualisations in order to examine the various forms of identity work undertaken by the injured participants, along the dimensions of materialistic, associative and vocabularic identifications. Such identity work was found to be crucial in sustaining a credible sporting identity in the face of disruption to the running self, and in generating momentum towards the goal of restitution to full running fitness and reengagement with a cherished form of leisure. KEYWORDS: identity work, symbolic interactionism, distance running, disrupted identit