Student engagement with self-instructional course materials : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Distance and On-line Learning at Massey University, Extramural, New Zealand

This study is concerned with understanding how students engage with self-instructional materials on campus and at a distance within the context of the hybrid course offered at ABC College. This study examines the interrelationship of (a) time engaged with course materials, (b) the perceived value of course materials, (c) student approaches to engagement and (d) the integration of the course materials into the student learning experience in order to construct an understanding of student engagement with course materials. This study employed multiple case studies which formed a holistic collective case study. Data on student engagement with the course materials was collected using a questionnaire instrument. The resulting data was analysed using descriptive statistics to create a picture of how students engaged with the course materials. Correlation statistics were used to identify possible relationships between the items. Emerging themes were then explored in focus groups. Subsequent analysis of the focus group data explored the causation and interrelationships between themes resulting in an understanding of student engagement with the course materials. The findings from this study suggests that student engagement with self-instructional course materials (readings, learning guide, multimedia, etc.) are the result of complex interactions between a student's preferred approach to engagement, their locus of control and the method of integration of the course materials. The majority of participants preferred to engage with the course materials using a deep approach. Participants with an external locus of control reflected the assumptions and approaches they perceived from the method of integration. Participants with an internal locus of control engaged with the course materials using their preferred approach unless they were convinced that another approach served their needs better. The majority of participants exhibited an external locus of control. When a presentation or supplemental method of integrating was used, participants were more likely to engage with the course materials using a surface approach to engagement. They were also more likely to spend less time engaging with the course materials and place a lower value on the course materials. When a discussion or springboard method of integration was used participants were more likely to engage the course materials using a deep approach to engagement. They were also more likely to spend more time engaging with the course materials and place a higher value on the course materials

Threshold concepts and introductory electronics

Electronics and circuit theory are acknowledged as troublesome subjects when first introduced to students. This leads to low student retention into later electronics courses, especially in universities that offer a common first year where students are free to change streams after the first year. We report on a detailed study of the application of Threshold Concept Theory to an introductory electronics course. We identify some Threshold Concepts, explicit and tacit. We postulate that a high density of Threshold Concepts accounts for the reputation for troublesome learning in, and low retention following, these courses. We further suggest that the bimodal distribution of marks that is commonly observed in electronics teaching is a hallmark of a Thresold Concept. This may have significant impact on assessment

‘Getting stuck’ in analogue electronics: Threshold concepts as an explanatory model

Could the challenge of mastering threshold concepts be a potential factor that influences a student's decision to continue in electronics engineering? This was the question that led to a collaborative research project between educational researchers and the Faculty of Engineering in a New Zealand university. This paper deals exclusively with the qualitative data from this project, which was designed to investigate the high attrition rate of students taking introductory electronics in a New Zealand university. The affordances of the various teaching opportunities and the barriers that students perceived are examined in the light of recent international research in the area of threshold concepts and transformational learning. Suggestions are made to help students move forward in their thinking, without compromising the need for maintaining the element of intellectual uncertainty that is crucial for tertiary teaching. The issue of the timing of assessments as a measure of conceptual development or the crossing of thresholds is raised

Single-dopant band bending fluctuations in MoSe2_2 measured with electrostatic force microscopy

In this work, we experimentally demonstrate two-state fluctuations in a metal-insulator-semiconductor (MIS) device formed out of a metallic atomic force microscopy tip, vacuum gap, and multilayer MoSe$_2$ sample. We show that noise in this device is intrinsically bias-dependent due to the bias-dependent surface potential, and does not require that the frequency or magnitude of individual dopant fluctuations are themselves bias-dependent. Finally, we measure spatial nonhomogeneities in band bending (charge reorganization) timescales.Comment: 6 main text pages, 8 supplemetary pages, 11 figure

Functional effects of polymorphisms on glucocorticoid receptor modulation of human anxiogenic substance-P gene promoter activity in primary amygdala neurones

This work was funded by The BBSRC (BB/D004659/1) the Wellcome Trust (080980/Z/06/Z) and the Medical Research Council (G0701003). Colin Hay was funded by the Chief Scientist Office, Scotland. Scott Davidson was funded by a BBSRC strategic studentship (BBS/S/2005/12001). Philip Cowie was funded by the Scottish Universities Life Sciences Alliance (SULCA).Peer reviewedPublisher PD

Distributive tactile sensing using fibre bragg grating sensors

Two distributive tactile sensing systems are presented, based on fibre Bragg grating sensors. The first is a one-dimensional metal strip with an array of 4 sensors, which is capable of detecting the magnitude and position of a contacting load. This system is compared experimentally with a similar system using resistive strain gauges. The second is a two-dimensional steel plate with 9 sensors which is able to distinguish the position and shape of a contacting load. This system is compared with a similar system using 16 infrared displacement sensors. Each system uses neural networks to process the sensor data to give information concerning the type of contact