Defining the nature of blended learning through its depiction in current research

© 2018 Informa UK Limited, trading as Taylor & Francis GroupBlended learning has been a feature of higher education practice and research for almost two decades. This article takes stock of current blended learning research, contributing to the growing number of meta-analyses of higher education and blended learning research more generally, through a review of ninety-seven articles relating to blended learning in higher education published in fifteen journals between 2012 and mid-2017. The review focused on where and when the articles were published; their provenance, scale, scope; methodological approach; the broad research themes; and definition of blended learning used. The review shows that despite its ubiquity, blended learning’s definition is all-encompassing; its spread is global but research is dominated by key players; it is of technical interest; and its research is small-scale, individually focused, seeking to evidence the benefits of blended learning. The article concludes with recommendations of how higher education research could provide institutions with evidence to ensure their ‘best of blends’.Peer reviewe

Investigation into surveying recreational fishing activity in South Australia

Thesis (M.Sc.) -- University of Adelaide, Dept. of Statistics, 198

Do peers increase older adults\u27 participation in strength training? Pilot randomized trial

Fewer than 20% of older adults participate in strength training (ST). Barriers to ST participation include not knowing where to go or not having someone to go with. To address these barriers, the authors provided older adults with a peer (older person already participating in ST) to support their engagement. The aim of this pilot randomized controlled trial was to determine whether older adults who were provided with a peer when participating in ST were more likely to be participating in ST 4 weeks postintervention, compared with those receiving ST alone. Fifty-one ST participants were recruited; 40 completed the intervention and postintervention data collection (78.4%). Providing peer support with ST did not significantly increase ST participation (p = .775). However, both groups made significant improvements over time in lower-limb strength and mobility. Participants in either group who continued the ST program (55%) had made additional significant improvements in lower-limb strength and mobility

Faculty Adoption of Computer Technology for Instruction in the North Carolina Community College System.

Computer technology has become an integral part of instruction at the elementary, secondary, and postsecondary levels. Some instructors have enthusiastically adopted technological innovations in their classrooms, often expending their own funds for hardware and software, while others have resisted the trend, citing a myriad of reasons for not including computer technology. Significant research on the adoption of innovations has been undertaken by Everett M. Rogers, who identified individuals on a continuum from Innovator to Laggard. Rogers’ research was used as a basis to classify full-time faculty teaching in degree programs in the North Carolina Community College System and to compare these faculty members on five demographic variables. While faculty did not differ on age, gender or race/ethnicity, they did differ regarding their years of teaching experience and highest degree attained. Faculty in the North Carolina Community College were further identified as either users or non-users of computer technology in instruction and were analyzed on the same five demographic characteristics as were evaluated with the Rogers continuum. No differences were found in any of the five categories. Faculty members who reported employing technology for instruction often utilized multiple techniques, such as e-mail contact with students, posting assignments and other information on course websites, and using course management software for recordkeeping functions. Non-users identified a number of reasons for not incorporating technology into instruction, as well as which strategies might be employed to encourage them to adopt computer technology into instruction. Faculty classified as users or non-users of computer technology in instruction identified the presence of technology change agents in their organizations, and stated that other faculty members, or the president or other members of senior administration filled these roles

Evaluation of Services Our Way

An evaluation of Services Our Way, a NSW Government service model designed to build the capacity of Aboriginal people to have greater access to mainstream and disability services and encourage self-directed support. Overview Services Our Way is a NSW Government service model designed to build the capacity of Aboriginal people to have greater access to mainstream and disability services and encourage self-directed support. The Social Policy Research Centre was commissioned to evaluate the Services Our Way pilot in Nowra, New South Wales, and did so through interviews with families and service providers. Services Our Way had positive impacts on Aboriginal people with disability and their families. The program helped Aboriginal people access a range of services, meeting immediate priorities of the families. The program was successful in engaging with the Aboriginal community using a culturally appropriate approach – an approach which could be shared with other staff and services to improve the appropriateness of service delivery more broadly. Through the program, families were able to access support and services to participate in social, economic and cultural activities, that helped strengthen and support community and social relationships. The evaluation could not determine the degree to which families transitioned to mainstream services – the research found that families had urgent needs to be met prior to transitioning to other services. The Services Our Way program in Nowra was a pilot, which developed from the initial concept in response to local needs. The evaluation identifies a range of issues in providing person centred approaches to Aboriginal people with disability and their families and communities which should influence the future directions under the National Disability Insurance Scheme (NDIS).&nbsp

Evaluation of the Welsh School-based Counselling Strategy : Final Report

The Welsh Government's School-based Counselling Strategy (the Strategy), implemented from April 2008 in secondary schools across Wales and a pilot selection of primary schools, was evaluated. A range of research tools were used, including desk research, analysis of client outcomes, qualitative interviews and surveys of key stakeholders' views. Implementation of the Strategy and its counselling services was generally perceived as successful by all stakeholders, including counselling clients, with evidence that all key recommendations for its development were implemented. Across six terms, 11,043 episodes of counselling were attended. Participation in counselling was associated with large reductions in psychological distress; with levels of improvement that, on average, were somewhat greater than those found in previous evaluations of UK school-based counselling. Key recommendations are that permanent funding mechanisms should be established to embed counselling in the Welsh secondary school sector, with consideration given to its roll-out into primary schools. Service managers and schools should also look to ensuring equal opportunities of participation in school-based counselling from all sectors of the community, that adequate accommodation is available in schools for the delivery of counselling, and that a system of regular outcome monitoring is established