The Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses

A course design question for self-paced courses includes whether or not technological measures should be used in course design to force students to follow the sequence intended by the course author. This study examined learner behavior to understand whether the sequence of student assignment submissions in a self-paced distance course is related to successful completion of the course. The study included 543 students in 89 different general education courses at a private university in the United States during a two year period. Results indicate that students who completed at least one assignment or exam out of the intended sequence of instruction were more likely to complete the course. Results were consistent when replicating the analysis with subsets of the data by course characteristics such delivery type, content, course format, and course level; and student demographics such as ethnicity, gender, GPA, and class standing. Learner control and self-direction within online self-paced courses should be included in course design to increase the likelihood of learner successful completion. Additional research could benefit course design and student support to promote higher rates of completion in self-paced courses

Basic Psychological Needs Satisfaction of Online Learners’ Autonomous Self-Regulation in Higher Education

Online learners are oftentimes seen as a vague and abstract “variable” with barely no human face in the context of discussing how to optimize online learning. To see and hear online learners in the joint effort of meeting their complex needs which are essential to making them striving and fully functioning, we need to look into the autonomous self-regulation of online learners. In this session, we will share how basic psychological needs satisfaction predicts the autonomous self-regulation in the learner-centered teaching and learning of higher education

Validation of Computerised Aptitude Selection System (Compass) In Predicting Success of Uav Applicants in the Republic of Singapore Air Force (Rsaf)

The study examined the predictive validity of the Computerised Aptitude Selection System (COMPASS) that was set up to support the RSAF in its selection of pilots and other vocations. COMPASS measures cognitive abilities theoretically identified to be relevant to the vocation and was introduced for Unmanned Aerial Vehicle (UAV) pilot selection since 2003. With fast changing technological advancement of the UAVs, it is important that validation studies are regularly conducted to improve the effectiveness of the test suite in predicting training success. 219 UAV Pilot applicants’ COMPASS scores were analysed against their actual training outcomes to determine a theoretically and statistically sound selection composite. Hierarchical multiple regression was done, and findings revealed that the current composite of tests remained to be significantly correlated with applicant success in UAV pilot training. The paper discusses the practical considerations in streamlining the tests to be included in the final assessment composite. Future studies should consider exploring non-cognitive assessment to improve the predictive validity of the overall selection system beyond COMPASS

Strategies to Assist Distance Doctoral Students in Completing Their Dissertations

Completing doctoral dissertations is difficult work and may be harder for distance students physically separated from institutional and collegial supports. Inability to complete independent research contributes to doctoral student attrition. Factors impacting completion include institutional factors, student characteristics, and supervisory arrangements (Manathunga, 2005). This paper shares proactive strategies used by a Midwestern university in the United States to support distance doctoral students. Strategies and technology tools are described that (a) cultivate a shared culture of responsibility and commitment, (b) increase effective communication between researchers, and (c) grow departmental and institutional services and technologies for faculty and students. This paper suggests the use of a specific framework to help students develop a shared culture of responsibility. This framework encourages students to discuss their social network, as well as teaches students how to manage their split life by using a tool which evaluates a student’s readiness for the dissertation process and maps out where dissertation skills and knowledge are developed throughout the program. Strategies for effective communication include availability, effective feedback, trust, and humor. Services and technologies provided to build capacity include the use of online and library resources, campus-wide use of research software, writing and research services, and department supports and processes to promote student research. These mechanisms for accountability, mentoring, training, and trust increase the likelihood of success

The impact on the Scottish economy of reducing greenhouse gas emissions in Scotland: Illustrative findings from an experimental computable general equilibrium model for Scotland: Final Report October 2008

First paragraph: This project uses an experimental energy-economy-environment computable general equilibrium (CGE) model of the Scottish economy (AMOSENVI) to conduct illustrative simulations of the economic and environmental impacts of various options to reduce the generation of CO2 emissions (as the main greenhouse gas) in Scotland. These simulations are illustrative in nature because the process of appropriate database development and model specification for a comprehensive and accurate analysis of climate change policy issues for Scotland, while advanced relative to many regional (and even national) economies, is still in its very early stages. One of the key objectives of this project is to illustrate the potential value-added to Scotland's analytical capacity if further investment is made (by both the policy community, particularly in terms of data provision, and the research community, with public support, for example by seeking support from the research councils) in developing an appropriate CGE modelling framework

Sessional staff training for improved student experience

It is widely recognised that the quality of the undergraduate experience in science often depends on student interactions with sessional staff. In some cases, sessional staff have primary responsibility for teaching within tutorials, workshops and practicals, on field trips, and sometimes in lectures. Preparing postgraduate students to teach requires them to accept responsibilities that they may not have signed up for when they decided to become scientists, and they are unlikely to have been exposed to pedagogical theories in their science studies. In their role as teachers, postgraduate students and other sessional staff bring their own experiences, knowledge and attitudes towards teaching, which will influence their personal teaching practice. We held a full-day workshop with the goal of improving the learning experiences of undergraduate students by improving the training of sessional staff in teaching. This was designed based on the latest literature with three aims: 1. To enhance sessional staff’s sense of psychological empowerment; 2. To develop the belief that sessional staff can enhance undergraduate students’ learning experiences; 3. To increase the level of communication and harmonise experiences across campuses. Results from surveys and interviews before and after the workshop will be presented

Toll-6 and Toll-7 function as neurotrophin receptors in the Drosophila melanogaster CNS

Neurotrophin receptors corresponding to vertebrate Trk, p75(NTR) or Sortilin have not been identified in Drosophila, thus it is unknown how neurotrophism may be implemented in insects. Two Drosophila neurotrophins, DNT1 and DNT2, have nervous system functions, but their receptors are unknown. The Toll receptor superfamily has ancient evolutionary origins and a universal function in innate immunity. Here we show that Toll paralogues unrelated to the mammalian neurotrophin receptors function as neurotrophin receptors in fruit-flies. Toll-6 and Toll-7 are expressed in the central nervous system throughout development, and regulate locomotion, motoraxon targeting and neuronal survival. DNT1 and 2 interact genetically with Toll-6 and 7, bind to Toll-7 and 6 promiscuously, and are distributed in vivo in complementary or overlapping domains. We conclude that in fruit-flies, Tolls are not only involved in development and immunity but also in neurotrophism, revealing an unforeseen relationship between the neurotrophin and Toll protein families