1,974 research outputs found
Assessing the relationship between classroom interaction and perceived student learning in videoconferencing remote sites: A social learning approach
Get PDFIn distance education via videoconferencing, students at classroom remote sites learn without the physical presence of their teacher and other classmates at the host site. As a result, the learning experience of remote site students differs from host site students. Therefore, instructional leaders should make every effort to minimize the adverse effects of videoconferencing on the learning of remote site students.
This study invited Advanced Placement and International Baccalaureate Diploma Programme remote site students who participated in videoconferencing to share their perspectives on the role of interactions on their learning. Specifically, this study explored the presence and strength of relationships between and among variables forged by videoconferencing technology. In effect, this study provides assistance to all instructional leaders, principals and teachers, who manage or facilitate videoconferencing in high schools in hopes of better serving their students. Furthermore, the study presented an idea of the type and quantity of Advanced Placement and International Baccalaureate Diploma Programme courses offered via videoconferencing.
A quantitative method of investigation was used. Data were collected nationally from voluntary participants, and results were analyzed using a variety of statistical measures. The dependent variable was the perception of student learning among the participants. Independent variables included two types of interaction, that is, learner-learner and learner-instructor (tutor), as well as group and class size, gender, and race.
Correlational analyses revealed statistically significant relationships between learnerlearner interaction and perceived student learning as well as learner-instructor interaction and perceived student learning. Multiple regression analyses further confirmed the previous findings. First, approximately 53% of the variance within perceived student learning in the sample was accounted for by interactions. Second, when combined with other environmental determinants (i.e., group and class size) and personal determinants (i.e., gender and race), only group and class size became an additional statistically significant predictor. Further analysis indicated significant moderation effects between interaction type and group and class size.
With these findings, a teacher or principal committed to promoting increased perception of student learning in Advanced Placement and International Baccalaureate Diploma Programme videoconferencing learning environments should regularly evaluate the extent to which productive interactions are occurring in the classroom
Standardization of Spirometry with Special Emphasis Field Testing
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Technology Development Standardization and Evaluation in Pulmonary Medicine
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Who participates in local government? Evidence from meeting minutes
Full text linkScholars and policymakers have highlighted institutions that enable community participation as a potential buffer against existing political inequalities. Yet these venues may bias policy discussions in favor of an unrepresentative group of individuals. To explore who participates, we compile a novel data set by coding thousands of instances of citizens speaking at planning and zoning board meetings concerning housing development. We match individuals to a voter file to investigate local political participation in housing and development policy. We find that individuals who are older, male, longtime residents, voters in local elections, and homeowners are significantly more likely to participate in these meetings. These individuals overwhelmingly (and to a much greater degree than the general public) oppose new housing construction. These participatory inequalities have important policy implications and may be contributing to rising housing costs.Accepted manuscrip
External perceptions of successful university brands
Get PDFBranding in universities has become an increasingly topical issue, with some institutions committing substantial financial resources to branding activities. The particular characteristics of the sector present challenges for those seeking to build brands and it therefore seems to be timely and appropriate to investigate the common approaches of those institutions perceived as having successful brands.
This study is exploratory in nature, seeking to investigate how successfully UK universities brand themselves, whether they are distinct and if the sector overall communicates effectively. This is approached through examining the perspective of opinion formers external to universities but closely involved with the sector â a key stakeholder group in UK higher education
Overall, the researchâs exploratory nature aims to further the debate on effective branding in UK higher education.
The findings and conclusions identify some issues surrounding university branding activity; most UK universities were considered to be distinct from one another, but few were seen to have real fully formed brands. Although a number of institutions that were seen as having more âsuccessfulâ brands were identified, it was argued that whilst many UK universities communicate their brand well enough to key stakeholders, they fail to consistently do this across all audiences. It was also suggested that UK universities may concentrate on areas of perceived immediate strategic importance (in terms of branding) to an extent where others are neglected
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