Using Learning Analytics to Implement Evidence-Based Interventions to Support Ethnic Minority and International Student Social Integrations

As universities in the UK become increasingly diverse, one common challenge is how best to socially integrate ethnic minority and international students into the classroom and larger campus. Indeed, research currently demonstrates that students most often form social and learning connections with peers from the same ethnicity or culture, despite the benefits of intergroup connections. However, few studies have looked at student social networks to determine how they influence actual behaviours in group learning activities. In this research, Social Network Analysis and Learning Analytics methods will be used to explore the role of social networks in classroom participation and attainment for ethnic minority and international students, highlighting replicable interventions that can help promote social cohesion in the UK

Understanding Evidence-Based Interventions for Cross-Cultural Group Work: A Learning Analytics Perspective

As the numbers of international students worldwide continue to rise, one common challenge is how best to socially integrate diverse groups of students. Indeed, research demonstrates that many students form social and learning relationships with those from the same cultural background, despite benefits of cross-cultural communication. This lack of social cohesion negatively affects students, particularly when it comes to their perceptions of collaborative group work. However, few studies have analysed measurable student behaviours in group work, such as with learning analytics, to determine how culture and existing social networks influence measurable differences in contributions. Similarly, little is known about what evidence-based interventions lead to more equal participation between diverse students. In this research, learning analytics is combined with social network analysis to determine the role of social connections on group work participation, and highlight replicable interventions that can help promote social cohesion in diverse classrooms

Influence of cementless hip stems on femoral cortical strain pattern depending on their extent of porous coating

The extent of porous coating of cementless total hip stems is held responsible for radiological periprosthetic changes, the rate of thigh pain, and even its long-term success. However, there is only sparse knowledge on how the biomechanical loading conditions of the femur are influenced by the extent of porous coating in the early phase after implantation of a cementless hip stem. Aiming to evaluate the effect of surface structuring on the strain pattern of the femur, we implanted three anatomic hip stems with different extents of porous coating (full, two-thirds proximal, and penguin type) in second-generation composite femora coated with a photoelastic layer. A cortical strain mapping was conducted before and after insertion of the implants under standardized loading conditions considering relevant muscle forces. The results of the statistical analysis of three different implantation sequences proved that composite femora are suitable for repeated measurements within the applied experimental setup. Cortical strain changes including stress-shielding effects medially (-60%) and laterally (-50%) were validated with a cadaver femur. The extent of porous coating had no significant influence on the surface strain pattern for an immediate postoperative situation

Student profiling in a dispositional learning analytics application using formative assessment

How learning disposition data can help us translating learning feedback from a learning analytics application into actionable learning interventions, is the main focus of this empirical study. It extends previous work where the focus was on deriving timely prediction models in a data rich context, encompassing trace data from learning management systems, formative assessment data, e-tutorial trace data as well as learning dispositions. In this same educational context, the current study investigates how the application of cluster analysis based on e-tutorial trace data allows student profiling into different at-risk groups, and how these at-risk groups can be characterized with the help of learning disposition data. It is our conjecture that establishing a chain of antecedent-consequence relationships starting from learning disposition, through student activity in e-tutorials and formative assessment performance, to course performance, adds a crucial dimension to current learning analytics studies: that of profiling students with descriptors that easily lend themselves to the design of educational interventions

Chinese International Student Campus Involvement and Friendship Network Patterns in the United States

In 2013, Chinese students are the largest group of international students in the United States, with over 230,000 Chinese students comprising more than 28% of America's international student population. One common assumption is that Chinese international students are not integrating with their host campus communities. This study examines two key areas in Chinese student campus integration: involvement in organizations and friendship network patterns. In particular, the influences of perceived English language ability and perceived cultural understanding of the United States are explored, along with their correlations with involvement and social networks. Chinese student involvement and friendships with the American host population are also compared to overall satisfaction with their university experience and their sense of belonging at the institution. Results are based on three original research questionnaires that were administered to 74 first-year Chinese international students at the University of Kansas in the United States over the course of one academic year. The data also includes in-depth interviews with 15 of these students. Previous studies suggest that English language and cultural understanding influence student involvement. However, this study found that neither perceived English language ability nor perceived cultural understanding of the United States correlated with Chinese student participation in campus organizations or the number of friendships made with Americans. However, despite the lack of direct correlation, both variables were shown to influence the types of engagements that Chinese students have with organizations and their American peers. Participants in this study demonstrated relatively low levels of involvement with campus organizations and significantly fewer friendships with American students than with fellow Chinese students. Despite this, participants still demonstrated an overall contentment with their American university experience and showed a sense of belonging at their institution. One explanation for this could be that the Western cultural lens and assumptions often used to observe international student integration are culturally biased and, therefore, incomplete. This study suggests that Western notions of campus involvement and engagement might not fully translate to students from non-Western backgrounds

Education Workforce Initiative: Initial Research

The purpose of this initial research is to offer evidenced possibilities in the key areas of education workforce roles, recruitment, training, deployment and leadership, along with suggested areas for further research to inform innovation in the design and strengthening of the public sector education workforce. The examples described were identified through the process outlined in the methodology section of this report, whilst we recognise that separation of examples from their context is problematic – effective innovations are highly sensitive to context and uncritical transfer of initiatives is rarely successful. The research aims to support the Education Workforce Initiative (EWI) in moving forward with engaging education leaders and other key actors in radical thinking around the design and strengthening of the education workforce to meet the demands of the 21st century. EWI policy recommendations will be drawn from a number of country level workforce reform activities and research activity associated with the production of an Education Workforce Report (EWR). This research has informed the key questions, approach and structure of the EWR as outlined in the Education Workforce Report Proposal. Issues pertaining to teaching and learning in primary and secondary education are at the centre of the research reported here; the focus is on moving towards schools as safe places where all children/ young people are able to engage in meaningful activity. The majority of the evidence shared here relates to teachers and school leaders; evidence on learning support staff, district officials and the wider education workforce is scant. Many of the issues examined are also pertinent to the early childhood care and education sector but these are being examined in depth by the Early Childhood Workforce Initiative. Resourcing for the Education Workforce was out of scope of this initial research but the EC recognises, as outlined in the Learning Generation Report, that provision of additional finance is a critical factor in achieving a sustainable, strong and well-motivated education workforce, particularly but not exclusively, in low and middle income countries. The next stage of EWI work will consider the relative costs of current initiatives and modelling of the cost implications of proposed reforms. EWI aims to complement the work on teacher policy design and teacher career frameworks (including salary structures) being undertaken by other bodies and institutions such as Education International, the International Task Force on Teachers for 2030 and the Teachers’ Alliance, most particularly by bringing a focus on school and district leadership, the role of Education Support Professionals (ESPs) and inter-agency working

Supporting Intercultural Collaborations In Blended And Online Settings: A Randomised Control Trial Of Internationalised Academic Content

There is a rising trend of international students studying at universities worldwide, with a substantial percentage enrolling each term in blended and online modules. This means that assignments such as online group work create unique spaces for intercultural learning and collaboration in ways unprecedented a mere ten to twenty years ago. Online intercultural group work stands to benefit students’ lives by allowing them to encounter new ideas and values, as well as challenge cultural stereotypes and biases. However, positive intercultural group work experiences do not occur easily or naturally. Indeed, previous work has highlighted that students encounter challenges when working with peers from different countries, including a lack of social relationships, cultural differences in behaviours and participation variations. These challenges limit the potential benefits of online intercultural collaboration. One gap in the current literature which this research has addressed is a bridge between student reflections and measurable behaviours in online intercultural group work in order to understand how complex variables interact and impact experiences. A second important gap is related to which evidence-based interventions can support positive collaborations. These issues were addressed by this research using a dynamic mixed methods approach across four empirical studies. In the first half of the thesis, a holistic picture was sought of the interweaving variables and sociocultural challenges impacting online intercultural group work. A quantitative laboratory study incorporating learning analytics and social network analysis highlighted that social network diversity and cultural traits strongly impacted participation. This was next evaluated through in-depth interviews using a unique mediating artefact method. These findings provided a nuanced understanding of the importance of social relationship building in intercultural group work, with low-performing students particularly in need of additional support. The second half of the thesis evaluated one potential support system for encouraging positive online group work experiences: the internationalisation of academic content by incorporating international elements into assignment tasks. Previous research and theoretical work have suggested that internationalisation can improve participation and encourage engagement. However, there are relatively few studies that have empirically tested this suggestion, particularly against a baseline of ‘local’ content to measure the added value of internationalisation. This thesis tested this notion through a rigorous randomised control trial study comparing student behaviours using local versus internationalised academic content. The findings indicated that internationalising the group work content led to small improvements in online participation. A follow-up mixed methods questionnaire outlined that students valued their diverse group members’ contributions higher when working with internationalised content, but that internationalisation added additional complexities to their experiences and group dynamics. The findings also suggested that internationalisation is not ‘one size fits all’ and that international topics must be personally relevant to students’ backgrounds and experiences to elicit benefits. Altogether, this research has unpacked student experiences when engaging with peers from different countries and when working with diverse academic content in blended and online settings. In doing so, a holistic picture of the complexities of internationalisation is provided, along with suggestions for improving and encouraging online intercultural collaboration

Learning design in diverse institutional and cultural contexts: suggestions from a participatory workshop with higher education professionals in Africa

Learning design approaches, such as those adopted by the Open University, provide a set of tools and resources for purposefully-designing modules with a focus on student experiences. However, many of the current learning design strategies have been situated within specific institutions in Europe and North America. This means that there are several issues worth considering around if and how established learning design approaches make sense in diverse institutional and cultural contexts. To critically assess the relevance and appropriateness of learning design strategies in new contexts, this article describes an in-depth participatory workshop with 34 education professionals from five African countries. Altogether, 10 suggestions for learning design practices were derived from the consensus of workshop participants, which provide a foundation for the development of learning design practices moving forward