Signals from the silent: online predictors of non-success

Changes to student funding, in parallel with the introduction of new technologies into teaching and learning, and a blurring of traditional boundaries between full and part time study have brought an increased focus on retention in higher education. As more providers look towards offering online portfolio options, this is likely to increase; with some evidence that drop-out on online-led modules can be higher. As many classroom-based behavioural indicators of student retention are reduced or absent in the online environment, institutions can be slower to understand that students are considering dropping out, with the first indication of problems being when withdrawal takes place. This paper draws on data from online interactions among 3000 students studying an introductory Business Studies module at the Open University to identify early online indicators of potential drop-out. Findings suggest that both erratic interactions, and/or marked reduction in activity level from previously active students are predictors of subsequent withdrawal. Existing demographic data (on age, gender, etc) used by the institution has historically allowed broad ‘at risk’ categories of student to be identified; coupling this information to some of the online behavioural indicators revealed through new tracking technology allows more precise targeting of individuals more promptly than historically. This may potentially change a student support model from reactive to proactive; allowing the institution to offer additional support as soon as such signs emerge which improve student retention. Universities seeking to increase student retention may find early warning of vulnerable students useful in targeting appropriate interventions

The use of information and communication technologies by portuguese teachers

We present a study made in Portugal, in 2001/2002, on the use of Information and Communication Technologies (ICT) by teachers of all teaching levels (except high education), in both public and private schools. It was an initiative of the Ministry of Education (“Nonio – 21st Century” program), which was carried out by the Competence Centre “Softsciences” and the Centre for Computational Physics of the University of Coimbra. Some of the conclusions of this study, that has collected data from 19337 teachers, are the following: the majority of Portuguese teachers own a PC and approximately half of them use it in several activities, though their use of computers with students is limited. Primary school teachers use often the PC in their schools, though, probably, in an incipient way. The self-training of teachers in ICT is quite common. The Internet is more used by 3rd cycle (last part of middle school) and high school teachers, being most of its users male and young. These and other conclusions should be taken into account in a strategy towards incrementing a better use of new technologies in schools. The whole study is available in: http://nautilus.fid.uc.pt/cec/estud

Part-time learners in open and distance learning: revisiting the critical importance of choice, flexibility and employability

In this article, we argue that, if open learning seeks to (re)assert a social justice mission, issues of openness and flexibility are more critical than ever. Drawing on qualitative data from a National Union of Students Wales/Open University study, which explored, in the voices of Welsh students, the identity, motivation and barriers faced by part-time distance learners, three key findings emerged. First, the chimaera of ‘choice’ – for part-time distance learners whose personal circumstances prevent any other mode of study; second, the vacuity of policy assertions around ‘flexibility’ in HE – what personalised learning means for part-time distance learners should be contested and re-examined; third, the mantra of ‘employability’ – for part-time distance learners, employability is a conundrum which needs to be understood in a far more inclusively nuanced way. We conclude that the voices of part-time distance learners need to be heard by policy makers and should inform open universities’ continuing efforts to enable vulnerable and marginalised learners to access HE

Environmental Enrichment Induces Behavioral Recovery and Enhanced Hippocampal Cell Proliferation in an Antidepressant-Resistant Animal Model for PTSD

Background: Post traumatic stress disorder (PTSD) can be considered the result of a failure to recover after a traumatic experience. Here we studied possible protective and therapeutic aspects of environmental enrichment (with and without a running wheel) in Sprague Dawley rats exposed to an inescapable foot shock procedure (IFS). Methodology/Principal Findings: IFS induced long-lasting contextual and non-contextual anxiety, modeling some aspects of PTSD. Even 10 weeks after IFS the rats showed reduced locomotion in an open field. The antidepressants imipramine and escitalopram did not improve anxiogenic behavior following IFS. Also the histone deacetylase (HDAC) inhibitor sodium butyrate did not alleviate the IFS induced immobility. While environmental enrichment (EE) starting two weeks before IFS did not protect the animals from the behavioral effects of the shocks, exposure to EE either immediately after the shock or one week later induced complete recovery three weeks after IFS. In the next set of experiments a running wheel was added to the EE to enable voluntary exercise (EE/VE). This also led to reduced anxiety. Importantly, this behavioral recovery was not due to a loss of memory for the traumatic experience. The behavioral recovery correlated with an increase in cell proliferation in hippocampus, a decrease in the tissue levels of noradrenalin and increased turnover of 5-HT in prefrontal cortex and hippocampus. Conclusions/Significance: This animal study shows the importance of (physical) exercise in the treatment of psychiatri

The social dimension of globalization: A review of the literature

With globalization affecting so many inter-connected areas, it is difficult to grasp its full impact. This literature review of over 120 sources considers the impact of globalization on wages and taxes, poverty, inequality, insecurity, child labour, gender, and migration. Opening with some stylized facts concerning globalization in 1985-2002, the authors then highlight recent findings on these areas, reporting on controversies and on emerging consensus where it exists. There follows a review of national and international policy responses designed to make globalization more sustainable and equitable and to deliver decent jobs, security and a voice in decision-making

New insights from a structural economic dynamic approach to balance of payments constrained growth

In this paper it is shown that once-for-all variations in the level of the exchange rate may play an important role in the sectoral composition of the economy and this fact has important implications in terms of a disaggregated version of the Thirlwall’s law even if the argument of the quantitative unimportance of relative price movements holds. The growth rate of a country is then shown to be affected by once-for-all movements in the level of nominal exchange rates and the concept of a natural exchange rate is introduced