Science, TV and education: active, not passive learning at a distance?

Talk to scientists, broadcasters, educationalists or those working for the public understanding of science and you will get, almost certainly, a view that science has a declining presence in the output of major broadcasters. This chapter considers the potential – and limitation – of TV for science education and presents some data on successful science broadcast projects

Book Review: James L. Drexler, Editor. Schools as Communities: Educational Leadership, Relationships, and the Eternal Value of Christian Schooling.

Anyone who has engaged in the calling of Christian education knows that it can be — and usually is — one of the most exciting, delightful, fulfilling, and joyous ministries that a believer can know. Its golden days are a real “foretaste of glory divine,” its opportunities for those who truly love the possibilities of the mind and heart of Christ in the lives of our students are the very aroma of the Lord in our work. Lives are changed; parents are supportive; administrators are helpful; the board is productive. Sacrifices are engaged willingly, trials are gladly borne. We go home at the end of the day, and can hardly wait to return in the morning

Book Review: William Jeynes. Religion, Education, and Academic Success

In this provocative work, Dr. William Jeynes of California State University at Long Beach addresses a vital educational question: is there a statistically verifiable relationship between religious belief and academic achievement? For the non- Christian, it is a question of the social utility of religion; does a demonstrable and significant correlation between a religious mindset and measurable academic outcomes exist? Or is a secular outlook equally capable of superior educational success? For the Christian thinker, it is a question of the relationship between the root of faith and the fruit of the “strong mind” (II Tim. 1:7) promised in the scriptures. Can this be translated into statistical categories like “religious people” and “religious institutions” for investigation? If so, how can this be done

“Stickiness”: Gauging students’ attention to online learning activities

Purpose: Online content developers use the term “stickiness” to refer to the ability of their online service or game to attract and hold the attention of users and create a compelling and magnetic reason for them to return repeatedly (examples include virtual pets and social media). In business circles, the same term connotes the level of consumer loyalty to a particular brand. This paper aims to extend the concept of “stickiness” not only to describe repeat return and commitment to the learning “product”, but also as a measure of the extent to which students are engaged in online learning opportunities. Design/methodology/approach: This paper explores the efficacy of several approaches to the monitoring and measuring of online learning environments, and proposes a framework for assessing the extent to which these environments are compelling, engaging and “sticky”. Findings: In particular, the exploration so far has highlighted the difference between how lecturers have monitored the engagement of students in a face-to-face setting versus the online teaching environment. Practical implications: In the higher education environment where increasingly students are being asked to access learning in the online space, it is vital for teachers to be in a position to monitor and guide students in their engagement with online materials. Originality/value: The mere presence of learning materials online is not sufficient evidence of engagement. This paper offers options for testing specific attention to online materials allowing greater assurance around engagement with relevant and effective online learning activities