Minimizing attrition in online degree courses

The number of online programs in the higher education sector has increased dramatically in the last decade, and with it, an increase in attrition has become a recurring problem worldwide. Literature suggests that elements of culture, motivation, learning management systems and online pedagogy play a major role in attrition rates in the higher education sector. Using an interpretivist paradigm with qualitative case studies from six countries, the researcher explores online lecturers’ successful engagement strategies on these four main thematic areas. Results provide a range of strategies that can be applied by lecturers to increase engagement and minimize online attrition

Lost in translation? : negotiating technological innovation in healthcare

Technological innovation in healthcare is growing at a rapid pace. Developments in genetics, stem cell research, bioinformatics, imaging and screening techniques have broadened out the arena of health technology. These developments in sophisticated technology, it is suggested, have the potential to revolutionize the practices of medicine and healthcare by providing more proactive and powerful tools for the diagnosis, treatment, and prevention of illness and disease (Liddell et al, 2008; Webster, 2002). In support of such claims, available research findings suggest that the adoption of new innovative health technologies (IHTs) can result in reducing healthcare costs, increasing productivity, healthcare effectiveness, and improving the patient’s experience of care by better management of chronic diseases (Liddell et al, 2008; Healthcare Industries Task Force, 2004). At the same time, new innovative health technologies present many challenges. Evidence indicates that patient safety and proven clinical effectiveness are insufficient to ensure the adoption and implementation of new clinical technologies. The prevailing organizational and policy context is crucially important as this may present barriers which slow or even prevent uptake (Lehoux 2006). In recent years there has been a continuing debate around issues of clinical resistance, organizational/clinical restructuring, procurement and commissioning, public trust, and, more widely, around the ethical and social implications of techno-scientific innovations in medicine and health (Williams and Dickinson, 2008; Webster, 2006; Ferlie et al., 2005). Moreover, cost-effectiveness evidence is now required to inform decisions about the funding and procurement of new healthcare services and technologies (Fitzgerald et al., 2002). Overall, the value of the innovation has to be clearly evident to a number of different stakeholders if technologies are to be embedded into actual work practices. These potential barriers have given rise to questions related to the diffusion and adoption of emerging medical and healthcare innovations. This paper examines the dynamics and complexity of innovation adoption processes in the context of a rapidly changing healthcare policy landscape. Drawing upon the inherently socially negotiated character of meaning, this paper illustrates the ambivalent nature of technological innovation by examining the complex ongoing interplay of heterogeneous discourses in shaping the adoption of innovative health technologies (Law, 1987, 1994). Drawing upon Rye and Kimberly (2007) adoption is here understood as a distinct organizational process related to an organization’s potential interest in implementing a technological innovation. In so doing, this paper draws on the findings of a three year research project which examines the adoption of innovative clinical technologies in the UK NHS. In particular, we explore the nature, role and dynamics of heterogeneous discourses (technological, managerial/professional, clinical), in shaping the adoption of a retinal imaging technology in a UK hospital Trust. In this regard, we contribute to the development of alternative ways of describing, analysing, and theorizing the process of technological innovation in healthcare

Actin filament organization regulates the induction of lens cell differentiation and survival

AbstractThe actin cytoskeleton has the unique capability of integrating signaling and structural elements to regulate cell function. We have examined the ability of actin stress fiber disassembly to induce lens cell differentiation and the role of actin filaments in promoting lens cell survival. Three-dimensional mapping of basal actin filaments in the intact lens revealed that stress fibers were disassembled just as lens epithelial cells initiated their differentiation in vivo. Experimental disassembly of actin stress fibers in cultured lens epithelial cells with either the ROCK inhibitor Y-27632, which destabilizes stress fibers, or the actin depolymerizing drug cytochalasin D induced expression of lens cell differentiation markers. Significantly, short-term disassembly of actin stress fibers in lens epithelial cells by cytochalasin D was sufficient to signal lens cell differentiation. As differentiation proceeds, lens fiber cells assemble actin into cortical filaments. Both the actin stress fibers in lens epithelial cells and the cortical actin filaments in lens fiber cells were found to be necessary for cell survival. Sustained cytochalasin D treatment of undifferentiated lens epithelial cells suppressed Bcl-2 expression and the cells ultimately succumbed to apoptotic cell death. Inhibition of Rac-dependent cortical actin organization induced apoptosis of differentiating lens fiber cells. Our results demonstrate that disassembly of actin stress fibers induced lens cell differentiation, and that actin filaments provide an essential survival signal to both lens epithelial cells and differentiating lens fiber cells

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Authentic assessment of reflection in an ePortfolio: How to make reflection more real for students

In a doctoral study that focused on the enhancement of reflection through an ePortfolio-based learning environment, students’ indicated that they felt reflection was not real when it was used for assessment. This led to an examination of assessment practices linked to reflection and ways to make it authentic. The literature revealed that reflection is often a component of authentic assessment rather than being a focus of it. The practices associated with the assessment of reflection are examined in order to formulate 4 guiding principles. These principles aim to make the process of reflection more ‘real’ to students in higher education settings, particularly when using an ePortfolio platfor

Authentic assessment of reflection in an ePortfolio: how to make reflection more real for students

In a doctoral study that focused on the enhancement of reflection through an ePortfolio-based learning environment, students' indicated that they felt reflection was not real when it was used for assessment. This led to an examination of assessment practices linked to reflection and ways to make it authentic. The literature revealed that reflection is often a component of authentic assessment rather than being a focus of it. The practices associated with the assessment of reflection are examined in order to formulate 4 guiding principles. These principles aim to make the process of reflection more 'real' to students in higher education settings, particularly when using an ePortfolio platform

Multiaxis thrust vectoring using axisymmetric nozzles and postexit vanes on an F/A-18 configuration vehicle

A ground-based investigation was conducted on an operational system of multiaxis thrust vectoring using postexit vanes around an axisymmetric nozzle. This thrust vectoring system will be tested on the NASA F/A-18 High Alpha Research Vehicle (HARV) aircraft. The system provides thrust vectoring capability in both pitch and yaw. Ground based data were gathered from two separate tests at NASA Langley Research Center. The first was a static test in the 16-foot Transonic Tunnel Cold-Jet Facility with a 14.25 percent scale model of the axisymmetric nozzle and the postexit vanes. The second test was conducted in the 30 by 60 foot wind tunnel with a 16 percent F/A-18 complete configuration model. Data from the two sets are being used to develop models of jet plume deflection and thrust loss as a function of vane deflection. In addition, an aerodynamic interaction model based on plume deflection angles will be developed. Results from the scale model nozzle test showed that increased vane deflection caused exhaust plume turning. Aerodynamic interaction effects consisted primarily of favorable interaction of moments and unfavorable interaction of forces caused by the vectored jet plume

Tools of the trade: \u27Breaking the ice\u27 with virtual tools in online learning

The reality is that online learning can be a daunting and lonely experience. This is why icebreakers can be a rewarding practice for both students and educators. The use of icebreakers allows students studying online to introduce themselves and become familiar with other members of the group and/or community. Not only are these icebreakers used as a starter within the first weeks of study, but they are also used to help motivate students throughout the course. Highlighted in this paper are particular online (virtual) tools that can be used as icebreakers within an online learning environment and help shift the view of isolation associated with learning online and create a more engaged community of practice with effective learning

The role of instant feedback in improving student understanding of basic accounting concepts

An Accounting Practice Set that provided immediate feedback was developed in an attempt to accelerate the acquisition of accounting skills by students. A number of metrics were used to measure student engagement in the practice set and to measure if students did acquire accounting skills more rapidly. While results to this stage are still preliminary, through the analysis of Phase One it does appear that many students can gain significant benefit from the practice set. However, there are still a portion of the students that have not engaged

Preparing Instructional Leaders: Evaluating a Regional Program to Gauge Perceived Effectiveness

An instructional leadership program (ILP) has offered education and support to three cohorts of educational leaders in Nova Scotia, Canada, amounting to approximately 130 participants. Quantitative and qualitative feedback from a convenience sample (n = 90) suggests that the ILP offers an extremely useful practical program; in fact, 95 percent of the sample indicates advances in the categories of professional growth, improved instructional leadership, and tangible progress in administrative effectiveness. Systemic and school environment trends have dictated that educational leaders need a skill set that positions them to respond more aptly to issues of poverty, socioemotional health, and mental health while attending to improved community building both within the school and in the greater public. This study uses surveys, interviews, and focus groups to identify emerging and impending challenges