Charting the development of technology-enhanced learning developments across the UK higher education sector: a longitudinal perspective (2001–2012)

This article reviews key findings from six surveys of technology-enhanced learning (TEL) across the UK higher education (HE) sector, conducted by Universities and Colleges Information Systems Association in association with Jisc. Updating the findings presented by Jenkins, Browne, Walker, and Hewitt [2010. The development of technology enhanced learning: Findings from a 2008 survey of UK higher education institutions, Interactive Learning Environments. First published on: 22 January 2010 (iFirst)], the article reports on the emerging and planned patterns of TEL across the UK HE sector over the last decade. Our analysis shows that against the backdrop of Higher Education Funding Council for England capital funding, institutions have made considerable investments in technology and infrastructure to support learning and teaching – specifically in the domain of learning management and assessment systems. While the drivers for TEL development have consistently focused on enhancing teaching and learning over the years, the subject of this investment has been directed to the implementation of enterprise-wide systems to manage and control learning processes, delivering efficiencies of scale and standardised learning experiences through centrally managed solutions, rather than support for student-controlled tools. In contrast, the diffusion of technologies supporting collaborative learning and knowledge sharing has been more a feature of local TEL provision, as evidenced through the informal learning practice of students and departmental projects. The evolution of course delivery models and pedagogic developments supported through the use of technology have been noticeably much slower to realise; growth in “web-dependent” rather than “supplementary” course design models has been quite limited across the sector and we have observed negligible growth in distance learning provision over this period. The evidence suggests that challenges remain in developing course delivery models which focus on active student learning, maximising the opportunities that web and mobile technologies now offer for interactive student-centred learning design. We speculate that the recent upsurge of interest in Massive Open Online Courses may act as a catalyst in this respect, in driving campus-based courses to embrace new learning models supported by TEL tools.     

Who Upgrades to Higher Level Qualifications in Midlife?

This paper investigates why people return to study in their 30s and beyond and upgrade to a higher level qualifications. Some previous research has argued that attitudes formed in childhood, via family background and schooling, continue to shape a person’s engagement in learning throughout the adult lifecourse. Psychologists distinguish extrinsic motivation, determination to progress in a career, from intrinsic motivation, love of learning and suggest that both may be relevant to participation in adult education. A well-established education literature focuses on barriers to adult learning, such as lack of time or lack of funds.

The research focuses on people who did not enter higher education at the conventional ages of late teens or early twenties but who did subsequently obtain degree-level or equivalent qualifications in midlife, defined here as from their early 30s through to age 50. The research uses data from the 1958 British birth cohort, a large-scale longitudinal survey. In the paper, a comparison group methodology and binary logistic regression models are used to isolate the key factors which explain why cgertain individuals progress to higher level qualifications in midlife while others do not.     

Students' preferences for service delivery: pull-out, in-class, or integrated models

This study assessed students' preferences about where and by whom they receive instruction for learning difficulties. Subjects were 686 special, remedial, and regular education students in grades 2, 4, and 5, from classrooms that used a pull-out, in-class, or integrated model for specialized instruction. Results of student interviews indicated that children's preferences for in-class and pull-out services were affected by the service delivery model used in their classroom and their grade level. The majority of children preferred to receive additional help from their classroom teacher rather than from a specialist.     

Some trends in distance education in Africa: An examination of the past and future role of distance education as a tool for national development

Distance education figures prominently among strategies recently proposed to assist African countries escape from educational crisis. Africa has already made considerable use of distance education to extend access to formal education, although most public institutions have often been severely constrained by lack of finance and manpower. Case studies of Zambia, Kenya and Zimbabwe suggest that critical factors for the effectiveness of distance education are the provision of adequate resources and firm political backing. It is probable that distance education will continue to be used to strengthen formal education by training primary teachers, extending access to secondary education and by providing tertiary education although, so far, few African countries have attempted degree level studies at a distance. In order for all these programmes to be effective, more resources must be forthcoming and integration of distance education with the formal system is desirable. Otherwise distance education may remain at the periphery, its potential under‐used.     

Effects of tutoring in phonological and early reading skills on students at risk for reading disabilities

This study examined the effectiveness of nonprofessional tutors in a phonologically based reading treatment similar to those in which successful reading outcomes have been demonstrated. Participants were 23 first graders at risk for learning disability who received intensive one-to-one tutoring from noncertified tutors for 30 minutes, 4 days a week, for one school year. Tutoring included instruction in phonological skills, letter-sound correspondence, explicit decoding, rime analysis, writing, spelling, and reading phonetically controlled text. At year end, tutored students significantly outperformed untutored control students on measures of reading, spelling, and decoding. Effect sizes ranged from .42 to 1.24. Treatment effects diminished at follow-up at the end of second grade, although tutored students continued to significantly outperform untutored students in decoding and spelling. Findings suggest that phonologically based reading instruction for first graders at risk for learning disability can be delivered by nonteacher tutors. Our discussion addresses the character of reading outcomes associated with tutoring, individual differences in response to treatment, and the infrastructure required for nonprofessional tutoring programs.     

Motion Pictures and Photograph

Reese V. Jenkins' Images & Enterprise: Technology and the American Photographic Industry, 1839 to 1925 (Baltimore: Johns Hopkins University Press, 1975—$20.00)

R. C. Smith's Antique Cameras (North Pomfret, Vt.: David & Charles, 1976—$12.95)

Gerald Mast's A Short History Movies (Indianapolis: Bobbs- Merrill, 1976—$7.50, paper)

Lix-Anne Bawden's The Oxford Companion to Film (New York: Oxford University Press, 1976—$24.95)

John Brosnan's Marie Manic: The Story of Special Effects in the Cinema (New York: New American Library Plume Books, 1976—$3.95, paper)

Ronald Gottesman and Harry Geduld (eds.) The Girl in the Hairi Paw:King Kong as Mtyh, Magic, and Monster (New York: Avon Books, 1976—$5.95)

Guy Phelps' Film Censorship (London: Victor Gollancz, 1975—about $10.00)

James Robert Parish, et al. Film Directors Guide: Western Europe (Metuchen, N.J.: Scarecrow Press, 1976—$11.00)

James Robert Parish and Don E. Stanke's The Swashbucklers (New Rochelle, N.Y.: Arlington House, 1976—$19.95)

Andrew Sarris' The John Ford Movie Mystery (Bloomington: Indiana University Press, 1976—$8.95)

Laurence Goldstein and Jay Kaufman's Into Film (New York: Dutton, 1976—$19.95/12.95)

Daniel Arijon's Grammar of the Film Language (New York: Hastings House, 1976—$27.50)     

String vibration dampers do not reduce racket frame vibration transfer to the forearm

In this study, we examined the effect of string vibration damping devices on reducing racket frame vibration transfer to the forearm. Twenty participants volunteered to hold a tennis racket stationary in a forehand and backhand stroking position while tennis balls were fired at 20 m?·?s^?1 towards two impact locations, the node of vibration and the dead spot. A three-way analysis of variance with repeated measures on damping condition, impact location and stroke condition was performed on the data. The resonant frequency of the hand-held racket was found to be ～120 Hz. No significant differences in amplitude of vibration at the resonant frequency were found for the wrist or the elbow when damped and non-damped impacts were compared. Impacts at the dead spot produced greater amplitudes of vibration (P <?0.01) but no interaction between impact location and string dampers was evident. The string dampers had no effect on the grip force used or the muscle electrical activity in the forearm after impact. In conclusion, we found that string dampers do not reduce the amount of racket frame vibration received at the forearm. We suggest that string dampers remain a popular accessory among tennis players because of their acoustic effects and psychological support rather than any mechanical advantage.     

Identifying Science Understanding for Functional Scientific Literacy

Students' questions play an important role in meaningful learning and scientific inquiry. They are a potential resource for both teaching and learning science. Despite the capacity of students' questions for enhancing learning, much of this potential still remains untapped. The purpose of this paper, therefore, is to examine and review the existing research on students' questions and to explore ways of advancing future work into this area. The paper begins by highlighting the importance and role of students' questions from the perspectives of both the learner and the teacher. It then reviews the empirical research on students' questions, with a focus on four areas: (1) the nature and types of these questions; (2) the effects of teaching students questioning skills; (3) the relationship between students' questions and selected variables; and (4) teachers' responses to, and students' perceptions of, students' questions. Following this, some issues and implications of students' questions for classroom instruction are discussed. The paper concludes by suggesting several areas for future research that have significant value for student learning.