Open to critique: predictive effects of academic outcomes from a bridging/foundation programme on first-year degree-level study

Bridging/foundation programmes are often provided by tertiary institutions to increase equity in access and academic performance of students from under-served communities. Little empirical evidence exists to measure the effectiveness of these bridging/foundation programmes on undergraduate academic outcomes. This research identifies the predictive effect of academic outcomes achieved within a bridging/foundation programme, targeted towards indigenous and ethnic minority students, on first-year degree-level outcomes. Overall performance within the bridging/foundation programme was positively associated with increasing Grade Point Average (GPA), ‘Core 4’ GPA and passing all courses in first year. However, mixed associations were identified between feeder bridging/foundation courses and their intended first year course counterparts. These findings support the continued provision of bridging/foundation education; however, curricular reform within the bridging/foundation programme was required. Key developments included: restructuring course delivery; increasing constructive alignment across the curriculum; increasing cultural content within western science-orientated courses; introduction of cross-curricular assessment and use of additional innovative teaching and learning activities. Additional challenges remain for degree programmes to explore how they can change in order to better support indigenous and ethnic minority student success within first-year tertiary study.     

The present state and future trends of blended learning in workplace learning settings across five countries

This article reports survey findings related to the current status and future trends of blended learning in workplace learning settings from diverse cultures. This particular survey was conducted of 674 training and human resource development professionals from five different countries, mostly from the Asia-Pacific region (i.e., China, South Korea, Taiwan, United States, and the United Kingdom). The results show that blended learning will become a popular delivery method in the future of workplace learning not only in Western countries but also in Asian countries. Still, the respondents indicated that there were several barriers to blended learning; one of the most noticeable issues was their lack of understanding of blended learning. There is a pressing need, therefore, to provide practitioners with guidance on how to implement blended learning in their organizations. Additionally, among the countries surveyed, the results of the present study revealed that there were significant differences in the current level of adoption of blended learning, the respondents’ attitudes toward and perceptions of blended learning, and the content areas taught by blended learning. Respondents’ predictions related to emerging instructional strategies, technologies, and evaluation techniques for blended learning are also reported.     

Preschoolers’ use of count information to judge relative quantity

We examined preschool children's use of count information in making quantity judgments. Study 1 involved 35 children 3–5 years old using a balance-scale task to judge relative quantity with or without count information provided. Study 2 replicated and extended the exploration as 54 children 3–4 years old judged relative quantity in multiple counting contexts. Children who were given count information successfully used count information in quantity evaluation when visual cues were not useful. Limited experience of counting skills, strategy choice, and limited processing capacity are each discussed as potential explanations. Implications for early childhood practice and teacher education, as well as directions for future research are explored.     

Bibliographic control of audiovisuals: analysis of a cataloging project using OCLC

The staff of the Quillen-Dishner College of Medicine Library cataloged 702 audiovisual titles between July 1, 1982, and June 30, 1983, using the OCLC database. This paper discusses the library's audiovisual collection and describes the method and scope of a study conducted during this project, the cataloging standards and conventions adopted, the assignment and use of NLM classification, the provision of summaries for programs, and the amount of staff time expended in cataloging typical items. An analysis of the use of OCLC for this project resulted in the following findings: the rate of successful searches for audiovisual copy was 82.4%; the error rate for records used was 41.9%; modifications were required in every record used; the Library of Congress and seven member institutions provided 62.8% of the records used. It was concluded that the effort to establish bibliographic control of audiovisuals is not widespread and that expanded and improved audiovisual cataloging by the Library of Congress and the National Library of Medicine would substantially contribute to that goal.     

“I don’t see myself as a 40-year-old on Facebook”: medical students’ dilemmas in developing professionalism with social media

Students’ development of professionalism is vital within medical education, while social media communications can blur professional and personal boundaries. In the UK advice for medical practitioners and students has been developed, advocating care in the projection of a professional identity online as offline. This study takes an academic literacies approach to a small-scale investigation of attitudes and practices of second-year medical students in a British university through a focus group and paired interview, recognising that issues of identity and power are multi-layered and complex. Use of social media focuses primarily on Facebook, where they had already begun to adapt their self-presentation. Depictions of alcohol use are a particular area of concern. The students’ reflections demonstrate professionalism in respect of care for patient confidentiality and privacy. Yet they express an ambivalent sense of a future trajectory in which continuing social media use may appear simultaneously undesirable and yet vital. A finding of considerable concern is a reluctance to challenge inappropriate online behaviour despite policy guidelines. New generations growing up with social media raise challenges and opportunities for medical education that require greater attention and the development of participatory approaches to research, increasing understanding that in turn may be beneficial for policy-makers.     

Fair use versus fair return: copyright legislation and its consequences.

The purpose of this article is to examine the ramifications of legislative recognition of the concept of fair use in the Copyright Act of 1976. The fair use concept, while of small consequence in its normative origins, has turned out to be the foundation of the most perplexing and divisive issues in the new legislative guidelines governing copyright. Legislative recognition of the concept of fair use, coupled with enormous growth of a new technology--extending from xerography to on-line database systems--creates de facto exemptions to both the intent and content of new copyright guidelines. The issue is not one of limiting use or suppressing information, but of mechanisms for safeguarding the rights of copyright holders, be they authors or publishers, and insuring the free flow of information by providing a proper return on both intellectual creativity and capital expenditures. The authors argue that the elimination, or at least curtailment of fair use doctrine, coupled with an increase in technological approaches to reporting of secondary use of copyrighted material, will benefit all sections of the knowledge industry. Authors will receive proper royalties on use; publishers will be able to sell more books and journals at lower prices; and librarians will be liberated from extensive chores such as monitoring usage or determining fee schedules and transferences. The issue is one of fair return--an issue obscured and ultimately subverted by fair use.     

Liberal Ideals,Postmodern Practice: A Working Paradox for the Future of Secondary School Art Education in England?

Modern liberal rationales continue to inform a majority of teaching and learning in English art classrooms. In a postmodern Western society increasingly informed by neoliberal globalisation this approach begins to look either like an anachronism or an act of outmoded pedagogic resistance. What is certain is that the modern liberal tradition is increasingly irrelevant to a young generation of learners, but while alternative paradigms have subsequently been suggested none have come to replace the stubbornly established rationales of modernism and liberalism. This article suggests novel futures for the justification and relevance of art education that move beyond those currently prevalent. Preferable futures are suggested that synthesise postmodern practice with liberal ideals in a paradox requiring creative consideration. While the difficulties of drawing upon such contradictory rationales are noted, a case is made that if such a purpose might be accepted and imbedded in art educational futures, then there may result a more relevant and sustainable future for art education in England.     

Perceptions of the usefulness of the IEP by teachers of learning disabled and emotionally disturbed children

The present study used questionnaires to examine the perceptions of the usefulness of the Individualized Education Program (IEP) by teachers of emotionally disturbed and learning disabled children. Teachers surveyed indicated that the IEP does have some general utility for them and their students. However, the majority of respondents also indicated that the IEP does not usually assist them in planning day-to-day instruction. Additionally, they do not refer to the actual IEP document very often, nor is it particularly accessible to them. It was concluded that the IEP will not qualitatively affect the education of handicapped students unless it guides the delivery of services on a daily basis.     

Knowledge management technology-in-practice: a social constructionist analysis of the introduction and use of knowledge management systems

This paper argues that Knowledge Management Technology (KMT) is socially constructed in use based on the affordances and constraints of the technology artefact. Since many Knowledge Management (KM) systems are introduced with vague purposes (such as to improve knowledge sharing) it is therefore their affordances and constraints which strongly shape the socially constructed ‘KMT-in-practice’. The paper argues that knowledge is also socially constructed and that knowledge creation requires an element of surprise and challenge to routine. Using a case study of the British Council's KM programme between 1998 and 2003, the paper explores the social construction of a KMT as it is developed and used; describing how various features afforded by the technology influence its adoption and institutionalisation. The paper concludes by arguing that KMTs-in-practice, which are successful in supporting knowledge creation, must paradoxically remain in a state of neither stabilisation and acceptance, nor abandonment and disuse. Practical implications of how this might be achieved are provided.