Adult learners’ use of flexible online resources in a blended programme

This paper presents a case study of a blended programme for adults and discusses findings from a mixed‐methods investigative study of learners’ and tutors’ experiences of the programme. The programme employs a set of flexible online resources, which are activity‐based and designed to provide choice in study routes and modes of learning. Our research has identified four main strategies used by learners when working with these resources: universalists, butterflies, changelings, and minimalists. We discuss these strategies and consider the value learners feel they have gained from the flexible programme. The strategies identified have implications for course designers and facilitators, requiring an increased emphasis on the course process over course content, and support for the development of learners’ confidence.

Wie erfahrene Anfänger flexible Online‐Mittel in einem Vermischten Programm benutzen

Dieses Papier präsentiert als Fallstudie ein gemischtes Programm für Erwachsene und bespricht die Ergebnisse einer mit gemischten Methoden durchgeführten Studie und die Erfahrungen von Anfängern und Tutoren mit diesem Programm. Das Programm verwendet eine Reihe auf Selbsttätigkeit beruhender flexibler Online‐Mittel, die die Wahl der Studienwege und Lernweisen unterstützen sollen. Unsere Forschung hat vier von Anfängern verwendete Hauptstrategien identifiziert, die mit diesen Mitteln arbeiteten: Universalisten, “Schmetterlinge”, Wechsler, und Minimalisten. Wir besprechen diese Strategien und prüfen, was die Anfänger unserer Meinung nach von der Nutzung dieser flexiblen Programme glauben gewonnen zu haben. Die identifizierten Strategien haben als Implikationen für Kurs‐Entwickler und Vermittler eine vergrößerte Betonung auf den Kurs‐Prozess über den Kurs‐Inhalt zu legen und die Entwicklung von Selbstvertrauen der Anfänger zu unterstützen.

Les apprenants adultes et l’utilisation des ressources en ligne « souples » dans le cadre d’un programme mixte

Cet article présente une étude de cas, celle d’un programme mixte destiné aux adultes et examine les résultats d’une étude approfondie des expériences vécues par les étudiants et les tuteurs au cours de ce programme, menée en mélangeant plusieurs méthodes. Ce programme a recours à un ensemble de ressources souples en ligne, qui sont fondées sur des activités et conçues pour fournir des choix d’itinéraires d’étude et de modes d’apprentissage. Notre recherche a identifié quatre stratégies principales utilisées par les apprenants lorsqu’ils travaillent avec ces ressources: les universalistes, les papillons, les mutants et les minimalistes. Nous comparons ces stratégies et examinons quelle valeur les apprenants pensent avoir retirée du programme souple. Les stratégies identifiées ont des implications pour les concepteurs et facilitateurs des cours car elle demandent que l’on porte une attention plus grande au processus du cours plutôt qu’au contenu et qu’on soutienne le développement de la confiance des apprenants.

Los alumnos adultos y el uso de los recursos en línea flexibles dentro de un programa mixto

Este artículo presenta el estudio de caso de un programa mixto para adultos y examina los resultados de un estudio y investigación (llevado a cabo a través de un abordaje plurimetodólogico) de las experiencias vividas por los alumnos y tutores del programa. Este programa utiliza un conjunto de recursos flexibles en línea que son basados en actividades y diseñados para ofrecer alternativas en la elección de los itinerarios de estudio y los modos de aprendizaje. Nuestra investigación ha identificado cuatro estrategias principales utilizadas por los alumnos cuando están trabajando con esos recursos: los universalistas, las mariposas, los mutantes y los minimalistas. Discutimos de esas estrategias y examinamos el valor que los alumnos piensan que han sacado del programa flexible. Las estrategias identificadas conllevan consecuencias para los diseñadores y facilitadores de cursos como la necesidad de mayor énfasis en el proceso del curso (más que en el contenido propio) y al mismo tiempo un apoyo para el desarrollo de la confianza de los alumnos.     

The means of managing momentum: Bridging technological paths and organisational fields

This paper examines how technological and organisational changes are mediated through different means of mutually monitoring and collectively coordinating technological developments in the field of semiconductor manufacturing. As collective practices, both monitoring and coordinating aim at generating momentum in order to stabilise or redirect technological paths in organisational fields. The empirical analysis of innovation practices in the field of semiconductor manufacturing technology shows that the means of managing momentum, above all roadmaps, conferences, and R&D consortia, influence and transform the development of new technologies as well as the social relations within the organisational field. The transformative capacity of these means is elaborated conceptually using Giddens’ theory of structuration.     

The effects of cold application and modified PNF stretching techniques on hip joint flexibility in college males.

The purpose of the study was to determine the effects of modified Proprioceptive Neuromuscular Facilitation (PNF) flexibility techniques on hip flexion in college males and to determine if local cold application enhances the effectiveness of these techniques. Male subjects (N = 120), with an average age of 21.5 +/- 2.7 years, were randomly assigned to one of four different kinds of stretching treatments with cold or no cold application (15 per group). Range of motion (ROM) in degrees was determined following four stretching techniques: three modified PNF (PCP, 3-PIECP, 3-PIFCP) and a passive stretch (P). Data were analyzed using a 2 (conditions) x 4 (treatments) ANOVA. There were no significant differences in ROM between cold and no cold conditions. Significant differences existed among ROM techniques (p less than .05). Post hoc analyses revealed that the three modified PNF techniques resulted in greater ROM than the passive stretch technique. However, we conclude that cold application does not influence the effectiveness of selected stretching techniques.     

A new fabrication technique to form complex polymethylmethacrylate microchannel for bioseparation

Recent studies show that reduction in cross-sectional area can be used to improve the concentration factor in microscale bioseparations. Due to simplicity in fabrication process, a step reduction in cross-sectional area is generally implemented in microchip to increase the concentration factor. But the sudden change in cross-sectional area can introduce significant band dispersion and distortion. This paper reports a new fabrication technique to form a gradual reduction in cross-sectional area in polymethylmethacrylate (PMMA) microchannel for both anionic and cationic isotachophoresis (ITP). The fabrication technique is based on hot embossing and surface modification assisted bonding method. Both one-dimensional and two-dimensional gradual reduction in cross-sectional area microchannels were formed on PMMA with high fidelity using proposed techniques. ITP experiments were conducted to separate and preconcentrate fluorescent proteins in these microchips. Thousand fold and ten thousand fold increase in concentrations were obtained when 10 × and 100 × gradual reduction in cross-sectional area microchannels were used for ITP.     

Preparing pre-service teachers to integrate technology into K–12 instruction: evaluation of a technology-infused approach

The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers’ technological, pedagogical and content knowledge, two important enablers were distinguished: (1) teaching practice to enact what was learned in teacher education institution as well as to receive feedback from students on this enactment, and (2) modelling of teacher educators and teachers in school. Both enablers might require further development of knowledge and skills of both teacher educators and cooperating school teachers.     

Examining the influence of teacher behavior and curriculum-based movement breaks

Little research has explored the impact of teacher behavior in the relationship between classroom movement breaks and student outcomes. The authors' primary purpose was to explore teacher behavior during classroom movement breaks to determine if teacher behavior served as a moderating variable in the relationship between physical activity and student achievement. The second major aim was to examine these relationships across two different types of movement breaks: (a) academic-content movement breaks and (b) aerobic-based movement breaks. Children (n = 466) in Grades 3–5 from four elementary schools served as participants in the study. Results found that teachers who encouraged students to move and teachers who moved themselves did not necessary have students with higher activity levels during the movement breaks. However, significant differences across the type of movement break provided were found. Implications and limitations are discussed.