Analysis of instruction for critical thinking in distance learning materials

This paper discusses procedures for the analysis of instructional strategies incorporated into distance learning materials, especially with regard to the development of the higher order cognitive ability—critical thinking. It examines the function of task analysis as an integral part of the instructional design process, analysing three different approaches available to the instructional designer towards the analysis of tasks required of distance learners. Comparing the learning hierarchy, the concept hierarchy, and the information processing approaches, it was found that the latter was the only one suitable for this current study because of the requirement that critical thinking be linked with domain‐specific knowledge, rather than be learned as an independent ability. Different algorithms for both the student and the designer/analyst are included as part of the information processing approach, and, although these methods are yet to be validated, they seem to offer sufficient promise, while allowing the analyst to make further decisions during the analysis.     

On‐line professional staff development: An evaluation study

This paper reports the design, implementation, and evaluation of a teleseminar on instructional design (ID) and computer‐mediated communication (CMC) for the purposes of staff development at The University of Southern Queensland, Toowoomba, Australia. Participation was open to any staff with an involvement or interest in distance education. This study was motivated by the following research questions: Is CMC a viable medium for the professional development of staff in distance education? Does the nature of moderation of CMC‐based discussions influence the nature of contributions from subscribers? Do participants use different strategies (interactive, cognitive, and metacognitive) in CMC‐based discussions? To address these questions a teleseminar was instituted with a focus on the issues of ID and CMC. CMC‐based moderation techniques were used to manage the discussion. Both qualitative and quantitative evaluation tools were used to measure the outcomes of the teleseminar. Results of these evaluation data show that CMC proved to be a viable medium for the professional development of staff, that the moderation strategies influenced the nature of contributions from the subscribers, and that participants used a range of strategies to manage the discussion and their participation in it.     

Post-questioning, concept mapping and feedback: a distance education field experiment

This study was designed to assess the instructional potential of two learning strategies—post-questioning and concept mapping—in the presence and absence of systematic instructional feedback. It is a first attempt to test combinations of these treatments experimentally in the context of a course in distance education. Five research questions, drawn from the literature of post-questioning, concept mapping and feedback, were formulated to guide the design and analysis. Substantial differences in achievement outcomes were found for four of the five questions. These results are discussed in relation to the existing literature on outcomes of learning strategies and their implication for practice in distance education.     

Oxidative stress and antioxidant status in cervical cancer patients

Cervical cancer (CaCx) is a global public health problem as it is the second most common cancer leading to the death of women worldwide. Many references revealed that the low levels of antioxidants induce the generation of free radicals leading to DNA damage and further mutations. In the present study attempt have been made to evaluate the levels of serum Lipid peroxide, Nitric Oxide (NO^.) Erythrocytic—Superoxide Dismutase (RBC-SOD), Vitamin-C, serum Copper (Cu) and serum Zinc (Zn). 120 patients were divided in 4 groups according to the increasing CaCx stages i.e. stage I, II, III & IV respectively. All the patients were around the age group of 25–65 years. 30 healthy women between the same age group were treated as controls. Highly significant increased values of MDA, NO^. and Cu were observed (p<0.001) whereas the activity of RBC-SOD, levels of Vitamin-C and Zn were significantly decreased in CaCx patients as compared with healthy controls (p<0.001). Cu/Zn ratio was found to be altered in CaCx patients. From our findings it can be concluded that the oxidative stress is induced among CaCx patients, which inturn increases the risk of CaCx.