Supporting Students for Success in Online and Distance Learning, Third Edition, provides a comprehensive overview of student support both on and off campus. While online and distance learning are the world’s fastest growing areas of educational development, they have a fundamental weakness—their graduation rates, which can be lower than 20 percent. In this powerful new edition, Ormond Simpson builds on a rich history of research in distance and e-learning to show how retention rates can be improved through tested support methods, often at a net financial profit to the institutions involved. By comparing the evidence as well as the cost-effectiveness of various support tactics, this book describes how to promote student success and encourage skill-development from a number of different perspectives: definitions and purpose, theory and psychology, ethics, costs and benefits, activities, sources, media, proactive and reactive, assessment and feedback, staff development, writing support into course materials, research, quality assurance and institutional structures. This concise, practical guide is informal and jargon-free, yet its approach to evidence is rigorous, making it invaluable reading for all those interested in recruiting and teaching diverse students for successful online and distance learning.
Student retention has become a key issue for all further and higher education institutions and is a major concern among those involved in online learning courses where retention rates are often even poorer than those for traditional campus-based courses. There is increasing recognition that student retention is the responsibility of the actual institutions running the courses, and that it is within their power to encourage sustained participation without compromising academic standards. In this book, Ormond Simpson provides a clear, accessible analysis of what works and at what cost. He outlines strategies for increasing retention, providing useful case studies and examples to illustrate how these strategies can change institutional policy and practice. Areas covered include: * Who drops out and why * Integration * Reclamation * 'Retentioneering' an institution * Recruitment and retention * Course design.
Recognized as the leading book on the subject, Supporting Students in Online, Open and Distance Learning considers the support of students either on or off-campus. Ever-greater numbers of students are studying as part of open, flexible, distance or online courses and, with the rise in numbers and expectations, so the need to offer these often-diverse students effective support is critical. Fully revised and expanded, this new edition reflects current concerns and developments in ODL. It includes increased coverage of tuition in different media, issues of student retention, structures and quality assurance, staff development, online support and computer conferencing. Practical and authoritative, the book tackles the full range of student support issues in ODL, including: *developing the most appropriate tuition techniques *social support *retention *delivering support at a distance and online *face-to-face support *learning-skills and staff development Supporting Students in Online, Open and Distance Learning is essential reading for all those with an interest in recruiting and teaching students in open and distance learning or e-learning situations. It will help lecturers, moderators and tutors to develop a range of skills with a focus on support, retention and student outcomes.
Drawing on the correspondence of the artist, his friends and his family, as well as a review of contemporary critical responses, this text examines the work of Sargent's early maturity. The text is the catalogue for an exhibition at the Sterling and Francine Clark Art Institute in Summer 1997.
Six-day races, record-breaking rides, and renegade leagues are at the heart of this fascinating short fiction collection that explores women’s competitive cycling in the late Victorian era. Each of the stories contained in this meticulously researched collection focuses on a distinct racing event and the individual “ladies” who competed in them—like the indomitable Tillie Anderson—who mustered every muscle and every ounce of strength to prove that women had a place in the world of cycling. Overcoming constant scrutiny, judgement, chauvinism, exploitation, and even danger, these racers pedaled their way into annals of feminism, freedom, and cycling history.
Paleoecological data from the Quaternary Period (2.6 million years ago to present) provides an opportunity for educational outreach for the earth and biological sciences. Paleoecology data repositories serve as technical hubs and focal points within their disciplinary communities and so are uniquely situated to help produce teaching modules and engagement resources. The Neotoma Paleoecology Database provides support to educators from primary schools to graduate students. In collaboration with pedagogical experts, the Neotoma Paleoecology Database team has developed teaching modules and model workflows. Early education is centered on discovery; higher-level educational tools focus on illustrating best practices for technical tasks. Collaborations among pedagogic experts, technical experts and data stewards, centered around data resources such as Neotoma, provide an important role within research communities, and an important service to society, supporting best practices, translating current research advances to interested audiences, and communicating the importance of individual research disciplines.
On September 11, 2001 the world changed forever. For a small group of military members stationed at the Pentagon in Washington DC it changed in ways they could not imagine. After surviving the attack and being forced to face the loss of close friends and family it was their own government that would cause the worst attack on their lives. One service member in particular is pushed even further. He not only has to cope with the death of some of his friends but he also has to deal with certain truths he finds, that are being kept from the American people. He soon sees, people with great influence from high level military and government channels have taken notice and he realizes his fellow survivors lives are being taken. He is left with the questionAm I safe?
Throughout his long working life, Tennyson was experimenting with new forms and subjects. Widely read in a range of disciplines, he responsed to many of the personalities, events and discoveries of the Victorian age. Still widely regarded as an apologist for the 'establishment', Tennyson was always an outsider. Scourged by reviewers, and haunted by his own nervous disposition, Tennyson endured years of despair. Even when the tide turned in 1850 Tennyson remained a stern critic of his contemporaries.
Winner of the 2010 Lynlea Rodger Australia Theological Form (ATF) Press Theological Book Prize The Eyes of Faith presents a systematic theology of the sense of the faithful (sensus fidelium) and shows the fundamental and necessary interrelationship between sensus fidelium, tradition, Scripture, theology, and the magisterium. Ormond Rush provides fresh perspectives on a number of issues. He proposes that tradition and Scripture are the products of the sensus fidelium and that the inspiration of Scripture is best understood in terms of the Holy Spirit working through the sensus fidelium. In addressing the role of the sensus fidei in the lives of individual believers, the book provides a unique approach to the way Christians make sense of their faith within the diverse contexts of daily life. It shows how the imaginative capacity of the sensus fidei forms a foundational notion for understanding the diversity of spiritualities, inculturations, and contextualizations of the Gospel in the history of the church up to the present. This ecclesial activity of interpreting the Christ event through the sensus fidelium enables the church to proclaim the Gospel in new times and cultures throughout history. The Eyes of Faith proposes that, for an effective teaching of the faith to contemporary Christians, the distinctive roles of the magisterium and of theology must be conceived primarily in terms of, and in relationship to, the ecclesial Spirit-given capacity of the sensus fidelium. ABOUT THE AUTHOR: Ormond Rush is lecturer of theology and former president of St. Paul's Theological College in Banyo, Australia, and is president of the Australian Catholic Theological Association. He is the author of Still Interpreting Vatican II: Some Hermeneutical Principles and The Reception of Doctrine: An Appropriation of Hans Robert Jauss' Reception Aesthetics and Literary Hermeneutics. PRAISE FOR THE BOOK: "In addition to its internal argumentation, the book's extensive footnotes, Scriptural references, and Church documents will make it a tremendously valuable tool for advanced researchers in several theological areas, including pneumatology, ecclesiology, Scripture studies, and hemeneutics. . . . Highly recommended." -- C. A. Montevecchio, Choice "Some works of scholarship stand out, providing a point of reference and showing the way forward. Orm Rush's study is in this class, and it is not surprising that its first release by CUA Press is a splendid hardback volume. This work makes a significant contribution to Catholic Theology." -- Rev. John Thornhill SM, The Australasian Catholic Record "Rush provides a theologically perceptive panorama of the sensus fidelium at work in the church under the guidance of the Holy Spirit. In addition to offering numerous insights--usually beneficial and sometimes provocative--Rush's study is extraordinarily well-researched. . . . [T]his volume is an outstandingly creative and comprehensive theological study of the grace of the Holy Spirit acting through the sensus fidelium in the reception of revelation in the church."--John Ford C.S.C., Theological Studies "Rush has here provided us with a sophisticated study of theological hermeneutics, as well as a foundational work in ecclesiology."--Lawrence S. Cunningham, Commonweal "This detailed and well-argued book explores the phenomenon of reception in both the Bible and in contemporary Roman Catholic tradition. . . . An insightful study for those interested in the newest wave of Roman Catholic dogmatic theology, which tends to draw deeply from biblical sources as well as Vatican teaching, this book genuinely advances discussions of the doctrine of reception." --Aaron Klink, Religious Studies Review
Drawing on the correspondence of the artist, his friends and his family, as well as a review of contemporary critical responses, this text examines the work of Sargent's early maturity. The text is the catalogue for an exhibition at the Sterling and Francine Clark Art Institute in Summer 1997.
This new addition to the respected Open and Distance Learning Series is an up-to-the-minute guide for educators wanting to come to terms with their support role in open and distance learning. Covering all aspects of student support from tuition and counselling through to the broad range of delivery methods available, the book offers practical solutions that are set within a sound theoretical framework.
Many of the sitters in this collection were John Singer Sargents close friends. They are posed informally, sometimes in the act of painting or singing, and it is evident from the bold way they confront us that they are personalities of a creative stamp. Brilliant as these pictures are as works of art and penetrating studies of character, they are also records of relationships, allegiances, influences and aspirations. This volume, and the exhibition it accompanies, aims to explore these friendships in depth and draw out their significance in the story of Sargents life and the development of his art. The book is structured chronologically, with sections arranged according to the places Sargent worked and formed relationships during his cosmopolitan career: Paris, London, New York, Italy and the Alps. The cast of characters includes famous names, among them Gabriel Fauré and Auguste Rodin, Robert Louis Stevenson and Henry James. But the authors also make their point with images of Sargents familiars, such as the artists Jane and Wilfrid de Glehn who accompanied him on his sketching expeditions to the Continent, and the Italian painter Ambrogio Raffele, a recurrent model in his Alpine studies. In such paintings Sargent explored the making of art (his own included) and the relationship of the artist to the natural world. These are examples of an absorbing range of images and personalities, all distinguished in one way or another for their artistry, and all linked by friendship and a shared aesthetic to the central figure of Sargent himself.
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