In this paper a two-year field study was carried out to analyse how satisfaction differs across the traditional and blended learning methods. Altogether, 21 courses for graduate and postgraduate engineering students were evaluated. Several variables and their relationship with student satisfaction in the first year, with all courses delivered in traditional mode, were compared with student satisfaction in the second year, which had the same courses delivered in blended mode. Results suggest that student satisfaction is greater in blended courses than in face-to-face courses. This can be explained because the levels of class attendance, motivation and collaboration with classmates were higher in blended learning than in classroom instruction. In addition, class attendance, access to teachers, collaboration with classmates and motivation were found to be leading predictors of student satisfaction in blended environments.

Factors affecting students’ satisfaction in engineering disciplines: traditional vs. blended approaches

This article reports on a recent study of teacher educators in England which aimed to explore teacher educators’ constructions of their own identities in the academic communities within two university schools of education. Findings show that teacher educators constructed repertoires of identities for themselves, deploying these to achieve credibility and recognition or to reflect personal change, depending on the particular context and ‘audience’. Many saw their foundational identity as once-a-school teacher, but entry into the university often triggered changes and the (re)construction of identity around practice as a teacher educator and research engagement. Findings also showed a diversity of identity constructions and resistances around the idea of research engagement and having an identity as an academic. These findings are discussed in relation to the rapidly changing and contested field of teacher education at the beginning of the second decade of the twenty-first century.

Teacher educators’ identities and work in England at the beginning of the second decade of the twenty-first century

Business schools are exploring new pedagogical approaches to learning in order to deal with challenges such as increased class sizes, limited funding support, and difficulties in facilitating and encouraging active participation and learning among a diverse cohort of students. This paper reports on a study of the effectiveness of a pedagogical approach that blends online discussion board and case study. Analysing quantity and quality of online postings and comparing accounting students’ performance with previous cohort, this study observes a significant improvement in student learning. Appropriate design and delivery strategies and clear assessment criteria for assessment and use have provided an effective learning vehicle for students, helped them overcome their own language related barriers, and encouraged them to participate in a nonthreatening environment. This approach further complemented the benefits of peer-to-peer learning and case study pedagogy. Reported increase in workload for students and marking load for academics and measuring the value of learning, however, are some of the challenges that need further attention by researchers.

/pdf/effectiveness-of-using-online-discussion-forum-for-case-4ue5dqgt7n.pdf

Effectiveness of Using Online Discussion Forum for Case Study Analysis

This article examines the relationship between pre-service teacher education (ITE) for primary schooling and primary teaching in England between 1974 and 2014 and explores the ‘fitness of purpose’ of the current system of preparing teachers for the classrooms of the twenty-first century. Our historical analysis suggests that, despite forty years of change in ITE, there are still a number of unresolved issues in ITE. These include: how to prepare for the multi-subject, class teacher role which the majority of primary teachers still undertake; how to equip future teachers to deal with the social and emotional aspects of primary teaching; how to ensure that they are creative and flexible practitioners, able to cope with the demands of future curricula, pedagogical changes and the new roles and responsibilities which will inevitably occur during the course of their teaching careers in the next decades of this century; and how to structure ITE to provide adequate long term foundations for the necessary professional development as a teacher.

Primary teacher education in England: 40 years on

The relationships between politics and teacher education have become increasingly close over recent decades in many contexts around the world, often causing significant challenges as well as some o...

A tale of two countries – forty years on: politics and teacher education in Russia and England

Colleges in Crisis.

In the early 1700s, there were a significant number of American Indians [2] living across the state of North Carolina. Native groups such as the Tuscarora [3], Meherrin [4], and Saponi [5] lived across the state, from the Appalachians to the greater Albemarle. North Carolina had one of the smallest colonial populations of the original 13 colonies. Most of its settlers were English migrants from Virginia who came south to settle along the Albemarle Sound. There was also a growing percentage of enslaved Black people, with slavery being most prevalent in the eastern part of the state. The slave trade [6] was an example of forced immigration. With a few exceptions, this immigration pattern persisted until the 1730s.

Population and Immigration Trends in North Carolina

National and state politics changed significantly in the 1950s and 1960s. In the National Democratic Party, ideals and supported legislation shifted. Many members of the Democratic party began supporting civil rights and many party leaders wanted to bring more people of color into the party. (This change began as early as 1941 when Democratic President Franklin Roosevelt’s Executive Order 8802 [2] banned racial discrimination in any organization involved with the war effort.) Changes in the National Democratic Party led to established Southern Democrats being challenged and defeated by Republican opponents in the 1960s. One example of this was the 1966 race for North Carolina’s Fourth District in the United States House of Representatives. Harold Cooley, a prominent Southern Democrat, lost his seat of more than 30 years to Republican challenger Jim Gardner.

Harold Cooley, Jim Gardner, and the Rise of the Republican Party in the South

In the early 1900s, black education was neglected by the government of North Carolina. The state was segregated [2] by race in every public area and schools were no exception. Many of the state’s leaders were avowed white supremacists. They underfunded white schools, but black schools received even less than their white counterparts. Many rural areas were nearly without schooling for black students. The Rosenwald Fund [3] was created to ease this problem. Rosenwald schools were institutions for black students built with a combination of Northern philanthropy and funds raised by black activists on the local level. More than 800 schools were built in North Carolina, more than in any other state. By building schools and supporting teachers, the Rosenwald Fund helped to transform the prospects of black students and education in North Carolina.

Rosenwald Schools in North Carolina

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Colleges in Crisis.

Population and Immigration Trends in North Carolina

Harold Cooley, Jim Gardner, and the Rise of the Republican Party in the South

Rosenwald Schools in North Carolina