The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education

The increased demand from learners in higher education to access resources flexibly has resulted in considerable development in the use of Reusable Learning Objects (RLO) via a blended learning format across the sector. This critical review sets out to identify what is currently known about RLO and how those concepts can be applied to veterinary-related degree courses. The review provides an insight into an aspect of blended learning which is currently limited in terms of published research. The effect of computer confidence, students' choice to use and the impact on student performance are some of the variables which have been measured to date. The approach to RLO by students from different courses may vary, but prior experience of technology, alignment of content and availability of technical support are some of the key drivers for usage and reuse. A positive effect is likely to occur following RLO use because those students have adopted a process of active engagement, which the authors know can bring about a deeper approach to learning.

The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education

The increased demand from learners in higher education to access resources flexibly has resulted in considerable development in the use of Reusable Learning Objects (RLO) via a blended learning format across the sector. This critical review sets out to identify what is currently known about RLO and how those concepts can be applied to veterinary-related degree courses. The review provides an insight into an aspect of blended learning which is currently limited in terms of published research. The effect of computer confidence, students' choice to use and the impact on student performance are some of the variables which have been measured to date. The approach to RLO by students from different courses may vary, but prior experience of technology, alignment of content and availability of technical support are some of the key drivers for usage and reuse. A positive effect is likely to occur following RLO use because those students have adopted a process of active engagement, which the authors know can bring about a deeper approach to learning.

The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education

The increased demand from learners in higher education to access resources flexibly has resulted in considerable development in the use of Reusable Learning Objects (RLO) via a blended learning format across the sector. This critical review sets out to identify what is currently known about RLO and how those concepts can be applied to veterinary-related degree courses. The review provides an insight into an aspect of blended learning which is currently limited in terms of published research. The effect of computer confidence, students' choice to use and the impact on student performance are some of the variables which have been measured to date. The approach to RLO by students from different courses may vary, but prior experience of technology, alignment of content and availability of technical support are some of the key drivers for usage and reuse. A positive effect is likely to occur following RLO use because those students have adopted a process of active engagement, which the authors know can bring about a deeper approach to learning.

Students, Computers and Mathematics: How do they interact in the Teaching-Learning Process? (An Empirical Study on Accounting, Management and Marketing Undergraduate Students)

The study takes the scale of Galbraith and Hines (1998, 2000) and arguments exposed by Galbraith, Hines and Pemberton (1999), Cretchley, Harman, Ellerton and Fogarty (2000), McDougall and Karadag (2009), Gómez-Chacón and Haines, (2008), Goldenberg (2003), Moursund (2003), about Mathematics confidence, Mathematics motivation, Computer confidence, Computer motivation, Computer and Mathematics interaction and Mathematics engagement. In the same way the arguments of García and Edel (2008), García-Santillán and Escalera (2011), García-Santillán, Escalera and Edel (2011) about variables associated with the use of ICT as a didactic strategy in teaching-learning process in order to establish a relationship between students perception with the teaching-learning process and technology. Therefore this paper examines the relationships between students attitudes towards mathematics and technology in a study carried out in the Universidad Autónoma of San Luis Potosí Unidad Zona Media. 214 questionnaires were applied to undergraduate students in Accounting, Management and Marketing. The statistical procedure was the factorial analysis with extracted principal component. The Statistics Hypothesis: Ho: ρ = 0 have no corelation Ha: ρ ≠0 have correlation. Statistic test to prove: Χ2, Esphericyty test of Bartlett, KMO (Kaiser-Meyer_Olkin) Significancy level: α =0.05; p< 0.01, p<0.05 Decition rule is: Reject Ho if c2 calculated > c2 tablas. The results obtained of sphericyty test of Bartlett KMO (.703), Chi square X2 92.928 > c2 tables, Sig. 0.00 < p 0.01, MSA (CONFIMA .731; MOTIMA .691; COMPIMA .741; CONFICO .686 and INTEMAC .694) provide evidence to reject Ho. Thus, the variables implicated Mathematics confidence, Mathematics motivation, Computer confidence, Computer motivation, Computer-Mathematics interaction and Mathematics engagement, help to understand the student’s attitude toward mathematics and technology. Keywords: Mathematics confidence, Mathematics motivation, Computer confidence, Computer motivation, Computer and Mathematics interaction, Mathematics engagement.

Girls and Computers - Yes We Can!

This research was designed to increase the awareness of female students with regard to Computer Science (CS) as both a major and a career field. Five female students from a high school in a northeastern state were voluntarily recruited for a weekly, after-school computer club curriculum for one academic year. Over the project period, participants ventured through tasks relating to various technologies, thereby increasing their computer confidence. Collaboration preferences increased only when faced with both technical and content knowledge. Participants’ understanding of CS changed from abstract and superficial to more concrete, but disinterest in the major persisted. Finally, while the participants’ perceptions of gender differences changed, some of the self-reflections did not match their responses to structured questions. While the project impacted only a small sample, increased knowledge of the field of CS prevailed. If females are educated earlier, this may cause a noticeable shift in gender inequity amongst CS majors.

Girls and Computers - Yes We Can!

This research was designed to increase the awareness of female students with regard to Computer Science (CS) as both a major and a career field. Five female students from a high school in a northeastern state were voluntarily recruited for a weekly, after-school computer club curriculum for one academic year. Over the project period, participants ventured through tasks relating to various technologies, thereby increasing their computer confidence. Collaboration preferences increased only when faced with both technical and content knowledge. Participants’ understanding of CS changed from abstract and superficial to more concrete, but disinterest in the major persisted. Finally, while the participants’ perceptions of gender differences changed, some of the self-reflections did not match their responses to structured questions. While the project impacted only a small sample, increased knowledge of the field of CS prevailed. If females are educated earlier, this may cause a noticeable shift in gender inequity amongst CS majors.

The Girls' Computing Club

This research was designed to increase the awareness of female students with regard to Computer Science (CS) as both a major and a career field. Five female students from a high school in a northeastern state were voluntarily recruited for a weekly, after-school computing club curriculum for one academic year. Over the project period, participants ventured through tasks relating to various technologies, thereby increasing their computer confidence. Collaboration preferences increased only when faced with both technical and content knowledge. Participants’ understanding of CS changed from abstract and superficial to more concrete, but disinterest in the major persisted. Finally, while the participants’ perceptions of gender differences changed, some of the self-reflections did not match their responses to structured questions. While the project impacted only a small sample, increased knowledge of the field of CS prevailed. If females are educated earlier, this may cause a noticeable shift in gender inequity amongst CS majors.

Gender Diversity in Computing: An Environmental Perspective

Previous research conducted by the author investigated the socio-political backgrounds of two groups of female students studying computer-related university programmes. They came from distinctly different backgrounds and were enrolled at two institutions with very different legacies. The author found that socio-political factors, in particular the role of a dominant female household head and aggressive governmental affirmative action, had a significant effect on the girls’ levels of confidence and subsequently on their decision to study computer-related courses. Based on this insight, the researcher undertook to look further into gender diversity with respect to self-perceived general computer confidence and self-perceived ability to program a computer. A sample of both female and male Information T echnology students from very similar disadvantaged socio-economic backgrounds was surveyed. The sample of 204 students was drawn from all three years of the National Diploma in Information Technology. The author considered the following research questions: (i) Do males and females studying computer-related courses have differing computer selfefficacy levels? (ii) Do males and females studying computer programming have differing attitudes towards their ability to program? (iii) Do males and females differ in their attitudes towards the programming learning environment?