Table 3: Results of the relationship between student performance and facilitator education background
Do I understand this correctly...
if the Levene test (the first two columns of numbers) p < 0.05, then we should look at the t-statistic results for 'Equal variances not assumed'?
But if equal variances are not assumed, shouldn't we expect a non-parametric test to be used, i.e., NOT the t-statistic?
At the same time, the results of correlation analysis showthat the facilitator engagement has a positive impact onincreasing the number of reading discussion messages andenhancing the quality of discussion messages.
Which of the reported results are the 'correlation analysis' showing 'that the facilitator engagement has a positive impact on increasing the number of reading discussion messages and enhancing the quality of discussion messages'.
I feel like I am missing something...
Thisstudy used weekly discussion grades as the proxy of thequality of discussion messages and student performance inonline discussions.
Do I understand this correctly – they used weekly discussion grades as an independent variable ('Quality of Discussion Messages') and as a dependent variables (30% of 'Final Grade')?
Where there are particular concerns about contract cheating it may be useful to train markers on how to detect it. After completing a three-hour training workshop, markers in one study accurately detected more than 80% of the contract cheating assignments they marked (Dawson & Sutherland-Smith, 2019). The agenda for this training workshop is available as a free and reproducible resource.
Is the additional workload of 'extra' marking warranted by a problem with a prevalence of 6%?
I understand that this statistic is likely an underestimate given how difficult collecting data on this is, but what is the real size and impact of this problem?
How do we balance the amount of resources that go into dealing with this problem vs the cost of the problems currently?
In Australian research studies, when markers were not looking for contract cheating they did not detect it (Lines, 2016), but when markers were asked to spot contract cheating they detected it around 60% of the time (Dawson & Sutherland-Smith, 2018, 2019). One of the simplest and cheapest interventions to improving contract cheating detection rates therefore is to alert staff to the possibility of contract cheating, and have clear processes in place for them to follow up suspicions.
This extra work needs to be recognised by the university as part of the academics workload.
Large qualitative sample and thematic analysis to redefine student dropout and retention strategy in open online education
(Greenland & Moore, 2021)
Extortion is the new name of the game. Contract-cheating gremlins have turned to blackmail as an ongoing source of income from students. They threaten to tell the university the student has bought an assignment unless the student pays up.
Ironically, this business strategy could be the undoing of their own business model.
What better deterrent to their essay mill services than the threat of forever being trapped?
Their customers, university students, will spread word of this practice and soon using essay mill services will not be an attractive option because of the ongoing and increasing level of risk to their own lives.
A competitive process will select four universities. Each will receive $50 million over four years to build commercialisation capacity, and will also receive CSIRO specialist support.
$50 million over four years doesn't sound like that much for the grand vision Morrison is painting here.
How much funding do Australian universities typically get each year? How does that compare to an extra $12.5 million dollars a year? And how much has the government cut in federal funding to Australian universities in the last 10 years?
The job cuts at Federation University are the latest in a wave of redundancies in recent months. Since July, Honi has reported on job losses at Adelaide University (130 jobs); La Trobe (300 jobs); Newcastle University (150 jobs); UTS (60 jobs); Macquarie University (300 professional staff, and 34 academics, including the entire Environmental Sciences department); the University of Western Australia (16 jobs in science, 16 in social sciences, with Anthropology and Sociology to be cut entirely); and Deakin University (200 jobs).
Although I agree with the sentiment that unis have been under attack by the federal government, I also see this current situation as a common stage of the economic cycle.
The current job and funding cuts are brutal and I feel for all those who lost their jobs, but we have to look forward and see what we can do differently and better when it comes to tertiary education in Australia.
“we’re concerned about the corporatisation of our university. Deans becoming CEOs, schools becoming employment and startup centres; we’re an education provider not a corporation.
This statement contrasts (almost contradicts in some sense) the previously stated complaint about staff having too much teaching allocation and no research.
Traditional universities need to rethink what they mean by "we're an education provider".
1.What are the current and future changes which have been triggered by the introduction of the principles of Industry 4.0 in the manufacturing industry? What is the scope of these changes? Will employees be affected in the future? What are the requirements for controlling intelligent production processes?2.Which impact does the introduction of networked and dynamic production processes have on qualification, competence and occupational profiles as well as on skilled workers in the manufacturing industry?3.Which competences are necessary to work within highly automated, networked production systems? What are the consequences of changed forms of work organisation? Are new forms of ‘knowledge and skills’ necessary?4.What are the relevant changes in curricula and further training profiles that will be getting in touch with the principles of Industry 4.0? Which shaping principles for occupational profiles and curricula can be derived?
These are extremely broad questions and there are a lot of them. It will be challenging to answer any/all of them effectively in a single survey study.
90% of these companies apply digital equipment to the optimisation of their business and work-processes
This seems a little vague. Can digital equipment just refer to computers and connecting to the Internet? If so, this is hardly a mind-blowing statistic. Additionally, Hamburg is an economically developed city in a highly economically developed country. So, I would be more surprised if this statistic were NOT true!
College of Excellence
Why is this only offered to high-achieving students? Doesn't this contradict the goal of equality in education? Why not offer these opportunities to any student interested?
texts that rate as upper high school level on a Lexile chart2