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Doctor insights on:
Pea size cyst filled with liquid with coarse skin on it , like a waterbed. Should I force drain it or let it drain by itself? I'm on amoxicillin clavulan
Go to a plastic : Surgeon or dermatologist.Get a more detailed answer ›
Can I sleep on a waterbed while pregnant?
As above: If u feel comfortable on it , i don't see why not. ...Read moreSee 1 more doctor answer
Is it safe to sleep on a waterbed while pregnant? I'm 21 weeks and someone just told me it's dangerous
Safe: There is no risk to being pregnant in a water bed. There is no risk to the waviness,position etc to the fetus. Now after birth I would never put a newborn or infant in a water bed I would be concerned about rollovers and risk of airway breathing problems with the baby body and head/neck shifting ...Read more
Can ED be reversed?
Maybe: Depends on cause. If you've had a nerve injury, ED can be treated but not reversed. Vascular and ED from low testosterone can often be reversed with medical management and lifestyle changes. ...Read moreSee 1 more doctor answer
What is the cure of e.D.
It depends: Upon the cause. There are many possible mental and physical causes. Things that can help are relaxation, avoidance of toxins such as alcohol/tobacco/anabolics/opiates and certain medications, diet/exercise and weight loss, making sure hormonal levels are normal, etc. Check w/your doctor. At your age, stress and anxiety are most common. ...Read more
What is physiological ed?
ED Causes: Erectile dysfunction(ed) effects men at varying times, degrees and ages.Many diseases can result in ed(diabetes, high blood pressure, high cholesterol, blood vessel blockage). Smoking worsens these problems. These are physiologic causes. Thyroid dysfunction, low testosterone and liver problems are rarer causes. Testing, including cardiac where needed, can determine why. ...Read moreSee 1 more doctor answer
Yohimby pros and Cons for ED?
More cons than: Pro's. While there is some loose evidence for it's use in erectile dysfunction, it's not great and compared to alternative therapies out there why chance it. It can cause palpitations, arrhythmia's(abnormal heart rhythms), kidney failure, seizures, may make symptoms from an enlarged prostate worse, cause psychosis, increase your blood pressure and other things. Again more con's than pro's. ...Read moreSee 1 more doctor answer
Ed and ssri - help me?
Depends on "ED": If you are using ed to mean "erectile dysfunction": the ssri's can cause ed as a side-effect in between 5-50% of men - depending on the agent involved; the ed usually resolves when the ssri is stopped; also, there are meds which can be taken to reduce the ed. If you are referring to "eating disorder": ssri's are often used in the treatment of anorexia and bulimia. ...Read moreSee 1 more doctor answer
Can surgery correct ed?
No, but...: Everything we do in life / medicine is just to modify something for working better, but always comes with a price. Any surgical care is considered as the last resort of care after failing to respond to drug, physical therapy, lifestyle change, injection, etc. So, ed-related surgery may be penile implant, penile straightening for peyronie's disease, just like hip/knee replacement for djd... ...Read moreSee 3 more doctor answers
Is there a cure for ed?
Usually yes: First you need to find out why the ed is happening. Stress, anxiety, insomnia, low testosterone, diabetes, hypertension, etc all can contribute. Depending on the cause, your doc can help you fix the problem. Ask for help. If your family doc can't help you, then ask for a referral. ...Read more
What can I take for ed?
Viagra (sildenafil): Presumably you mean erectile dysfunction. Viagra (sildenafil) & related medications can be prescribed. A long shot is dhea from health food store. Our bodies make this & use it to make testosterone. By supplementing you might be able to induce testosterone. This is safe, but an unproven theory. In biochemistry we have concept of "mass action", and orthomolecular doctors make use of this principle. ...Read more
What can I take for ed.?
Many things: There are many treatments available for erectile dysfunction. Oral medications (called pde-5 inhibitors) are first line therapy. If those fail (and some men respond to different oral meds so trying others is not a bad idea), the next line of therapies include vacuum erection devices, urethral suppository, injection therapy. Lastly, implantation of penile prosthesis is recommended for some men. ...Read moreSee 2 more doctor answers
Can omneprozol cause ed?
No: There is no association between Omeprazole and ed. ...Read more
How to cure ED naturally?
Depends: The answer depends on the cause. If ed is caused by an anxiety (performance anxiety, etc), than treating the anxiety with relaxation techniques and discussing with your partner can help. If the ed is caused by diabetes effects, long standing hypertension, and vascular issues in your penis, there may be no definitive natural cures, and you may need medications to help you. ...Read more
Can masterbation cause ed?
No: It does not.Get a more detailed answer ›
What food to eat to cure ED?
There is no one food: While there are many supplements that claim to be able to address erectile dysfunction, I would encourage you to avoid them. You need to figure out what's causing the ED to be able to best treat it. But there are things to avoid like alcohol and nicotine. Otherwise, your best bet is just to live health which means eating health with diet rich in colorful veggies and fruits. ...Read more
Is ED from smoking reversible?
Help but ...: Smoking has its far-reaching negative effects onto almost all parts of our body. ED is a process of lifelong making resulting from constant accumulation of aging and lifestyle. You would not see an instant help to ED from quitting smoking, but may help to a degree. Still, remember: Low-risk healthy lifestyle without overindulgence & obsession is the foundation of healthcare and ED... ...Read moreSee 1 more doctor answer
Does vasoconstriction cause ed?
Here are some ...: Here are something that can really help you to keep your sex going as well and as long as you can be: low-risk healthy lifestyle without overindulgence & obsession, including sex, plus judicious use of medication. But, nothing will last forever. So, go to see a sensible Doc for sensible Rx and counseling. More? To http://formefirst.com/eBlogList.html. ...Read more
Could Divaloproex 500 mgs cause ED?
Side Effects: ED is not in the side effect profile of Divalproex. However Type 2 diabetes causes microvascular and macrovascular (Small and large blood vessel) changes that cause ED. ...Read more
Start with feelings: Any form of physical expression starts with a feeling between the two parties. The feeling should be mutual, so that it becomes instinctive if the form of touching is a hug, a handshake, a kiss on one or both cheeks, or on the lips, or with an open mouth, or touching various parts of the body.....Well it is not my intent to get graphic here-:). ...Read more


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This is a good place for a fast meal. I little overpriced, but food was good. It's self service wish means it's like a McDonalds, you order at the cashier and take care of your self. Half block away from the Cathedral of Saint Mary...More
21 - 30 of 57 reviews
This is a good place for a fast meal. I little overpriced, but food was good. It's self service wish means it's like a McDonalds, you order at the cashier and take care of your self. Half block away from the Cathedral of Saint Mary...More
Probably one of the best places to enjoy some people watching and eat some fresh Italian food!! The location is amazing, its right next to the Duomo and the staff is very friendly. Highly Recommended!!!
This place looked cute so we stopped in and ordered 2 tiramisu and cappuccinos. The desserts were runny and not very good. My wife took a spoonful of hers and it had a piece of plastic in it. Scary. We left promptly.
Food tastes like airplane meals. Price is Relatively expensive. Customer service is below normal. I live in Florence and I'm in a mission to rate every restaurant I go to 😅✌
I was looking for a cosy place to eat gelato in winter and this nice Italian eatery fulfills my needs. Had lunch here too. Good tasting lunch, value for money. The pictures and coin collections on the walls are a plus.
We were just passing by and entered seeing their wide spread of Pizza and Salads. Very tasty food and great decor. There is no extra charge to sit and eat here unlike most places in Italy. Sandra was very friendly and so were the others..
My friend and I were visiting Florence in August 2014 and came across this restaurant near to The Duomo. We stopped for some lunch as the food looked so inviting. We were not disappointed. My friend had the salmon and I had a dish of...More
My friend and I had been shopping along Via del Calzaiuoli, we noticed Self Service Marchetti it looked so inviting. After finishing our shopping we made our way back as we decided we would stop there for some lunch. I choose a Salmon dish with...More
We stopped here for lunch a couple of times during our stay in Florence, for convenience and preference. The first time was purely by chance and the second was because we were 'stung' by purchasing a vastly inferior and inedible lunch from an alternative establishment...More
I really liked this place. It has the perfect plates for a quick, healthy and great tasting food for a lunch. I ate here practically every day when I was in Florence. When you're trying to stay with healthy choices for diet reasons - they...More

subset: commoncrawl


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Latest reply
on Nov 16, 2010 4:10 PM by Chuck9
Poll (negative ads) - an alternative
My Lifestyle
on Nov 2, 2010 8:39 PM
My answer to the current poll question about negative political ads cannot be captured by either "yes" or "no", so I'll post it here.
I want the influence of money from large organizations to be removed from our political system altogether, and have concluded that in the meantime the system is such a horrible mess that it doesn't even make sense to talk about it. I'm thoroughly fed up with the whole political system we've got. I've seriously considered not participating at all as a protest, only to realize that such a strategy would be completely ineffective.
So here's what I do instead, with faint hopes of making something happen: I've resolved for the rest of my life to never ever vote for any Republicrat again. If the candidate's party affiliation is Independent or Green-Rainbow or something like that, or if the race is "non-partisan", I'll go ahead and consider individual positions in more detail. Otherwise my ballot just has a lot of blank spaces on it.
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Re: Poll (negative ads) - an alternative
Nov 16, 2010
in response to Chuck9
Party affiliation has almost nothing to do with what a person will do once they are in office. What is important and seemingly never considered today is what the person has done in their life prior to entering the race. I am not saying they had some meaningless misdemeanor violation of the law but how they interacted with the people they live close too in their community. If you want quality people to represent you in government you need to run yourself or make an effort to squash negative ads completely so average people are willing to run for office.
Re: Poll (negative ads) - an alternative
Nov 16, 2010
in response to Tree_Farmer
I think I didn't express myself very well, so let me try again:
My personal feeling is that "negative ads" are so unimportant I've not even bothered to think about them.
If I had to choose just one political concern of mine, it would be removing the influence of big money. (My second and third and fourth concerns would be allowing non-rich people a realistic chance of winning office, allowing splinter[third] parties some representation, and greatly simplifying voting and elections.) These issues matter a whole lot more to me than what someone will do in office. As long as elected officials have to spend a significant portion of their time raising money for the "next" election, something is wrong. I'm down on Republicrats not because of any split loyalties and not because of what they will or won't do in office, but simply because major party affiliation seems to be a pretty good proxy for the overpowering influence of money.
The only way I've come up with to forward any of my concerns (other than involving myself in politics full time, which I'm
willing to do:-) is my rather strange recipe for voting. There must be a better way ...but it's is all I've got so far.
(In the larger scheme of things, I'd like to see
public campaign financing, totally non-partisan ballots and elections, and Instant Runoff Voting ...but I know those things fall into the category of "tilting at windmills.)
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EZLinks Golf names ex-Redbox exec as CEO
Golf reservations network EZLinks Golf Inc. has named former Redbox marketing executive Gary Cohen as chief executive officer.
Cohen suceeds Tom Lilly, who left at the end of 2012.
Chicago-based EZLinks said Cohen, who previously was senior vice president of marketing at movie rental company Redbox, is an experienced corporate strategist and technology entrepreneur who has experience building technology companies and consumer brands. EZLinks said it hopes Cohen will use his retail and product development experience gained at Redbox to expand the golf industry's approach to consumer and business services.
Before joining Redbox, Cohen was managing director of Chicago-based hedge fund Six Degrees Capital Management, where he led funding of media, entertainment, technology and intellectual property-focused ventures. He also founded MusicNow, a subscription music service, and orchestrated its sale to Circuit City and then to AOL, serving as general manager until the company was sold to Napster.
Cohen also was co-founder of Cruise Technologies and served as director, mobile systems at Zenith Data Systems. Earlier in his career, Cohen was managing consultant at Frank Lynn & Associates, an international marketing firm.
Founded in 1995, EZLinks said it currently operates the world's largest golf reservations network as well as the industry's highest-volume tee time call center. The company, which has more than than 200 employees, provides tee sheet management software, live operator reservations support, custom online booking technology, golf course web development and integrated point-of-sale, email marketing, mobile app and social media tools for the golfing industry.


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Rapunzel's toon-repositioning photo of Mr. Wernher von Braun's Wild Spree
Mr. Wernher von Braun is rightfully called the worst jogger in Disneyland. On this attraction, you act as if you are him, rupturing Wernher von Braun Hall, upsetting the neighborhood, doing awful things to your vehicle's suspension, and even receiving judgment in Earth!
Run from Pirate Mode
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REVOX B242 Circuit Diagrams
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Starbucks Admits Its Beer-and-Wine Idea Was a Disaster
The chain's "Evenings" program officially ends nationwide tomorrow.By Clint Rainey
The chain's "Evenings" program officially ends nationwide tomorrow.By Clint Rainey
Is chocolate fondue and a nice glass of Pinot Grigio the future of coffee?By Hugh Merwin
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The Producers of HBO's Confederate Respond to the Backlash and Explain Why They Wanted to Tell This Story
Dunkirk Is a Great War Movie Marred by Christopher Nolan's Usual Tricks
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Frigates are cheap, easy-to-make ships that are a tier below destoryers and a tier above fighters.
An Earth frigate is 200m long, 50m wide, and has a crew of 20. They are only two full decks, with the dropship bay (ship not included) on the bottom. They are moved with Ion drives, and powered by single-gigawatt reactors.
They are armed with 75mm howitzers, 10 on each side, and a point-defence laser system.
Second deck is the MAC barrel and crew quarters, first is engineering, mainframe and storage. The howitzers are located on deck 2. They are armoured with 1m of composite plating.
They only have a standard mainframe, and cannot support an AI. In wartimes, these would be mass-produced, as they deal the most damage/crew count of any ship that isn't a flagship.


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If you're a mobile musician or just like to keep things on the ultra-compact side and require the use of a pocket-sized Audio/MIDI interface, then you might want to have a look at the iRig Pro I/O, the latest offering from IK Multimedia.
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text: This category is for movie writers. "William Monahan is known to have written the feature-film Kingdom of Heaven. William Monahan at... William Monahan Pages in category "Movie writers" This category contains only the following page. W William Monahan Retrieved from "http://crusades.wikia.com/wiki/Category:Movie_writers?oldid=3763" Ad blocker interference detected! Wikia is a free-to-use site that makes money from advertising. We have a modified experience for viewers using ad blockers Wikia is not accessible if you've made further modifications. Remove the custom ad blocker rule(s) and the page will load as expected. Categories: Modern era individuals Add category Cancel Save


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Star trek uniforms
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Steampunk Star Trek uniform ~citizenkaneV on deviantART
Admiral James T Kirk's uniform, worn in The Wrath of Khan. Sold for $44,812.50 in 2010!!!
The Original Star Trek Crew In Old Naval Uniforms by Young Rascal Science Officer Spock, Commanding Officer James T Kirk, Helmsman Hikaru Sulu and, Chief Medical Officer Leonard McCoy, Chief Engineer Montgomery Scott, and Communications Officer Nyota Uhura - created via https://pinthemall.net
If Star Trek had actually been a trek on a wooden ship that was navigated by the stars, then these Victorian style Star Trek uniforms by Cosplay artist Genovefa might have been what the female crew members would have worn.


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There are a couple of types of trading which appear to generate ungodly sums of profits (at least judging from the advertisements) – – FOREX and options trading. My personal experience with both of those has been bad enough to swear off them both years ago. Indeed, pretty much all options traders get their body parts handed to them in short order.
Some folks, however, fare better, and our own Baywolf shared this success story with the group:


text: Turkish Team Defeats Israelis Fiyapi Inonu Stadium on Thursday showcased the latest sign of the deteriorating diplomatic relationship between longtime allies Turkey and Israel: a dozen fans at a politically charged Europa league match. September 15, 2011 September 15, 2011 Article Not Supported We're sorry but this article contains media that is not currently supported in this app. You will be redirected to the article on wsj.com in 5 seconds. If you are not redirected automatically, click this link.... To Read the Full Story Subscribe Sign In Most Popular Videos Lindsey Graham on John McCain's Brain Cancer Diagnosis Tour de France: The 6,000 Calorie Challenge Film Trailer: 'Dunkirk' Is GOP Healthcare Bill Dead or Not? Andy Serkis on 'The Greatest Acting Tool of the 21st Century' Most Popular Articles Opinion: Obama's Last Laugh Sen. John McCain Diagnosed With Brain Cancer iHeart's Battle With Bondholders Reaches Pivotal Point Happy 100th Birthday! There Goes Your Life Insurance Over 100 Report Being Sickened at Virginia Chipotle


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I Can't Beelieve This! is an episode of Bee Shrek Test in the House
On Ogre Equality Day, the big four decide to tag along with President Martinez, who is set to give a speech about his acceptance of ogres in society at the Ogre Equality Day parade. During the parade, Johnny and Barry dance in hula skirts together in the crowd of ogres, while Cory performs a solo using the powers David Bowie gave to him in a past episode.The President asks Shrek to go up on stage with him and shake hands to boost his ratings with the Ogre demographic, Shrek agrees, but holds his stomach in pain briefly. On the stage, the two shake hands, but the greeting is interuppted by Shrek vomiting all ogre him, causing Martinez to swear uncontrollably and call him a worthless troll. The audience is outraged and promptly throw month-old onions at the president. Shrek collapses on stage, distracting the audience and giving the president enough time to run off from the mob. The next act begins with an ogretician in the audience coming to the fallen ogre's aide, getting the attention of Johnny, Barry, and a horrified Cory. The doctor diagnoses Shrek with morning sickness and comes to the conclusion that he is pregnant. Cory squeels with excitement until Shrek reveals that Cory may not be the father, prompting a series of flashbacks that feature scenes from previous episodes of Bee Shrek Test in the House that explore Shrek's countless experiences. Fearing no other options, the gang goes on "Maury" and bring back all of Shrek's encounters which include Farquaad, Fionna, Donkey, and Bane. (though he never was with Shrek officially, just showing up so he could get close to the pregnant ogre) Although they all testify negatively that they weren't the father, they're all administered a lie detector test. They all pass, but Maury suggests that Cory, Johnny, and Barry all take the test as well. Barry sweats and acts nervously, thinking about the escapade from the that drunken threesome with Farquaad and Shrek.When he fails the lie detector tests, Cory becomes outraged like a mad bull and throws chairs and tables, trying to get his hands on Barry to destroy him. The whole set goes up in chaos as everyone is either fighting or screaming. A chair is thrown at the camera, destroying the cable feed, and displaying a very cryptic "To be Continued...?" message while a hard-to-see image of Barry crying blood is shown.
- Though Cory becomes furious over finding out about Shrek's threesome with Barry and Farquaad, it was implied he already knew about it at the ending of "The Good, The Ogre, and the Farquaad"
- Gaston, Mike Wazowski, and Madotsuki all have cameos in the audience of "Maury"
- Many fans refuse to believe this episode is canon due to the plot holes and characters acting different than normal, however many praise Cory's angry performance at the end of the episode.
- This episode is commonly shown at Universities for its subject matter on Ogres.


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text: Deconstructing Anxiety: Exploring the Patterns that Fuel the Anxious Process Anxiety moves in circular motion. Although you are constantly spinning you are never truly gaining traction and moving forward. Perpetual loops of speculation, avoidance, rumination, and worry will hold you hostage to growth and internal contentment. Wellness, Family, Authors PicksSarah SarkisJuly 05, 20172 Comments


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MILF Braces for FAP Offensive. Is that the filthiest headline ever in a family newspaper like the Philippine Star?
Facts: The online story reads " MILF Braces for AFP Offensive ". AFP is Armed Forces of
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Practical guide
bringing together e-learning & student retention
Kyriaki Anagnostopoulou Deeba Parmar
Practical guide:
bringing together e-learning & student retention
Kyriaki Anagnostopoulou
Head of e-Learning
Deeba Parmar
Senior Research Fellow
First published in 2008 by Middlesex University Copyright © Middlesex University and Higher Education Academy
Table of Contents
ISBN 978-1-85924-301-5 All rights reserved. No part of this publication may be reproduced, stored in any retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the copyright holder for which application should be addressed in the first instance to the publishers. No liability shall be attached to the author, the copyright holder or the publishers for loss or damage of any nature suffered as a result of reliance on the reproduction of any of the contents of this publication or any errors or omissions in its contents. A CIP catalogue record for this guide is available from The British Library Cover design and typesetting by Kyriaki Anagnostopoulou Printed in the UK by Cats Solutions Limited
Introduction Overview of the project Complexities of research What's leading your students' learning experience? Understanding e-learning 'Others' in learning
....5 ....6 ....8 ....10
....16 ....22 ....24 ....30 ....32
Centre for Learning and Quality Enhancement Middlesex University Address: The Burroughs London NW4 4BT Tel: 020 8411 5000 www.mdx.ac.uk
Encouraging persistence Recommendations at a glance References
This practical guide is based on research undertaken by Middlesex University as a part of the project funded by the Higher Education Academy, Managing Connections: using e-learning tracking data to improve retention rates in higher education. This guide is intended to provide guidance to both academic and non-academic staff on using e-learning to support the student experience. Bringing together the areas of elearning and student retention, it provides practical tips and activities to aid student progression, especially during the first year of study. It is designed to help you think about ways of approaching and incorporating the use of learning technologies in order to enhance your students' experience. The materials provided here include: Activities which may be incorporated into your teaching practice Acknowledgments The authors would like to thank both the Higher Education Academy and Middlesex University for providing the funding for the research which informed this guide. In addition, we would like to thank Professor Barry Jackson, Jacqueline Priego-Hernandez, Dr Michelle Haynes, Karen Ridout, Agi Ryder, Dr Mike Wing, Paul Gilfedder, Paul Kevill and Ofure Irekponor for their kind support and guidance throughout the project. Pauses for thought which ask you to reflect upon a number of scenarios Recommendations for various stakeholders Case studies from the research. As this guide brings together the issues of e-learning and student retention, its primary focus is on supporting students during the early stages of the student life cycle, namely pre-entry, first semester and first year.
Student success Raising aspirations
Moving through
Student Life Cycle
Better preparation First steps in HE
Pause for thought
Are you aware of the main reasons why students withdraw from your programme? Are you aware of the steps they have to take in order to officially withdraw? What advice would you give to a student contemplating withdrawal?
Overview of the project
In the interviews, ex-students often reverted to discussing the physical setting and the environment rather than describing how they learn. When asked about what skills they felt were needed in order to be effective learners surface level tasks such as listening, memorising, note taking and the need to do them quickly were often
Students who withdrew
The following is a brief descriptive analysis of the participants and their actions on data held on the institutional student management system and virtual learning environment at the this particular post 1992 HEI: A total of 92 first year undergraduates withdrew from or interrupted their studies at this particular large, post-92 HE institution. They were studying programmes aligned to a total of 12 different subject areas (arts, business, computing science, criminology, economics, education, health, languages, law, media, philosophy and psychology) The majority were female accounting for 71.7% of withdrawn students and over three quarters of them (75.8%) were under 25 years of age with an average age of 23 years (min= 18, max=59) The majority of participants (57.2%) withdrew within the first 4 weeks of their course Exactly half the participants (50%) never logged onto the institutional virtual learning environment For the participants who did log on at least once a total of 473 logins were recorded, with a mean score of 10.28 and a median score of 5.5 The dates and the time of day during which these students logged on is representative of the VLE usage patterns and did not highlight any areas for further investigation, even though some where logging on in the middle of the night The number of logins registered for these participants were significantly less than those recorded for students who persisted but they did not follow any observable pattern. Participants who did not log on to the VLE at least once do not fall into any specific age bracket or sex. However, it was significant that: It was participants at the extreme ends of the age range which chose to access support materials on dyslexia (?2(10)=23.6, p=.009) Accessing the management tools (calendar, tracking tools, etc) offered by the VLE seems to be influenced by the discipline to which participants were aligned (x2(22)=45.57, p.=.002).
Background The Managing Connections: using e-learning tracking data to improve retention rates in higher education project explored how e-learning tools, specifically tracking data, can be used to inform institutions of trends and information concerning students' use of elearning materials and tools during their time at university. The aims of the project were to identify the ways in which students engage with their institutional virtual learning environment (VLE) and to explore what can be learnt from the behaviours of students who had withdrawn from their programme. This was then compared and contrasted with the behaviours of students who remained. By investigating the ways in which these two groups of students engage with learning, the project aimed to provide recommendations on how to provide better support for all students to engage with learning through the use of technology. The project is informed by literature in three research domains: Retention and progression Learning and teaching through the use of technology Identity and behaviour Aims To assist educational institutions in improving the learning experience of first-year students To learn about factors which contribute to withdrawal and progression To identify how students at risk of withdrawing from their programmes manifest themselves online Sample The sample comprised of two groups: All first-year undergraduates (totalling 92) in one HE institution who withdrew from or interrupted their studies during the academic year 2007-8 A sample of 130 first-year undergraduate students at the same institution who persisted with their programme. Methods Data collection methods included: Tracking data extracted from the server logs of the institutional VLE Telephone interviews with students who had withdrawn from their programmes Surveys among students who had persisted with their programme. Key findings When asked about their personal experience, ex-students tended to describe learning situations in which they were active participants and experiences which were of a more social constructivist nature. However, when they were asked about how they perceived they learnt best they often defaulted to describing an information transmission model of learning thus highlighted a gap between their model of learning derived from their previous experience and their perceived model of effective learning.
mentioned. Ex-students also made a clear distinction between passively learning from (being taught, watching demonstrations, etc), learning through (by sitting next to or in the vicinity of intelligent peers) and actively learning with (discussions, group work, etc) others. Occasionally they perceived their peers as obstacles. Surprisingly, experiences in relation to learning through the use of technology were expressed in two main ways: E-learning was seen as a remedial task or a solution to a problem, especially when this involves correcting or improving the student's performance Ex-students saw technology as the medium holding certain features that serve as aids. In their responses they attributed characteristics and abilities to the technology which did things or made them do things in a particular way. Results obtained from the analysis of the interviews were compared with the findings from the questionnaires completed by students who persisted with their studies. In contrast to students who withdrew, students who remained: Showed an awareness of how they learn as individuals. Current students had a greater awareness of 'self' as a learner Expressed a richer description of how they learn which included a range of methods (videos, blogs, slides, practice, lectures, discussion, etc) When asked about skills needed in order to learn, they were able to identify many of them without any prompts. However, when responding to questions with regards to learning through the use of technology persistent students held similar views to those held by ex-students. They were equally as naïve in the way they used technology in their learning as those who withdrew.
Complexities of the research
There are a number of complexities as to what exactly 'retention' is and how it is calculated. The way in which retention is calculated is usually driven by the funding requirements of institutions, but if we are really interested in the retention and progression of UK students it is helpful
cause difficulties for academics and researchers wanting to focus on a particular point in the academic year. The variation in the way information is interpreted at a local level. For example, a student may disclose in their exit interview their reasons for withdrawal. However, these may be
Definitions of the terms 'e-learning' and 'student retention' are complex and have raised issues within this project. Although research in this area often uses national government statistics in its calculation of retention figures of institutions (Higher Education Statistical Agency data), we acknowledge that institutions often have their own ways of calculating data which provide more useful information for their specific needs. Comparisons between research findings on retention, as well as retention rates within an institution and externally with other HEIs, are not always simple or valid because of the unintentional fudging of data which occurs (Carr, 2000; Simpson, 2003). Retention rates can be measured within modules (microretention) or within a programme of modules leading to a qualification from the institution (macro-retention). However, the method is not always made clear when reporting research outcomes. The following activity highlights some of these complexities. There are varying degrees of importance ascribed to micro and macro levels of retention data throughout the academic year. At the beginning of the year, you as a tutor, are likely to be interested in your own module/programme retention rates. At the end of the year it is likely that the institution will place importance on the macro level retention data.
to look at both the micro and macro levels.
Use of institutional data for research An institution's administrative records are generally of high quality (Robson, 2002) as they provide the basis for reporting to funding councils. However, for research purposes, the quality of secondary data is questionable because the requirements of those who collect and record the data are different to the requirements of the research. Student management systems (SMS) are live databases which can only provide a snapshot of reality based on data which was considered accurate at the time of enquiry. For example, if a student has not paid their fees they may appear on the database as withdrawn, but once they have paid they become fully enrolled again. Therefore, crossreferencing of information should be included in any research design. Furthermore, devolved student administration models in some institutions may result in information being recorded inconsistently. When researching student persistence, this is noticeable in at least two ways: The timing of the recording of student
interpreted and recorded in one way by one interviewer and in a different way by a second interviewer. When retrospectively researching online interactions and profiles, acquiring data from VLEs can be problematic due to the integration with institutional student management systems. The integration allows much of the administration to be automated. For example, as soon as a student registers for a module on the SMS, the change is automatically reflected in the VLE and the relevant module is added to their online learning list. Likewise, as soon as a student drops a module or withdraws from their studies, they are removed from the online space and all of their tracking data and contributions are removed from the users' interface. However, an interrogation of the server logs can produce a list of all the interactions recorded for each participant. Additional work is required to obtain this information as the gatekeepers of the data in this instance are not the owners of the information but those in possession of the technical expertise necessary to extract the data. However, contributions to online discussion topics and other submissions cannot be retrieved, therefore not allowing any qualitative data to be collected.
Pause for thought
How would you interpret the following scenarios? Diane was unhappy on her programme and has chosen to leave it and to enrol on a different programme within your institution. Do you consider this to be a withdrawal? Why? Diane then decided that she wished to leave the institution and enrolled on a programme at a different institution. Do you consider this to be a withdrawal? Why? What does this mean for the institution? What does this mean for the sector?
Pause for thought
What does the term 'retention' mean to you? Do you know and understand how your institution calculates retention and progression rates? What impact do these rates have on: You Your module Your programme Your institution? What impact does student withdrawal have on: You Your students who persist?
withdrawals/interruptions may differ based on local procedures and workloads. For example, a student may notify their institution of their intent to withdraw after the first month of study, but this may not be recorded on the SMS until a much later date. As most of the reporting to relevant external bodies does not happen until the end of the academic year, this method of recording does not skew institutional reporting procedures, but may
Carefully consider the timing when you interrogate live databases as this only provides a snapshot of reality. Data is continuously updated. When reporting research outcomes clearly state how retention is defined and measured.
What's leading your students' learning experience?
Case study
Jennifer is a 41-year-old student enrolled on a nursing programme. During the fourth week of teaching she chose to withdraw due to a combination of administrative and financial issues. Her story showed a discrepancy concerning communication between her funding body and her higher education institution. The dates by which the funding body could pay her enrolment fees and by which she could receive her bursary did not coincide with dates specified by the higher education institution and therefore these funding complications resulted in this student's withdrawal. Better communications between the sponsoring bodies and HEIs are essential in order to make the transitions as smooth as possible.
There is much evidence (Ferrell et al, 2007) about the benefits of using technology to enhance learning and teaching practices. Many institutions have invested time and effort in linking learning technologies, such as virtual learning environments, to institutional administrative systems on the basis of efficiency, reduction of administrative workloads, security, data protection and also to enforce penalties. The importance of this work cannot be underestimated. However, research has shown that the integration of administrative systems with learning and teaching systems can become a barrier to student persistence in higher education and can increase upheaval at the beginning of the student life cycle. The issues which arise from the integration of such systems manifest themselves as problems at various levels, some of which are illustrated by the comments below. The implication of these for student support and persistence is discussed in this section.
Accuracy of personal data Details such as student number and date of birth are often used as default passwords. However, the accuracy of personal data held by institutions may affect whether or not students are able to access learning and teaching systems. This could result in additional stress during the first few weeks of the academic year. The accuracy of data underlying the reports sent to government agencies is also a matter of great concern for institutional management.
Enforcing penalties Many institutions use administrative systems as a way of enforcing penalties. For example, if a student has not paid their fees then access to certain systems may be withdrawn. In the early weeks, payment of fees may be problematic (for example, there may be difficulties with invoicing employers or sponsors) and thus, through no fault of their own, students are excluded from valuable institutional resources and IT systems which are crucial to their learning experience and sense of belonging.
' ...we didn't have the correct date of birth for the last student I interviewed. This meant he couldn't log on.' Researcher
'..I chose to opt out quite early on because obviously I didn't want to be tied down to tuition fees and stuff like that...'
Participant 60
Some students may feel under pressure to decide very early on in the term whether they will persist with their studies. This may be due to administrative policies, such as a full or partial refund of fees only being available until a particular date. This forces students to make decisions prior to fully engaging with their chosen subject area and forming relationships with their peers, both of which are key to their student experience and persistence in higher education.
HE institution
Senior management Academic level Support/services level
Accuracy of personal data
Enforcing penalties Sharing of details
Sharing of personal details The sharing of passwords between students is a concern for the services attempting to ensure the security and integrity of systems, as well as for academic staff. When using learning technologies, the identity of each student needs to be verified in order to correctly attribute online interactions to the individual. This is important for ensuring the accuracy of tracking data and is clearly required for online assessments. Similarly, when using tracking data to proactively incorporate support mechanisms into teaching practices, confidence in the accuracy of the data is
Pause for thought
What administrative systems and policies impact your work with students? How can you find out about them in your own institution?
'It wasn't me [logging on]; I think it was someone else…maybe it was a friend of mine that went through my account.' Participant 21
It is possible to identify the student voice in the tracking data, as illustrated in the image below. The following example has been taken from an English language and learning support online pilot with approximately 2,000 students. Language and learning support Items accessed by students Course Home page Calendar (what's on this week - entry x) Introduction External Link to Institutional Website Monthly Calendar (what's on this week - entry y) Grammar Writing Organising Essays Referencing Student Homepages: Everyone Inbox The Stages of Writing Giving Presentations Academic Style Contact a Tutor The Importance of Good Organisation About this Course Who We Are Total visits 1080 254 112 87 84 81
1 in 2 students visited this online course. Why?
Pause for thought
Consider the following tracking data provided by the virtual learning environment for Emily, a prospective student who has accepted a place at university. The students have been accessing an online module prior to formally enrolling. This module welcomes them to their programme, provides information about what it means to be a student in higher education and offers programme-specific information and preparatory materials.
Induction Module Control Panel Designer Options Homepage > Expanded Control Panel > Manage Course > Track Students > Show Tracking Information
What's on? What's happening today, tomorrow...What am I expected to do now?
Context: Where am I learning?
Show Distributions Full name: Emily Sanchez First login: August 24, 2007 1:03pm Total number of accesses: 51 Distribution of Visits for Emily Sanchez
User ID: emilysanchez Last login: November 20, 2007 8:40pm Last page visited: Assessments Show history of content pages visited
80 67 66 57 54 51 51 47 42 42 40 39 36
Count 11 23 16 1
Content: What is important for me? (things I need to know and verify what I already know)
Homepage Organiser Pages Content Pages Other
Number of Content Pages Visited by Emily Sanchez Number of different pages visited: 14 Total number of pages: 114
Page Name Time of Access Nov 20, 2007 8:40pm Nov 20, 2007 8:37pm Aug 24, 2007 6:49pm Aug 24, 2007 6:45pm Aug 24, 2007 6:39pm Aug 24, 2007 6:36pm Aug 24, 2007 6:29pm Aug 24, 2007 6:26pm Aug 23, 2007 1:45pm Aug 23, 2007 1:39pm Aug 23, 2007 1:31pm Aug 23, 2007 1:18pm Aug 23, 2007 1:15pm Aug 23, 2007 1:12pm
Who is studying with me?
14 13 12 11 10 09 08
Assessments Programme Unit01 - Accounting Equation Solution Unit01 - Accounting Equation Unit01 - The Financial Accounting Equation Unit01 - Financial Accounting Unit01 - What is Accounting? Unit01 - Objectives The course is not what I expected. Is it possible to change? Plagiarism Grading Criteria Assessments Programme Academic Language
More content
07 06 05 04 03
Pause for thought
What does this tell you about the above cohort? Are there any areas in which you feel they would need support? What support would you offer/integrate into your teaching?
Who is helping me? Who are my facilitators? What are their expectations of me?
Based on the items she accessed, what impression do you form about Emily? Does the order in which she accessed the materials reveal any particular concerns? Based on this data, what support is Emily likely to require in the early days of the student life cycle? How might this differ from what you would normally offer?
However, caution must be exercised when looking at individual student tracking data and making inferences about their engagement. It is possible that students may be sharing their account details or even accessing the information but not
Pause for thought (continued)
Now consider the tracking data of Julio, another student on the same programme.
using or studying it. In the first example, Emily may have shared her password with a friend and therefore her online profile may be the result of the engagement of two individuals with the materials. Likewise, whilst logged on, students may not be engaging with the materials (ie they could be chatting on the phone, they may have gone for coffee, etc) and therefore the timing of the
Designer Options Homepage > Expanded Control Panel > Manage Course > Track Students > Show Tracking Information
Control Panel
Induction Module
actions recorded by the VLE should not be considered in isolation. In these cases, increased online activity may be wrongly attributed to individuals.
Show Distributions Full name: Julio Priego First login: October 5, 2007 12:13pm Total number of accesses: 13 Distribution of Visits for Julio Priego Page Homepage Organiser Pages Content Pages Other
Discussions Articles read
User ID: juliopriego Last login: December 25, 2007 9:30pm Last page visited: Social Activities & Societies Show history of content pages visited
Pause for thought
Consider the possibility that Emily and Julio had shared their account details with their peers. How valuable would all the information be if this were true? How could you discourage this behaviour?
The accuracy of personal information is key. Build into your induction or enrolment processes a check of personal data. Also, promote ownership and communicate to students early on their responsibility to maintain the accuracy of their personal records. Discourage the sharing of account details between students.
Count 5 4 1 2
Count 4
Page Name 1 Social Activities & Societies
Time of Access Nov 2, 2007 1:37am
Tracking data may be more enlightening when looking at the student in relation to their cohort and the cohort's data as a whole. Thus, if one student appears to be continually accessing the same topic for long periods of time, it may or
What can you infer about Julio? Both Emily and Julio were sent their access details to the VLE on the same day. Does the date they first logged on matter? Julio only accessed one page of information. How does this compare with the pages accessed by Emily? What might it tell you about Julio and the support he may require?
may not indicate a cause for concern. However, if many students are also accessing the same topic for a considerable period of time, it may be an indication that the topic has not been fully understood, therefore providing academic staff with another source of feedback with regard to their students' understanding.
Institutions should look into enforcing penalties such as restricting access to IT systems and other resources as late in the academic year as is feasible.
Understanding e-Learning
Institutional scepticism with regard to e-learning is an issue which was highlighted by the Quality Assurance Agency (QAA) in their analysis of institutional audit reports (2008). Their report states that several institutions were looking to keep a check on the balance between 'orthodox' learning and teaching practices and e-learning. Our research has found that the uncertainty surrounding the potential benefits of e-learning, and in particular the evidence of a deficit approach to e-learning, appears to manifest itself in both tutor actions and student views. Specifically, the way in which the use of technology within particular learning situations is introduced and integrated into face-to-face practice influences the way it is perceived and used by the students. Tutors' actions: 'Um, we were told to use it by our tutors … just to check up on any extra information…' Participant 84 '[The lecturer] just said go onto that and you'll see, if you miss your lectures or something, go onto that and that … I'll have all my lectures there.' Participant 46 Student views: 'I'm sure [the VLE] is there for students that actually need help with their work, and I didn't really need it at the specific moment …' Participant 78 'Um, just sort of looking up things that I don't understand, or finding additional information on things.' Participant 19
Far from being remedial and supplementary, learning technologies can be used in a way which enhances the student learning experience. Two key elements of student retention are their engagement with their programme and the building of relationships (Tinto, 1993). We have chosen three examples of how e-learning can be used to encourage persistence.
Example 1
Example 2
Example 3
Prior to a lecture you could set a short quiz (2-3 questions) online to which students need to respond before attending your lecture. The quiz can be based on misconceptions that students may hold about the topic which is to be
You could ask your students (individually or in groups) to research a particular topic and share with their peers three resources which they found useful (eg web pages, animations, videos). Then ask them to critically evaluate these resources and write a short report on their findings, including the criteria they used, and make it available to their peers using the online discussion boards. In this way, your students are creating content and building up a resource bank of electronic material on the topic you teach which can be used with future cohorts of students. In this case, the use of technology provides access to current, evaluated resources and the task promotes ownership of student learning as well as engaging students in supporting each other.
You could encourage your students to take turns facilitating and summarising the online discussion topics related to your module/programme. This will give them the opportunity to experience e-moderating first hand. In this case, the use of technology in their learning will exercise their technical and online communication skills and increase the depth of content expertise gained by studying your module/programme (Salmon, 2000).
Pause for thought
How do you use e-learning in your teaching? How do you introduce it to your students? Now, consider the following quotes: 'I guess [e-learning is] like the easiest way out really … if you haven't got books and stuff…' (Participant 92) '… [e-learning] is a shortcut to learning … and it also gives me time to do other things …' (Participant 61) What if these quotes referred to your module? How would you deal with a student offering these views about learning through the use of technology?
presented to them. Based on the answers received, you can customise the lecture to suit the needs of the particular cohort. The answers can be used as talking points at the start of the lecture. Students in the classroom will recognise their own responses, become engaged as part of the feedback loop and take ownership of the formal teaching session (Novak et al, 1998). In this case, the use of technology and its relationship with the faceto-face session supports a rapport between tutors and students.
In our research we found that, in contrast to students who withdrew, students who remained showed more awareness of how they learn as individuals. Persistent students had a greater awareness of 'self' as a learner. This was revealed by their ability to identify their learning styles, which in turn allowed them to maximise their strategies in order to learn. It is likely that participants' time at university and their greater engagement with personal development planning through their courses are related to the more sophisticated description of learning models and the deeper sense of 'self' in the learning process
All of the skills mentioned in the previous page are needed in both the face-to-face and online contexts. The two noticeable differences between traditional and e-learning skills are the context and the degree of importance of the skill (Clarke, 2008). When studying online our understanding of what is included under the name of a traditional skill expands to encompass a number of other skill sets. For example: Writing is a key skill in the traditional sense and is essential for note taking and completing coursework (i.e. essays). In the e-learning context writing is also extended to include keyboard skills which are essential for facilitating online
Take time out in your lesson to have a discussion about what your students believe However, when responding to questions concerning learning e-learning to be. Discuss with them what you through the use of technology, the persistent students had think the advantages are of learning through similar views to those held by the students who withdrew. the use of technology and what benefits it Consistent with recent research (Creanor et al, 2006), we found may have for them. Explain why you have that persistent students neither had a greater understanding nor chosen to use e-learning in your were entirely convinced of the potential benefits of using module/programme.
technology in their learning. In our research many students were digitally aware and claimed various degrees of competence with IT, however often familiarity with IT was confused with e-learning. It is not possible to use technology in our teaching and expect students to use it in an educational way (Currant & Whitfield, 2007). Learners need support to get them through the initial stages of engagement with the educational setting online and to develop the relevant skills needed to achieve.
Pause for thought
Are e-learning skills different to traditional learning skills? Which of the following would you say are traditional and which are e-learning skills? Traditional Time management Planning Searching & assessing quality of resources Listening Reading Writing Teamwork Communication Problem solving Information Technology (IT) E-learning
communication. Coursework may also be produced in a multimedia format which can require the use of specialist equipment (i.e. cameras) and software, consideration of structure and presentation of digital content as well as to how tutors/peers will interact with it. In other cases our understanding, of what possessing a particular skill offers to students, needs to expand to include the greater affordances provided by the online environment. For example: Listening may be perceived as a traditional skill as it plays a limited role online. However, e-learners have more control of when they listen, how often they choose to listen to the same thing over and over again and can even choose only the parts of the recording/podcast to which they want to listen. The additional control which is afforded online also implies the need for a certain degree of IT competence.
Pause for thought
How can you use tracking data to assess the level of your students' learning skills? What support could you put in place to help your students acquire these skills?
In our research we found that there was a distinct difference in the type of technology used in these two aspects of students' lives. We asked students what technology they use in their personal lives on a day-to-day basis, and responses more often than not included synchronous technologies which permitted immediate access to family and friends. However, when asked what technologies they used in their learning, their responses focused on asynchronous uses of the Internet and the use of computers as production tools (word processing, imaging, etc). It appears that technologies promoting social interaction were primarily reserved for use on a personal level rather than within an institutional context.
1. Ask your students to list all the technologies they currently use: In their personal lives In their learning.
Case study
Aisha, is a young student studying an Arts programme. She applied to study in HE through UCAS but withdrew from her studies in week 9. When discussing her learning Aisha feels that there is a practical element to how she learns best, an element of structure to the way in which she engages with learning and talks about learning as having time limits ('I was learning on [the VLE] just a few times') and a sequence ('Afternoons … that's when I was in Uni; you see after lectures I used to print off…'). Concerns of legitimacy, validity and reliability feature highly throughout her interview, whether she is referring to resources (rates books over Internet resources) or expertise in her subject area (values professional expertise over academic advice) and has an implicit ranking/value system. This extends to the way in which she describes herself as a confident IT user; she recognises this to be true based on grades received in a formal test/qualification (A level). Technologies used in Aisha's personal life are of a synchronous nature (MSN, phone, text). However, the technologies used for learning consisted of static content, whether electronic or in print. This was consistent with her experience of using the VLE for learning, which was at the level of accessing notes and resources. During her studies at the university the use of the VLE was encouraged by her tutors, however there appears to be a low level of significance ascribed to this medium by the tutors as students were asked to '… just test it out'.
How does the way in which they use technology in their learning differ from how they use it in their personal lives? Think about ways of incorporating into your teaching use of the technologies they commonly use in their daily lives? Can you use texting, instant messaging, social networking sites, etc? 2. Ask your students to identify skills they already have from using technology to solve daily problems in their personal lives. Consider how you can help them recognise, transfer and apply these skills to their learning. What provisions can you put in place to assist students in this transition?
Clearly articulate to your students the reasons why you have chosen to use learning technologies in your module/programme. Design learning experiences which closely integrate the physical and virtual components of your teaching.
'Others' in learning
Learners construct their own knowledge and understanding based on their personal interpretation of the subject. This will differ
'I like to participate in a group because I'm able to contribute my thoughts and also learn from others.'
between learners as they all bring a unique set of experiences to the learning situation. Engaging students in meaningful activities, such as discussions and group work, often forms the basis of their learning. Common tasks in which students need to work together, depend on and be accountable to each other can be done both in the physical classroom as well as online through the use of collaborative tools (instant messaging, discussion threads, application sharing, etc). The networking which takes place, the bonds created through the experience and the support available encouraging students to persist. In our research, students made a clear distinction between passively learning from (being taught, watching demonstrations, etc), learning through (by sitting next to or in the vicinity of intelligent peers) and actively learning with (discussions, group work, etc) others. Occasionally they perceived their peers as obstacles. In these cases, far from perceiving learning as a collaborative activity, independent study was favoured. It is widely considered that student learning is equated with their in class participation. However, in many instances learning is taking place without active participation. Online, this behaviour is known as 'lurking'. Dewar and Whittington (2000) state that students' perceptions and the learning strategies they employ in face-to-face learning situations have been validated as applicable to their experience in online environments. Therefore, we have mapped their comments onto a spectrum of online engagement in order to assist you in deciding what strategies for interaction you may wish to employ. through collaborative learning activities are all valuable in
Participant 19, surveys
'I learn best … with group activities, group discussions… set tasks in class rather than just take it home with you and just do it.' Participant 10
Active Participant initiates/contributes to forums, creates content, etc
'…I learn by sitting in a classroom and listening to what she said and illustrated with her hands.' Participant 27,
'…I normally listen to it and... I won't say memorise, but picture, you know, the information that I'm getting. So conserve all the information…' Participant 66 'We just had to go to class, and the teachers would teach us the work and we'd do the work.' Participant 80 '…we explore it [the topic] basically among ourselves and then we discuss it and then she teaches the correct, if we are wrong and she corrects us …'
Participant 27
Lurker A valid way of learning but not actively participating
Pause for thought
Students in your class may hold any one of these views on the role of others in their learning experience. It is likely that your cohort of students holds a combination of these views. How could the use of technology assist you in your dealing with the multiplicity of views about collaborative learning?
'… especially in lessons where you're taught in a group… interrupting … causes a problem' Participant 27 '…working independently so I know what I'm doing and so I don't get distracted with other people's points of view' Participant 92
Inactive Logged on but may not be engaging
'… if I sit with people it helps, it improves my English…'
Participant 82
Not all students like working collaboratively. Carefully consider the balance of group work when designing your learning materials. Consider how your teaching acknowledges lurking as a valid way of learning.
Encouraging persistence
Student withdrawal may be attributed to a number of different issues, often a combination of academic and non-academic factors. It is important to recognise that higher education is both an academic and a social activity and therefore educational institutions have to support students in their entire student experience in order to help them to succeed. Helping students to identify both the support which is available to them and the ways in which it can assist them is beneficial for both students and institutions, particularly ensuring that the support is easily available and accessible. Technologies may be used as a tool to bridge this gap and may assist in easing the transitional period by helping to manage expectations and link the students' existing and new support networks. Another activity which may help to encourage persistence is to build in a reflective log through online personal development plans (PDPs). Ask students to reflect upon their motivations for being at university, to document this and to refer to it on a regular basis. Thinking through and detailing their reasons for being at university, as well as considering the value of the student experience, may encourage them to persist in difficult times. Asking for help can often be a difficult thing for students to do. The following examples illustrate how technology can be used to help support students in their academic lives, social lives or both, combining their student experience.
Case study: Embedding support
Support maybe available in many ways at your institution, eg, learning support, counselling support, financial support, etc. The language and learning support area at our institution has designed a number of online materials supporting students with language needs. These materials include guidance information, exercises for students to complete and examples of work. They have been designed and incorporated into the institutional VLE and are available to all students, not just those who recognise that they are experiencing difficulties and need to actively seek out specific support materials.
Activity: Exploring why I'm here
Ask your student to reflect upon: What motivated them to enter into higher education? Why did they choose their programme? What will this experience of higher education give/add to them?
Pause for thought
How can you learn about your cohort of students from your institution's VLE tracking data? What can you infer from students who have not logged onto the VLE and for whom you therefore do not have tracking data? How could you support these students?
Case study: Managing Expectations
Online materials have been developed and placed on the institutional VLE which are available to prospective students over the summer period, prior to their entry in September. These materials cover generic information regarding university life and introduce them to the culture and ethos of the university and to specific programme information. Social elements of the university are also included and prospective students are able to interact with one another through the discussion boards. This helps to build a sense of cohort identity before they start their studies at the institution. The materials have been designed to be engaging and interactive and use tools such as quizzes and surveys. The intentions of these materials are to engage students during the summer period, to help manage the students' expectations of university life and their programme and to help them become accustomed to the institutional VLE. In addition, information about what students can expect from university life can be added to help parents and partners better understand what the student may experience. Tracking data from these materials can be used to identify concerns that incoming students may have and to make provision for these.
Ensure that links are made between the academic and social aspects of your students' lives in order to see the student experience as a whole. Engage students with their VLE from the start so that logging into the institutional VLE becomes part of their daily routine.
Activity: Support Network
The diagram on the next page is intended for you to use with your students at different stages of the academic year, in particular, at the beginning of the year and at times drawing near to assessments. In the early weeks of the student experience ask the students to fill in this diagram, thinking about their existing personal support network. Who do they currently go to for support and advice? How do these individuals support them? With what are they likely to need support at university and how might these individuals and others help? Revisit this diagram with your students in the run up to assessments and ask them to focus on where their support now comes from and how these individuals can assist them during this time with the focus on assessments. Has their support network changed/grown? What can these individuals add? Activities such as this one can be placed in the institutional VLE and added to the students PDP pages/e-portfolio.
My Support Network
When studying all kinds of support can be valuable, whether it is encouragement, child-minding, a shoulder to cry on or someone who has specific subject knowledge. Consider your own 'phone a friend' support network.
Ask your tutors
What are they good at? How can they help me?
my friends
Explore the ways in which your university supports you.
Check the website
Ask your peers
How do they support me?
my university
Who are the people that support me?
my employer
my friend Sarah (example)
my family
She works as an editor so I'm sure she can help me with my writing.
Sarah listens to my problems. She is very patient, sympathetic and organised.
Student Activity
Recommendations at a glance
The accuracy of personal information is key. Build into your induction or enrolment processes a check of personal data. Also, promote ownership and communicate to students early on their responsibility to maintain the accuracy of their personal records. Discourage the sharing of account details between students. Institutions should look into enforcing penalties such as restricting access to IT systems and other resources as late in the academic year as is feasible.
Ensure that links are made between the academic and social aspects of your students' lives in order to see the student experience as a whole. Engage students with their VLE from the start so that logging into the institutional VLE becomes part of their daily routine.
Not all students like working collaboratively. Carefully consider the balance of group work when designing your learning materials. Consider how your teaching acknowledges lurking as a valid way of learning.
Carefully consider the timing when you interrogate live databases as this only provides a snapshot of reality. Data is continuously updated. When reporting research outcomes clearly state how retention is defined and measured.
Clearly articulate to your students the reasons why you have chosen to use learning technologies in your module or programme. Design learning experiences which closely integrate the physical and virtual components of your teaching.
Beaudoin, M. F. (2002) Learning or Lurking? Tracking the 'Invisible' Online Student. Internet and Higher Education, 5 (2), 147-155. Carrs, S. (2000) As distance education comes of age, the challenge is keeping the students. The Chronicle of Higher Education, 46, A39-A41. Creanor, L., Trinder, K., Gowan, D. & Howells, C. (2006) Who's learning and how? Researching the learner experience. In L. Markauskaite, P. & Goodyear, P. Reimann (Eds.) The 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education Who's Learning? Whose Technology? Sydney, Australia: Sydney University Press. Currant, N. Whitfield, R. (2007) Students aren't prepared for web 2.0 learning, are they? presentation at ALT-C 2007: Beyond Control, Nottingham Dewart, T. & Whittington, D. (2000) Online learners and their learning strategies. Journal of Educational Computing Research, 23, 415-433. Ferrell, G., Kelly, J., MacMahon, C., Probert, S., QuentinBaxter, M. & Riachi, R. (2007) CAMEL Tangible benefits of elearning project: final report. Novak, G. M., Patterson, E. T., Gavrin, A. & Enger, R. C. (1998) Just-in-time teaching: active learner pedagogy with WWW. In J. Gil-Mendieta & M. H. Hanza (Eds.) IASTED International Conference on Computers and Advanced Technology in Education (CATE '98). Cancun, Mexico: IASTED/ACTA Press. Quality Assurance Agency for Higher Education (QAA). (2008) Outcomes from institutional audit: institutions' support for e-learning: second series. Mansfield: QAA. Robson, C. (2002) Real world research. Oxford: Blackwell Publishing. Salmon, G. (2000) E-moderating. London: Kogan Page. Simpson, O. (2003) Student retention in online, open and distance learning. London and Sterling, VA: Kogan Page. Tinto, V. (1993) Leaving College: Rethinking the causes and cures of student attrition (2nd ed.) Chicago: University of Chicago Press.


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