CUSUMs based on the signed sequential ranks of observations are developed for detecting location and scale changes in symmetric distributions. The CUSUMs are distribution free and fully self-starting: given a specified in-control median and nominal in-control average run length, no parametric specification of the underlying distribution is required in order to find the correct control limits. If the underlying distribution is normal with unknown variance, a CUSUM based on the Van der Waerden signed rank score produces out-of-control average run lengths that are commensurate with those produced by the standard CUSUM for a normal distribution with known variance. For heavier tailed distributions, use of a CUSUM based on the Wilcoxon signed rank score is indicated. The methodology is illustrated by application to real data from an industrial environment.
This article investigated the relation between learning motivation and self-directedness in learning of first-year teacher students. Self-directed learning is characterized as one of the fastest growing areas of research in the past forty years. Self-directed learning can be regarded as an essential skill in the 21st century and it implies that the acquisition of school subject knowledge alone is not sufficient; skills such as critical thinking, resource identification and responsibility to learn should be emphasised. Furthermore, a student with a high level of self-directedness in learning can set educational objectives and also reach these objectives as well as successfully avail themselves of opportunities beyond the boundaries of formal education, which can accordingly lead to career success and economic growth. Although the value of self-directed learning can be overstated, students find it difficult to keep up with the academic pace due to the leap from secondary to tertiary education. It turns out that first-year students qualify on paper for university admission, but in fact they cannot acquire the necessary academic skills (including self-directed learning). Despite the lack of self-directed learning activities in secondary education De Lange et al. (2010) mention several factors that can affect teaching and learning (as well as self-directed learning) of a student, namely a lack of motivation. From the above statement it is evident that a lack of motivation may have an effect on a student's self-directedness in learning. Learning motivation is the driving force behind the implementation of self-directed learning activities although learning motivation is characterized as one of the most popular research dimensions in the area of self-directed learning.In an attempt to explain the above context and interpret this study, an interpretivistic qualitative research design was followed. The main research findings of this article included that learning motivation is the driving force behind self-directed learning, and therefore it enables students to
In the open distance learning environment, efforts are made to engage students and provide rich environments for active learning (REALs). This article describes exploratory research undertaken on a fourth-year Tourism Management module. The research investigated two different study guides for different years – 2012 students using an innovative guide with learner engagement tools designed in line with current learning theory, to achieve a REAL; and 2011 learners using a traditional study guide with far fewer engagement tools. The two consecutive cohorts completed a quantitative survey designed from theory on learner engagement, motivation and interactivity. The survey investigated learners’ experiences of the implementation of four constructs, namely course design; engagement; learning activities; and the integrated construct of relevance, application, bonding and ownership. Data analysis was conducted using descriptive statistics, non-parametric correlations and cross-tabulations. Results suggest that this REAL does aid learning but not to the extent anticipated, and that it may be too rich. In light of the greater debate regarding the design of ODL material to maximise learning, recommendations are made to discerningly regulate the richness and depth of learning material, avoid overload of isolated learners, and gradually introduce REALs.
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