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The aim of the study was to find out how dance students experienced learning in an international distance education program delivered in an e-learning format using a virtual learning environment platform. In order to organize the students’ experiences with the various learning assignments, we focused on three broad categories of learning tasks: individual writing assignments, collaborative assignments, and individual practical assignments. Data were collected from 42 students using a questionnaire and group interviews. Regarding the elearning format, we found that the most crucial factor for carrying out all learning assignments was the teacher’s guidance and feedback on students’ work. Regarding the learning platform, we found that in comparison to other learning tasks, carrying out practical assignments was the most limited with the available tools.

During acute exposure, polycyclic aromatic compounds (PACs) act mainly by narcosis, but during chronic exposure the same compounds may exert sublethal life cycle effects. The aim of this study was therefore to evaluate the chronic effects of sediment spiked PACs on the emergence of the midge Chironomus riparius. Three isomer pairs were selected, and 28-day LC

As a result of the increasing emission of complexformers like EDTA (ethylenediaminetetra-acetic acid) or NTA (nitrilotri-acetec acid), the speciation characteristics of metals will change. In this study the effect of EDTA (in a synthetic medium) on the speciation and biological activity of copper has been studied. The experimental set-up was three-fold: -the determination of the copper speciation electrochemically (Differential Pulse Anodic Stripping Voltammetry) in combination with UV-destruction and ion-exchange (Chelex), -the determination of the biological activity of the algae Selenastrum capricornutum (photosynthesis) and with the Microtox-test (light inhibition), -modelling of the speciation pattern. The calculated "not-EDTA" bound copper gives a better description of the photosynthetic activity than total copper concentrations, but it can not be used quantitatively. The experimentally determined "chelex- bound" copper fraction seems to be a good descriptor of the observed changes in the photosynthetic activity of S. capricornutum. More research to the validity of this relation for other water types is desired to enable the possibility to generalize and to improve the extrapolation methods.

The aim of the study was to identify, which features of the pedagogical context in practical dance classes could be viewed as the basis for developing a suitable web-based ICT application. The sample consisted of 20 practical dance teachers from four Dance Academies in the Netherlands. Data about the pedagogical context was gathered using a questionnaire and an interview. Results showed there were similar patterns in applying reflection in terms of content, methods and frequency in choreography and technique classes. Reflection can therefore be considered as a widespread educational need of practical dance classes and used as the pedagogical basis for developing a suitable ICT tool for this type of education.

Peer assessment in university teaching: evaluating seven course designs Abstract Peer assessment is understood to be an arrangement with students assessing the quality of their fellow students’ writings and giving feedback to each other. This multiple-case study of seven designs of peer assessment focuses on the contribution of peer assessment to the acquisition of undergraduates’ writing skills. Its aim is to arrive at an optimal design of peer assessment. Factors included in this study are: the quality of peer assessment activities, the interaction between students in oral peer feedback, students’ learning outcomes, and their evaluation of peer assessment. Most students took assessing the work of their fellow students seriously, and included the peer feedback in the revision of their work. In most conversations, students provided feedback in an evaluative manner. In others, the interaction was more exploratory. For peer assessment, we recommend a combination of written and oral peer feedback.

Designing student peer assessment in higher education: analysis of written and oral peer feedback Relating it to design features, the present article describes the nature of written and oral peer feedback as it occurred in seven writing courses, each with a different PA design. Results indicate that generally, peer feedback in all courses was focused on evaluation, which is only one of the four feedback functions. Feedback on structure was hardly provided. As it turned out, the differences between the outcomes per course were related to three design features. For PA to yield more adequate feedback we recommend that (1) the assessment is performed in small feedback groups; (2) the written feedback is orally explained and discussed with the receiver; (3) PA takes place at the end as well as at the start of the writing process.

Design principles and outcomes of peer assessment in higher education This study aims to find effective designs of peer assessment of written assignments in the context of university teaching. To discover features yielding optimal results, several designs of peer assessment were developed, implemented in courses and evaluated with respect to their short term learning outcomes. Our study involved nine teachers and 168 students from the History Department of the University of Utrecht, the Netherlands. Most students processed peer feedback and perceived improvement. Significant differences between grades of PA and non-PA groups were not found. Some teachers perceived the products improved as a result of peer assessment, most teachers saw more and better-structured interaction in classes. Important design features seemed to be the timing of peer assessment, so it will not coincide with staff assessment, the assessment being reciprocal, and performed in feedback groups of three or four students.