ORCID Profile
0000-0002-2490-5344
Current Organisation
University of South Australia
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Publisher: SAGE Publications
Date: 03-2007
DOI: 10.2190/Y78L-H21X-241N-7Q02
Abstract: Un-proctored fully asynchronous 1 online courses now appear to be a reality in all discipline areas. With full degree programs being offered online, it has become a badge of honor, to some colleges, to graduate students that have never stepped foot on the physical college c us nor have never before met any college representative, faculty, or staff. To many involved in managing, teaching, and implementing these online courses, the idea of academic integrity related to courses taught in a fully online un-proctored modality is therefore of great interest and concern. This review represents a deliberate effort to distinguish the issue of academic integrity in fully asynchronous online courses into two categories: “Writing-Based” (WB) vs. “Math or Fact-Based” (MFB) courses. WB courses, which tend to be subjective in nature, include discipline areas such as English, history, psychology… . MFB courses, which emphasize calculation and/or factual recall, have a tendency to be highly objective in nature, and include discipline areas such as math, science, business, computers, medical technology… . While there are certainly significant areas of overlap in how different assessment instruments are administered in these two categories, most math and many science courses, for instance, tend to focus on calculation and fact-based assessment instruments (such as mid-term and final exams) and most English and history courses, for ex le, tend to focus on writing-based assessment instruments (such as written assignments and term papers). Based on this distinction, the notion that pedagogical mechanisms (apart from proctored assessments) are sufficient to ensure academic integrity in online MFB courses is questioned and challenged. Recommendations are given to advance the use of proctored assessments in online MFB courses through the creation of universal proctoring standards and the expansion of current and new testing center networks.
Publisher: Informa UK Limited
Date: 30-05-2019
Publisher: Springer Science and Business Media LLC
Date: 24-09-2020
DOI: 10.1186/S41239-020-00215-0
Abstract: The use of fully online (FO) mathematics teaching has been increasing worldwide. Despite claims and findings that mathematics is more challenging to teach FO than face-to-face (F2F), we know little about FO mathematics teaching. In this paper, we address this gap by working to elucidate the differences between teaching in the FO and F2F modalities. We do this by examining FO and F2F teaching from the perspective of Communities of Practice (Wenger, Social learning systems and communities of practice, 2010) by comparing and contrasting current FO practices (or “ways of doing”) in the general undergraduate education community with current F2F practices in the undergraduate mathematics community. We identify six key differences between the two paradigms, which we recast to spotlight areas for technological and pedagogical development.
Publisher: IGI Global
Date: 2012
DOI: 10.4018/978-1-60960-875-0.CH012
Abstract: This chapter presents a comparative study regarding four long-term experiences teaching mathematics online at four different universities in Europe and the USA. The chapter first begins by discussing general differences in e-learning adoption between the USA and Europe (with specific focus on asynchronous e-learning). Second, some of the major benefits and challenges of mathematics e-learning are discussed. Third, the chapter describes some specific experiences with mathematics e-learning at the four universities (two European and two American) - these descriptions focus on methodological and practical aspects of the e-learning process in mathematics courses. Finally, a comparative analysis highlights common patterns and differences among the different models and some key factors for successful mathematics e-learning practice are identified along with a set of recommendations.
Publisher: SAGE Publications
Date: 06-06-2021
DOI: 10.1177/0272684X211022572
Abstract: Supporting a child’s healthy development is determined, in part, by a parent’s ability to seek, access, interpret and effectively utilize health information. This aspect of parenting draws on a set of skills referred to as health literacy. To assess the level of health literacy among parents/carers in a regional South Australian community. Parents/carers of primary school-aged children, residing in Whyalla, South Australia, were invited to complete the 13-item All Aspects of Health Literacy Survey. 155 parents/carers completed the survey (79% mothers). Most participants were English-speaking (97%), employed (62%) and had 2–3 children (62%), with 52% completing tertiary education. Median total health literacy scores were mostly in the moderate-high range (median 27, IQR 26,27), as were critical health literacy scores (median 7, IQR 6,8). Higher scores were reported for functional health literacy (median 8, IQR 7,9), communicative health literacy (median 9, IQR 8,9) and empowerment health literacy (median 4, IQR 3,5). Our findings reveal modest levels of health literacy among a s le of parents/carers of primary school-aged children in a regional South Australian community. Further work is needed to understand the differential effect of parental health literacy on child health outcomes, and the types of strategies that may mitigate the impact of these barriers on a child’s healthy development.
Publisher: Springer Science and Business Media LLC
Date: 25-10-2021
Publisher: Informa UK Limited
Date: 30-05-2019
Publisher: Springer Science and Business Media LLC
Date: 28-06-2022
Publisher: IGI Global
Date: 2012
Publisher: Springer International Publishing
Date: 2018
Publisher: Informa UK Limited
Date: 02-06-2021
Publisher: Informa UK Limited
Date: 15-09-2012
Publisher: Informa UK Limited
Date: 12-04-2018
Publisher: Springer Singapore
Date: 2016
Publisher: IGI Global
Date: 2009
DOI: 10.4018/978-1-60566-942-7.CH020
Abstract: This chapter presents a case study of online teaching in Statistics and Operations Research (OR) at the Open University of Catalonia (UOC). UOC is a purely online university with headquarters in Barcelona, Spain, with students from many countries. As common to most math-related knowledge areas, teaching and learning Statistics and OR present difficult challenges in traditional higher education. These issues are exacerbated in online environments where face-to-face interactions between students and instructors as well as among students themselves are limited or non-existent. Despite these difficulties, as evidenced in the global growth of online course offerings, Web-based instruction offers comparative benefits to traditional face-to-face instruction. While there exists a plethora of literature covering experiences and best practices in traditional face-to-face instruction in mathematics, there is a lack of research describing long-term successful experiences in Statistics and OR online courses. Based on the authors’ experiences during the last decade, this chapter aims to share some insights on how to design and develop successful online courses in these knowledge areas.
Publisher: Springer Science and Business Media LLC
Date: 28-06-2023
DOI: 10.1007/S11423-023-10262-9
Abstract: Interpersonal online interactions are key to digital learning pedagogies and student experiences. Researchers use learner log and text data collected by technologies that mediate learner interactions online to provide indicators about interpersonal interactions. However, analytical approaches used to derive these indicators face conceptual, methodological, and practical challenges. Existing analytical approaches are not well aligned with the theories of digital learning, lack rigor, and are not easily replicable. To address these challenges, we put forward a multi-level framework linking indicators of in idual posting with group-level communication and emergent relational structures. We exemplify the use of the framework by analyzing twenty online and blended courses. Empirical insights demonstrate how indicators at these three levels relate to each other and to potential instructor decisions. Our conclusion highlights current gaps in the framework and the areas for future work.
Publisher: Wiley
Date: 20-04-2011
Publisher: Informa UK Limited
Date: 05-2015
Publisher: University of South Australia
Date: 2019
Publisher: SAGE Publications
Date: 03-2007
DOI: 10.2190/Y78L-H21X-241N-7Q02
Abstract: Un-proctored fully asynchronous 1 online courses now appear to be a reality in all discipline areas. With full degree programs being offered online, it has become a badge of honor, to some colleges, to graduate students that have never stepped foot on the physical college c us nor have never before met any college representative, faculty, or staff. To many involved in managing, teaching, and implementing these online courses, the idea of academic integrity related to courses taught in a fully online un-proctored modality is therefore of great interest and concern. This review represents a deliberate effort to distinguish the issue of academic integrity in fully asynchronous online courses into two categories: “Writing-Based” (WB) vs. “Math or Fact-Based” (MFB) courses. WB courses, which tend to be subjective in nature, include discipline areas such as English, history, psychology… . MFB courses, which emphasize calculation and/or factual recall, have a tendency to be highly objective in nature, and include discipline areas such as math, science, business, computers, medical technology… . While there are certainly significant areas of overlap in how different assessment instruments are administered in these two categories, most math and many science courses, for instance, tend to focus on calculation and fact-based assessment instruments (such as mid-term and final exams) and most English and history courses, for ex le, tend to focus on writing-based assessment instruments (such as written assignments and term papers). Based on this distinction, the notion that pedagogical mechanisms (apart from proctored assessments) are sufficient to ensure academic integrity in online MFB courses is questioned and challenged. Recommendations are given to advance the use of proctored assessments in online MFB courses through the creation of universal proctoring standards and the expansion of current and new testing center networks.
Publisher: Informa UK Limited
Date: 09-07-2018
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Sven Trenholm.