ORCID Profile
0000-0003-4139-3149
Current Organisation
University of South Australia
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Educational Technology and Computing | Specialist Studies in Education | Learning Sciences
Teaching and Instruction Technologies | Learner and Learning Processes | Application Software Packages (excl. Computer Games) |
Publisher: University of Alberta Libraries
Date: 12-03-2015
DOI: 10.21432/T25G71
Abstract: This paper reports on a subset of findings from a larger study investigating resistance from academic staff to the integration of technology with on-c us foreign language teaching at one North American higher education institution. The study revealed that the factors influencing technology adoption paralleled Davis’ Technology Acceptance Model’s tenets of perceived usefulness and ease of use. Further, this study supports Lai and Savage’s (2013) assertion of a lack of attention to the pedagogical affordances of technology when adoption decisions are made by instructors, thus we highlight the need for higher education leaders to determine strategies promoting awareness of the benefits technology-enabled teaching and learning can bring to advance educationally-rich flexible learning opportunities. Cet article traite d’un sous-ensemble de résultats provenant d’une étude plus vaste ayant enquêté sur la résistance des universitaires envers l’intégration de la technologie à l’enseignement en langue étrangère sur le c us dans un établissement nord-américain d’études supérieures. L’étude a révélé que les facteurs ayant une influence sur l’adoption de la technologie coïncident avec les principes du modèle d’acceptation de la technologie de Davis sur l’utilité perçue et la facilité d’utilisation. De plus, cette étude appuie l’assertion de Lai et Savage (2013) d’un manque d’attention envers les affordances pédagogiques de la technologie lorsque les décisions d’adoption sont prises par les formateurs. Nous soulignons donc le besoin, pour les meneurs de l’éducation supérieure, de déterminer les stratégies qui favorisent la connaissance des avantages de l’enseignement et de l’apprentissage que permet la technologie pour faire progresser les occasions d’apprentissage flexibles et riches sur le plan éducatif.
Publisher: Society for Learning Analytics Research (SoLAR)
Date: 05-2017
DOI: 10.18608/HLA17.022
Publisher: Research Square Platform LLC
Date: 21-10-2022
DOI: 10.21203/RS.3.RS-2090958/V1
Abstract: Extreme climate change is an existential threat to humanity and infrastructure development. At the same time, the construction and operation of carbon-intense public-private partnership (PPP) infrastructure such as road transport, water, public houses, energy supply and saniation unleash most of the greenhouse gas emissions that impacts negatively on the climate. Increasingly, there is a heightened interests in the development and financing of climate-smart PPP solutions to save our planet from climate disaster. Therefore, in this present study, a critical review to identify the key driving factors and challenges for climate-smart PPP solutions was undertaken together with recommendations. The paper utilised a systematic literature review (SLR) method where data was sourced from prominent academic databases of Scopus, Web of Science, Google Scholar, and PubMed. The outcomes of the review demonstrate key drivers such as the urgent need to attain net-zero carbon emission targets and climate activisim to transition to low-carbon public infrastructures. The barriers identified include poor responses to resolving climate crisis in the PPP infrastructures, and lapses in project policies and practices to achieve climate-resilient PPPs. The results of this article highlight relevant gaps and recommendations for further research and management of PPP projects.
Publisher: Springer Science and Business Media LLC
Date: 12-05-2022
DOI: 10.1186/S13690-022-00889-0
Abstract: Justification of intimate partner violence (IPV) has several implications, including reduced likelihood of help-seeking, increased experiences episodes of partner abuses, and poor health status and outcomes. However, in Papua New Guinea (PNG), where IPV is among the highest globally, little is known about factors influencing IPV justification among women in union. This study aimed at examining the prevalence of IPV justification and associated factors among women in union in PNG. Data from the nationally representative cross-sectional demographic and health survey conducted among women aged 15–49 years during 2016–2018 in PNG were used. In all 9,943 women aged 15–49 years who were married or cohabiting during the survey were included. Bivariate and multivariate logistic regressions were performed and the results reported as crude odds ratios (cOR) and adjusted odds ratios (aOR) with 95% confidence intervals (CI). Overall, almost 7 in 10 women (68.9%, 95%CI:68.0–69.9) justified IPV. Multiple regression analysis revealed that co-habitation (aOR: 1.33, 95%CI: 1.17–1.50, p 0.001), polygyny (aOR: 1.36, 95%CI: 1.20–1.53, p 0.001), exposure to television (aOR: 1.24, 95%CI: 1.08–1.42, p = 0.002) and richer wealth status (aOR: 1.19, 95%CI: 1.01–1.40, p = 0.035), significantly increased the odds of justifying IPV. We found significantly lower odds of IPV justification among women aged 45–49 years (aOR: 0.53, 95%CI: 0.37–0.77, p = 0.001) and those with higher level of education (aOR: 0.56, 95%CI: 0.42–0.74, p 0.001). The prevalence of IPV justification was high among women in union in PNG. Women’s justification of IPV was associated with socio-demographic and economic factors. Our findings call for appropriate strategies including public education and empowerment programmes that target IPV in PNG. Moreover, strategies and interventions to address IPV justification should target the women’s socio-economic and demographic contexts that influence IPV justification.
Publisher: Wiley
Date: 15-09-2016
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 07-2019
Publisher: Springer Science and Business Media LLC
Date: 16-08-2021
Publisher: Wiley
Date: 06-11-2017
DOI: 10.1111/BJET.12592
Publisher: Informa UK Limited
Date: 27-09-2018
Publisher: Auckland University of Technology (AUT) Library
Date: 08-02-2022
Abstract: Learning is a social experience and having meaningful connections with peers and instructors is important for student learning. The interpersonal relationships between students and their instructor can positively influence students’ well-being, motivation and self-efficacy (Aguilera-Hermida, 2020 Almendingen et al., 2021 Gillis & Krull, 2020 Kim & Sax, 2009 Marković et al., 2021 Parpala et al., 2021 Pitsick, 2018). Creating productive interpersonal relationships with peers contributes to students’ beliefs of being supported, respected, and valued, and increases the likelihood of students asking their peers for help (Mäkitalo-Siegl & Fischer, 2011). When students feel connected to their peers they are more likely to engage with their peers in ways that support their learning and deepen their knowledge as a result (Shim et al., 2013). Interaction with instructors can also positively influence learning outcomes and student well-being (Pitsick, 2018), and instructors can be a valuable source of help and guidance (Ryan et al., 2001). However, during the COVID-19 pandemic and the shift to emergency remote teaching and learning, students’ relationship with peers was significantly impacted (Motz et al., 2022) and forcing peer-to-peer interaction through mandating camera feeds on during live synchronous video classes disproportionately affected students from disadvantaged backgrounds and those experiencing anxiety or depression (Castelli & Sarvary, 2021). As students were adapting to learn during the pandemic, they increased their reliance on their instructor and highly ranked instructor engagement as a factor that positively influenced their motivation (Nguyen, 2021). As motivation increases, so does self-efficacy, and when students feel supported, engaged, connected and valued by their peers and instructors, they are more likely to be successful students (Zepke, 2018). This study examines students’ experiences in using technology to connect with peers and their instructors during the COVID-19 pandemic when learning remotely. The research inquiry focusses on the second-year cohort as prior research has revealed that this group of learners tend to struggle with their learning (Kyndt et al., 2017 Milsom, 2015 Milsom & Yorke, 2015 Southgate et al., 2014 Virtue et al., 2017 Webb & Cotton, 2019) and experience higher levels of anxiety and depression compared to students in other years of university study prior to the COVID 19 pandemic (Liu et al., 2019). To examine their experience in peer-to-peer networks and their interactions with instructors for help seeking, interviews were undertaken at a large metropolitan Australian University in 2021 with 26 second-year students across different disciplines who had experienced emergency remote teaching in their first and second year of study. The findings reveal that students resist using the discussion board in the Learning Management System because of perceptions of exposure and embarrassment in asking questions when they feel they are expected to know the answer. Students report that synchronous video classes using technology such as Zoom, increase feelings of isolation and they reach out to their peers via social media technology instead. Students are intentional in their choice of technology in connecting with peers, however in the absence of physical connections, there remains a gap in productive engagement with peers. The findings show that second-year students are reluctant to reach out to their instructor when technology is their only mode of interaction, and students report that they would have been more likely to ask for help during a face-to-face class.
Publisher: ACM
Date: 16-03-2015
Publisher: ACM Press
Date: 2016
Publisher: Informa UK Limited
Date: 09-10-2020
Publisher: Springer International Publishing
Date: 2016
Publisher: Informa UK Limited
Date: 14-05-2018
Publisher: Society for Learning Analytics Research
Date: 18-02-2016
Abstract: Designing, validating and deploying learning analytics tools for instructors or students is a challenge that requires techniques and methods from different disciplines, such as software engineering, human-computer interaction, computer graphics, educational design and psychology. Whilst each of these disciplines has established its own design methodologies, there is a need for methodological frameworks that meet the specific demands of the cross-disciplinary space defined by learning analytics. In particular there is no systematic workflow for producing learning analytics tools that are both technologically feasible and truly underpin the learning experience. In this paper, we present a set of guiding principles and recommendations derived from the LATUX workflow. LATUX is a five-stage workflow to design, validate and deploy awareness interfaces in technology-enabled learning environments. LATUX is grounded on a well-established design process for creating, testing and re-designing user interfaces. We extend this process by integrating the pedagogical requirements, to guide the design of learning analytics visualisations that can inform instructors’ pedagogical decisions or intervention strategies. The workflow is illustrated with a case study in which collaborative activities were deployed in a real classroom. Finally, the paper proposes a research agenda to support designers and implementers of learning analytics interfaces.
Publisher: Elsevier BV
Date: 02-2017
Publisher: Edward Elgar Publishing
Date: 10-06-2022
Publisher: ACM
Date: 07-03-2018
Publisher: ACM
Date: 24-03-2014
Publisher: Queensland University of Technology
Date: 16-10-2023
DOI: 10.5204/SSJ.3008
Publisher: ACM
Date: 07-03-2018
Publisher: Springer Science and Business Media LLC
Date: 13-05-2016
Publisher: Elsevier BV
Date: 07-2019
Publisher: Springer Singapore
Date: 2017
Publisher: Society for Learning Analytics Research
Date: 11-12-2018
Abstract: The learning analytics community has matured significantly over the past few years as a middle space where technology and pedagogy combine to support learning experiences. To continue to grow and connect these perspectives, research needs to move beyond the level of basic support actions. This means exploring the use of data to prove richer forms of actions, such as personalized feedback, or hybrid approaches where instructors interpret the outputs of algorithms and select an appropriate course of action. This paper proposes the following three contributions to connect data extracted from the learning experience with such personalized student support actions: 1) a student–instructor centred conceptual model connecting a representation of the student information with a basic set of rules created by instructors to deploy Personalized Learning Support Actions (PLSAs) 2) a software architecture based on this model with six categories of functional blocks to deploy the PLSAs and 3) a description of the implementation of this architecture as an open-source platform to promote the adoption and exploration of this area.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 28-03-2018
DOI: 10.14742/AJET.3207
Abstract: The rapid growth of blended and online learning models in higher education has resulted in a parallel increase in the use of audio-visual resources among students and teachers. Despite the heavy adoption of video resources, there have been few studies investigating their effect on learning processes and even less so in the context of academic development. This paper uses learning analytic techniques to examine how academic teaching staff engage with a set of prescribed videos and video annotations in a professional development course. The data was collected from two offerings of the course at a large research-intensive university in Australia. The data was used to identify patterns of activity and transition states as users engaged with the course videos and video annotations. Latent class analysis and hidden Markov models were used to characterise the evolution of engagement throughout the course. The results provide a detailed description of the evolution of learner engagement that can be readily translated into action aimed at increasing the quality of the learning experience.
Publisher: Elsevier BV
Date: 06-2019
Publisher: Elsevier BV
Date: 04-2017
Publisher: ACM
Date: 08-04-2013
Publisher: SAGE Publications
Date: 20-03-2020
Abstract: Judicial incapacity, while under-researched, presents unique challenges for supporting and responding to issues of judicial performance. In this article, we argue for a reconceptualisation of this topic based on contemporary theories of socially-constructed disability and principles of anti-discrimination law. While assisting and supporting judicial officers who are attempting to work with a disability or ongoing health issue will always be complex, this reconceptualisation offers heads of jurisdiction, conduct commissions and parliamentarians, who retain the ultimate sanction of removal, the opportunity to craft a surer guide for handling cases of incapacity. This will not only better serve the in idual concerned, affording them greater agency and dignity than has traditionally been the case, but also protect the principle of judicial independence.
Publisher: Association for Learning Technology
Date: 26-10-2015
Abstract: The need for flexibility in learning and the affordances of technology provided the impetus for the rise of blended learning (BL) globally across higher education institutions. However, the adoption of BL practices continues at a low pace due to academics’ low digital fluency, various views and BL definitions, and limited standards-based tools to guide academic practice. To address these issues, this paper introduces a BL framework, based on one definition and with criteria and standards of practice to support the evaluation and advancement of BL in higher education. The framework is theoretically underpinned by the extant literature and supported by focus group discussions. The evidence supporting the criteria and standards are discussed with suggestions for how they can be used to guide course design, academic practice, and professional development.Keywords: digital literacy criteria standards academic development curriculum design(Published: 26 October 2015)Citation: Research in Learning Technology 2015, 23: 28451 - 0.3402/rlt.v23.28451
Start Date: 08-2022
End Date: 07-2025
Amount: $389,011.00
Funder: Australian Research Council
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