ORCID Profile
0000-0003-0927-0069
Current Organisation
University of South Australia
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Publisher: Mevlut AYDOGMUS
Date: 20-05-2022
DOI: 10.51383/IJONMES.2022.172
Abstract: The abrupt emergence and spread of the COVID-19 virus compelled institutions worldwide to swiftly suspend their face-to-face instruction in favor of a remote teaching mode. This extraordinary shift of instructional delivery created one of the biggest infrastructural, pedagogical and operational challenges for universities in recent history. As institutions that have traditionally been slow to respond to sudden external influences, universities have struggled to respond effectively to COVID-19. Using the Human Systems Dynamics approach as conceptual framework, this paper retrospectively explores how academic staff adapted their Emergency Remote Teaching strategies and became more learning-agile to respond to such challenges in the future. This exploratory case-study article summarizes the results of a survey of teaching staff’s readiness, experience and struggles with Emergency Remote Teaching during COVID-19 in the United States, the United Kingdom and Australia, at the height of the pandemic. A total of 73 usable responses were received between July 17 and August 7, 2020. The results were classified into four categories: (1) Preparation and training (2) Faculty impressions of own teaching (3) Faculty experience and (4) Faculty impressions of student experience.
Publisher: Informa UK Limited
Date: 2019
Publisher: Oxford University Press (OUP)
Date: 07-1997
DOI: 10.1016/S0008-6363(97)00079-5
Abstract: Previous studies in humans have found, using non-invasive methodology, that arterial compliance is elevated with exercise training. Forced exercise in animals has corroborated these findings, but the association of this type of exercise with psychological stressors limits its relevance to humans. We have investigated the effects of spontaneous running exercise from 4-20 weeks of age on aortic and mesenteric compliance and vascular reactivity in Wistar-Kyoto (WKY) rats. Animals were killed using CO2 asphyxia and the aorta, mesentery and heart rapidly removed. The heart was dissected and weighed. The aorta was separated into 3 4-mm rings which were mounted on wires in organ baths for determination of compliance and vascular reactivity to noradrenaline, acetylcholine and sodium nitroprusside. The slope of diameter-pressure relationship derived using Laplace's equation was used as an index of compliance. During the final 2 weeks of training WKY rats ran an average of 7.9 +/- 1.0 km/24 h. Body weight was not affected by training. Training significantly increased the weight of the atria, left and right ventricles as well as total heart weight and left ventricular/body weight ratio. Aortic compliance was increased from 12.3 +/- 0.4 to 14.2 +/- 0.5 microns/mmHg (P < 0.05) after training. There was no effect of training on aortic reactivity to noradrenaline, acetylcholine or sodium nitroprusside. Exercise training increased intrinsic aortic compliance in WKY rats which provides evidence for a structural basis for the elevated compliance reported previously with 4 weeks of aerobic exercise in man.
Publisher: Emerald
Date: 22-11-2019
DOI: 10.1108/HESWBL-05-2019-0072
Abstract: Work-integrated learning (WIL) poses legal, reputation, operational, strategic and financial risks for higher education providers (HEPs). The purpose of this paper is to explore how HEPs can manage five significant WIL risks involving intellectual property, student disability and medical conditions, the host organisation and the legal literacy of WIL practitioners. This paper is a cross-institutional collaboration of WIL practitioners who explored risk management in WIL programmes. The case study is presented as a cross-case analysis to assist WIL stakeholders with evaluating their risk management frameworks. A description about the significance of the risk (in terms of causes and consequences), as well as practices to manage the risk, is presented under each of the five WIL risks. WIL practitioners described a series of risk management practices in response to five significant risks in WIL programmes. Four themes underpinning these risk management practices – balance, collaboration, relationship management and resources – are conceptualised as characteristics that can serve as guiding principles for WIL stakeholders in risk management. The findings can be applied by WIL stakeholders to evaluate and improve existing risk management frameworks, and to improve their legal literacy in relation to WIL. The study also demonstrates the capacity for collaborative research to address practice issues in WIL. This is the first known study which employs a cross-institutional collaboration of WIL practitioners to contribute towards the body of knowledge examining risk management in WIL programmes.
Publisher: Mevlut AYDOGMUS
Date: 03-06-2021
Abstract: The COVID-19 pandemic forced many higher education institutions to suddenly pause in-person teaching and learning in favor of Emergency Remote Teaching and Learning (ERTL). Strict social distancing measures required institutions to offer courses, programs, and services without any direct contact between students, faculty, and staff higher education created a contactless teaching and learning environment. This exploratory study analyses various applications of ERTL through a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines. The results from the review of the literature are presented through a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis for students, faculty, and the institutions.
Publisher: Equinox Publishing
Date: 12-04-2023
DOI: 10.1558/CAM.20521
Abstract: This exploratory study analyses studies pertaining to the risk communication strategies adopted by Spanish public hospitals to inform their stakeholders during the first COVID-19 wave, in order to better understand effective communication of ‘health messages’ during a pandemic. After reviewing 155 academic works, 12 articles that were published between January 2020 and September 2020 met full inclusion criteria. Implementing a thematic synthesis approach yielded five themes: (1) transparency of crisis (2) hospital health leadership crisis (3) crisis management communication (4) crisis management strategy and (5) crisis management stakeholders. Based on these identified themes, 10 evidence-based recommendations for hospital communication preparedness and implementation during health crises are offered.
Publisher: Office of the Academic Executive Director, University of Tasmania
Date: 12-2021
DOI: 10.53761/1.18.5.2
Abstract: One impact of the global pandemic of 2020 was a rapid shift in the delivery of work-integrated learning (WIL) to remote activity among WIL practitioners, students and educators alike. Along with professional practice research in higher degrees, WIL practice, including placements and non-placements, responded actively and sometimes reactively to the challenges of sudden transition to online environments. What strategies - pivots and pirouettes - did WIL practitioners use to weather the storm of Covid-19? What does this tell us about the nature of WIL? This paper captures the seemingly overnight response to shifting work-based learning to online and other spaces. With change came the opportunity to reflect on the varying areas of WIL: from the practical processes of ensuring students are cared for to pivoting to the learning opportunities it presented in building digital literacies and adapting to the global future of work. This study is a Trans-Tasman collaboration of four WIL practitioners exploring their responsiveness to disruption in WIL contexts. We present collective autoethnographic responses to such themes as disruption, becoming resilient, pivoting to change, changing perceptions of WIL and the legacies of the pandemic. These themes apply to learners and educators alike, and our words embody the experiences of both groups. Our responses to phenomena highlighted this need for resilience and agility. Methodologically, the researchers’ micro-narrative responses to key themes structure themselves into a macro-narrative that demonstrates the lived experiences of the researchers as educators in the WIL space and explores implications for ongoing and future practice.
Location: Australia
No related grants have been discovered for Melissa Connor.