ORCID Profile
0000-0001-8336-5133
Current Organisations
Monash University
,
Deakin University
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Frontiers Media SA
Date: 21-11-2017
Publisher: Springer Science and Business Media LLC
Date: 23-02-2022
DOI: 10.1007/S11423-022-10090-3
Abstract: The global online education sector has been rising rapidly, particularly during and after the events of 2020, and is becoming mainstream much sooner than expected. Despite this, research studies report higher levels of perceived isolation, difficulties with engagement, and higher attrition rates in online compared to equivalent on-c us programs. Reasons include restrictions to the type of institutional support accessible by online students, and the lack of comprehensiveness of orientation resources. This paper describes the collaborative efforts by a cross-faculty academic team, supported by a community of practice, to create a university-wide online orientation resource—the Monash Online Learning Hub (MOLH). The development of the MOLH involved multiple phases, including an analysis of current practice, resource design and content creation, formative evaluation by staff and students, and successful integration into the university’s mainstream student orientation platform for widescale implementation. The methods adopted were varied, and involved generating both qualitative and quantitative data across multiple phases of development from online education experts at the University, that culminated in the gradual building and refinement of the MOLH. Final outcomes, implications and lessons learned are also discussed in this paper.
Publisher: Frontiers Media SA
Date: 25-02-2022
DOI: 10.3389/FEDUC.2022.820567
Abstract: The existing steady and continual rise of online learning in higher education has been accelerated by COVID-19 and resulted in a move away from solely on-c us teaching. Prior to the pandemic, online education was providing higher education to students who were returning to study to up-skill, are employed full-time, caring for family members, living rurally or remotely and/or for whom otherwise face-to-face c us learning was not a preference or option. To understand how we can better support online students in their unique circumstances and create an optimal learning environment, we must understand the factors associated with academic achievement within an online setting. This systematic review involved a search of relevant databases published between January 2009 and May 2021 examining factors and constructs related to academic performance in online higher education settings. Across 34 papers, 23 (67.6%) explored factors and constructs related to student characteristics including cognitive and psychological, demographic, university enrolment, and prior academic performance. Twenty-one (61.8%) papers explored learning environment factors including engagement, student experience, course design, and instructor. Our overall synthesis of findings indicates that academic performance in online learning is most strongly associated with motivation (including self-efficacy), and self-regulation. We propose three main implications of our review for online learning stakeholders such as educators and designers. Firstly, we argue that the wellbeing of online learners is important to understand, and future research should explore its impact on students’ experience and success in online higher education. Secondly, we emphasise the importance of developing and designing online courses utilising relevant frameworks and evidence-based principles. Finally, we propose an approach to promoting improved student cognitive and psychosocial experiences (such as self-efficacy, self-regulation, and perceived support) could be achieved by creating and incorporating an online learning orientation module at the commencement of enrolment. Systematic Review Registration: (website), identifier (registration number).
Publisher: Office of the Academic Executive Director, University of Tasmania
Date: 12-12-2021
DOI: 10.53761/1.18.8.7
Abstract: Despite the increase in the availability and popularity of online educational programs, there is a lack of understanding of non-academic as well as academic predictors of online student success. In this study, we have investigated predictors of tertiary level student success via the Psychology discipline, a popular online subject. A systematic literature review, followed by focus groups with students and instructors from online Psychology courses, revealed several important findings including a profile of general predictors of online student success and the existence of discipline-specific online student success predictors which can be extended to a variety of health care courses. Understanding the indicators of effective online education will allow course designers and instructors to develop strategies specific to the online mode and particular disciplines, enabling implementation of evidence-based education practices, which can support academic and non-academic student success in a range of online courses.
Publisher: Frontiers Media SA
Date: 06-05-2022
DOI: 10.3389/FPSYG.2022.869765
Abstract: The efficacy of mindfulness-based interventions in randomised-controlled trials and large experimental studies has been demonstrated in university student populations. Whilst these investigations have provided insight into the nature of the delivery of mindfulness-based practices, there has been little research in the implementation of self-managed online student wellbeing and mindfulness programs at university. This ecological validation study conducted in 2020 evaluated a real-world implementation of a large, university-wide, online mindfulness-based program that was accessible fully online via the tertiary institutions’ Learning Management System (LMS) student orientation site. The total s le included 833 participants from a range of disciplines and faculties at Monash University, Australia. At the end of the study, 236 (28.3%) participants were retained and completed the follow-up survey. Participants had the option to engage with the fully self-managed online mindfulness program for a 12-week semester. The mindfulness practices were pre-recorded, audio-guided sessions, and 10–15 min in length. Baseline and end of semester questionnaires included the 14-item Warwick-Edinburgh Mental Wellbeing Scale, 10-item Perceived Stress Scale and the 18-item Five Facet Mindfulness Questionnaire. Participants who engaged with the mindfulness program over 3 or more weeks showed significant improvements in all three outcome measures, and all participants showed significant improvements in wellbeing at the end of semester. Learning analytics obtained via the LMS revealed that 58.6% ( n = 489) had not logged into the mindfulness program at all, almost a third (31.0%, n = 259) logged into the program materials once or twice, and 10.2% ( n = 85) of the whole s le engaged with the program actively, having logged in three or more times. The total number of student logins peaked in week 2, reduced between week 2 and week 7 and thereafter activity remained stable until the end of the semester. We hypothesise that the changes in wellbeing, stress and mindfulness at the end of the semester seen in the low engagement participants may partly be explained by the circumstances of COVID-19 restrictions improving. This study has revealed and discusses the complexities of student behaviour and implications for implementing an online mindfulness program in the real- world setting of a university.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 18-11-2022
Abstract: On c us activity is resuming following two years of working and studying at home. Institutions are now faced with the opportunity and challenge of reconnecting students with an on c us environment while retaining the flexibility of online learning and assessment. During the pandemic there was a large uptake in the use of online remote exams combined with a variety of assessment security measures including proctoring tools designed to monitor student behaviour. Scholars and commentators alike have reported on positive and negative effects of these online assessment and security measures (Coghlan et al., 2021 Harwell, 2020 Selwyn et al., 2021 Stewart, 2020 White, 2020 Zhou, 2020). In particular, online proctoring technologies have been reported by some scholars to improve academic integrity behaviours (Dawson, 2020 Dendir & Maxwell, 2020 Dyer et al., 2020 Gudiño Paredes et al., 2021 Hylton et al., 2016) while others have reported less favourable results impacting the broader student experience. For ex le, online exams have been shown to impact student satisfaction with their online exam experience (Dawson, 2020 Gudiño Paredes et al., 2021 Harwell, 2020 Jaap et al., 2021) and academic performance (Dendir & Maxwell, 2020 Lee & Fanguy, 2022 Milone et al., 2017). As students return to c us, institutions are faced with the dilemma of deciding what online assessment practices should be retained, adapted, or discarded. This Pecha Kucha reports on a comparison of off c us and on c us student experiences of online exams and assessment security measures including online proctoring. This Pecha Kucha will report on one of Australia’s largest university-wide student exam experience surveys. Our large dataset comprising over 12,000 total responses will reveal preliminary findings of student experience during Semester 2 2021 where students mostly completed online exams remotely at home, compared to student experience during Semester 1 2022 where students mostly completed online exams on-c us. Overall, proctoring conditions between the two teaching periods are relatively comparable, with the major difference being that for the on-c us held exams in Semester 1 2022, students were required to check-in at a physical booth and receive a wristband with QR reader allowing them subsequently check-in to the exam room where they then used their own device to complete the online exam. This study offers unique student perspectives and has allowed us to understand the impact of the varied proctoring and exam conditions on student satisfaction and wellbeing, as well as on academic integrity attitudes such as temptation to cheat and self-reported cheating behaviours. In keeping with the conference ‘reconnect’ theme we focus on comparing the online exam experience of students who have returned to c us with the experience of students who sat an online exam remotely in a private setting. In particular, we explore their satisfaction, preference, perceived academic performance, as well as their motivations and behaviours in relation to (not)cheating. This Pecha Kucha offers actionable insights in relation to the implementation of online exams and online proctoring for student who are studying off c us, but also for those who are returning to c us.
Publisher: Informa UK Limited
Date: 11-11-2023
Publisher: Frontiers Media SA
Date: 28-10-2021
DOI: 10.3389/FPSYG.2021.752060
Abstract: Mental ill health among higher education students is a well-established problem therefore, it is imperative to implement preventative approaches to support wellbeing. Blended and fully online education programmes widens access for mature or returning students however, the psychological wellbeing of this sub-group of students is under-researched. Finally, evaluating wellbeing interventions that meet the needs of university students as well as accessible for online students is required. The aim of this study was to evaluate a brief, online and mindfulness-based intervention to assist the self-management of wellbeing and stress for both online and on-c us higher education students. The total s le included 427 participants (96% psychology students) at Monash University, Australia ( n =283) and King’s College London ( n =144), with 152 participants completing the whole study. Participants were allocated to a brief, self-guided, online and mindfulness-based intervention (over the course of one study period n =297), or to a wait-list control group ( n =148). Baseline and end of semester questionnaires included the 14-item Warwick-Edinburgh Mental Wellbeing Scale, 10-item Perceived Stress Scale and the 15-item Mindful Attention Awareness Scale. Regression modelling revealed the intervention condition accounted for up to 12% of the variability in change in student wellbeing, stress and mindfulness between the start and end of semester (when controlling for baseline). These findings support the implementation of a brief, online and asynchronous mindfulness-based intervention for supporting student mental health and psychological wellbeing. An on-going challenge in practice includes engaging and maintaining student engagement in wellbeing initiatives.
Publisher: Springer Singapore
Date: 2020
Publisher: Informa UK Limited
Date: 02-2019
DOI: 10.1111/AP.12352
Publisher: Nova Science Publishers
Date: 2022
DOI: 10.52305/LERQ4827
Publisher: Springer Singapore
Date: 2020
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Jen Chung.