ORCID Profile
0000-0003-4589-9323
Current Organisation
Deakin University
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Publisher: Springer Singapore
Date: 2016
Publisher: Emerald (MCB UP )
Date: 2004
Publisher: Informa UK Limited
Date: 18-06-2019
DOI: 10.1080/13561820.2019.1622517
Abstract: Asynchronous discussion boards have been increasingly used to engage teams of interprofessional learners in interactive and reflective discourse. Facilitation of this interprofessional discourse is critical, yet largely unexplored. The Community of Inquiry (CoI) framework provides a lens through which facilitators' contributions on asynchronous discussion boards can be explored. The aim of this study was to apply the CoI framework teaching and social presence indicators to an online asynchronous IPE facilitation environment to determine if they comprehensively describe the kind of contributions made by IPE facilitators in two types of interprofessional team discussions. Directed content analysis based on the teaching and social presence indicators from the CoI framework was used to analyse seven facilitators' contributions to four asynchronous team discussion points (two key dimensions and two case study discussions). Sixteen of the 31 teaching and social presence indicators, along with a new indicator (feedback on assessment tasks), comprehensively described the facilitators' contributions. Many of the teaching presence indicators were used in a greater proportion of the key dimension discussions than in the case study discussions. This study demonstrates that the teaching and social presence indicators of the CoI framework are a valuable way to describe the contributions made by facilitators to asynchronous interprofessional team discussions.
Publisher: Informa UK Limited
Date: 08-2008
Publisher: Informa UK Limited
Date: 13-10-2017
Publisher: SensePublishers
Date: 2014
Publisher: John Benjamins Publishing Company
Date: 30-06-2005
Abstract: This study explores the notion of plagiarism and the Internet from 11 English as Second Language (ESL) teachers and 186 first-year ESL students at South-Coast University in Melbourne, Australia. Data collection was by a questionnaire and semi-structured interviews, and coded using SPSS and N*Vivo software to ascertain trends in response. The most significant difference in response related to the concept of the Internet as copyrightable space. ESL teachers in this study regarded cyberspace as a limitless environment for ‘cut and paste’ plagiarism in students’ academic writing, whereas ESL students considered the Internet a ‘free zone’ and not governed by legal proprietary rights. These conflicting views, it is suggested, relate to differing notions of authorship and attribution: the Romantic notion protected by legal theory and sanctions versus literary theory and techno-literacy notions of authorship. This research highlights the need to reformulate plagiarism policies in light of global and technological perspectives of authorship and attribution of text.
Publisher: Informa UK Limited
Date: 10-2011
Publisher: Informa UK Limited
Date: 06-11-2013
Publisher: Informa UK Limited
Date: 08-03-2019
Publisher: Springer Science and Business Media LLC
Date: 02-11-2022
DOI: 10.1186/S12889-022-14459-0
Abstract: Exploring parental motives for providing smartphones and tablets to young children is important to better understand ways to optimise healthy use of mobile screens in early childhood. To date, no study has qualitatively examined the factors underpinning parental motives of providing mobile screens to young children, using a theoretically driven approach. We conducted 45 in-depth, semi structured online interviews with primary caregivers of toddlers and pre-schoolers from erse family backgrounds who participated in a large online survey in Australia. Themes were generated from the transcribed interviews using template thematic analysis. The coding was completed deductively using the Theory of Planned Behaviour (TPB) and data-driven induction. Participants consistently reported a spectrum of attitudes, subjective norms and perceived behavioural control aspects which drove their decision to provide or not provide a mobile screen device to their child. Five main descriptive themes were generated, guided by the TPB: (1) Convenience, connection, and non-traditional learning experience (2) Negative behavioural consequences and potential activity displacement through mobile screens (3) Influences of society and resources (4) Managing and achieving a balance (5) External challenges. Overall, the findings demonstrated that parents experienced cognitive dissonance between their attitudes and behaviour, primarily from perceived behavioural control and subjective norms negating the influence of attitudes on their motives to provide a device. These insights offer important avenues for public health messaging and resources to better involve and support parents in decision-making relating to mobile screens in everyday lives of young children.
Publisher: Walter de Gruyter GmbH
Date: 2011
Publisher: Routledge
Date: 24-04-2008
Publisher: Informa UK Limited
Date: 02-2004
Publisher: Informa UK Limited
Date: 06-01-2010
Publisher: Informa UK Limited
Date: 31-07-2020
DOI: 10.1080/13561820.2019.1632817
Abstract: Whilst we have seen a growth in the use of information and communication technologies to deliver interprofessional education (IPE) in the last decade, little has been written about facilitating IPE in the online environment. For the last 10 years, the Faculty of Health at Deakin University has offered a fully online IPE course that has consistently employed facilitators to guide interprofessional teams in both asynchronous and synchronous (real-time) online interprofessional learning experiences. This Interprofessional Education and Practice Guide draws on the Deakin University leadership experience in supporting teams of online IPE facilitators over the last decade, underpinned by prior research and key literature. The key lessons provided in this guide aim to assist others in developing, supporting and sustaining a team of online IPE facilitators to guide asynchronous and synchronous online interprofessional learning experiences.
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Informa UK Limited
Date: 03-07-2020
Publisher: UCL Press
Date: 2010
DOI: 10.1080/14748460903557613
Abstract: Australian higher education increasingly relies on flexible modes of delivery as a means of attracting and retaining students in a highly competitive global education market. While education is among those disciplines that have been most actively involved in the shift from face-to-face to online learning and teaching, the transition for many teacher educators is fraught with tensions and contradictions. For some, teaching online is seen as primarily a cost-cutting exercise on the part of universities, and has little to do with improving the quality of student learning. For others, the online environment offers multiple pedagogic possibilities that have yet to be fully explored. Yet others consider online environments as problematic, posing challenges to pedagogic and peer relationships that are generally seen as integral to 'good' teaching. This paper draws on an empirical study of teacher education faculties in five Australian universities, and analyses excerpts from interviews about learning and teaching with teacher educators, educational designers and faculty management. We argue that understanding how teacher educators constitute learner and teacher subjectivities through their beliefs about and approaches to pedagogy is crucial to the future of online tertiary education. In particular, we consider how teacher educators' attitudes toward and approaches to online learning and teaching are predicated on their perceived subject positions as either 'stimulating' or 'simulating' particular kinds of learning interactions.
Publisher: Informa UK Limited
Date: 09-08-2022
Publisher: Emerald (MCB UP )
Date: 2003
Publisher: Informa UK Limited
Date: 10-2011
Publisher: Springer Singapore
Date: 2016
Publisher: Informa UK Limited
Date: 23-09-2019
Publisher: Emerald
Date: 03-08-2011
DOI: 10.3316/QRJ1102048
Abstract: This article presents our experiences of conducting research interviews with Australian academics, in order to reflect on the politics of researcher and participant positionality. In particular, we are interested in the ways that academic networks, hierarchies and cultures, together with mobility in the higher education sector, contribute to a complex discursive terrain in which researchers and participants alike must maintain vigilance about where they ‘put their feet’ in research interviews. We consider the implications for higher education research, arguing that the positionality of researchers and participants pervades and exceeds these specialised research situations.
Publisher: Informa UK Limited
Date: 05-06-2017
Publisher: Informa UK Limited
Date: 08-2008
Publisher: Walter de Gruyter GmbH
Date: 2011
Publisher: Elsevier BV
Date: 2005
No related grants have been discovered for Wendy Sutherland-Smith.