ORCID Profile
0000-0002-3087-7407
Current Organisations
Flinders University
,
Murdoch University
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Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 12-06-2011
DOI: 10.14742/AJET.955
Abstract: span Although wikis have been used successfully in collaborative learning in higher education, there is a lack of research investigating wikis in business module assessment tasks. Little research to date has been conducted on how wikis formatively develop international English as a second language (ESL) in business students' academic discourse. In this case study, students' use of a wiki in an assessment task in the /span em Intermediate Financial Reporting /em span (IFR) module is examined. This study is framed by Hyland and Tse (2004) and Hyland's (2005, 2010) models for the analysis of metadiscourse markers in IFR discourse. The findings of the interviews showed that although students collaborated and cooperated together to do the task, they favoured cooperative over collaborative learning. The linguistic analysis findings showed that the use of interpersonal metadiscourse features varied in the wiki discussion pages versus the report, indicating the students' awareness of their audience and the different genres, although the textual features of the wiki discussion pages resembled those of the report. The study is significant as it is the first to explore wikis' epistemological effects on Master of Commerce students' learning and it could potentially assist in the enhancement of wikis as a learning tool in profession-related courses, particularly those with high numbers of international, ESL students. /span
Publisher: Informa UK Limited
Date: 10-05-2022
Publisher: Emerald
Date: 06-2010
DOI: 10.1108/17537981011047961
Abstract: The purpose of this paper is to critically examine the history of education in the Kingdom of Saudi Arabia and its impact on modern teaching practices. It explores the relationship between traditional practices, teacher identity and English language teaching within an increasingly complex context. The authors undertake a critical review of education in Saudi Arabia utilising critical reflexivity and their local social knowledge as a means of interrogating practice, research of the field, and related texts. The paper indicates a direct link between historical teaching practices in early Saudi Arabia and the current teaching of English. It suggests the concept of “hybridity” as one way for local English teachers to construct identities that meet the contextual challenges. This paper has implications both locally and internationally. It provides insight into teaching practices preferred by teachers and students in an Arabian context. This in turn has the potential to inform policy and curriculum development by local educators and foreign contractors in Saudi Arabia that take teacher and student identity into consideration. It also facilitates a more nuanced understanding of their Saudi Arabian students by Western educators and administrators. Although work has been done on teacher identity in Saudi Arabia and limited studies have examined the impact of English as a global language, this is the first study to examine the interplay between historical praxis, teacher identity and the conflicting pressures of teaching English in this context.
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer Science and Business Media LLC
Date: 03-2022
DOI: 10.1007/S40979-021-00099-1
Abstract: Enabling education programs, otherwise known as Foundation Studies or Preparatory programs, provide pathways for students typically under-represented in higher education. Students in Enabling programs often face distinct challenges in their induction to academic culture which can implicate them in cases of misconduct. This case study addresses a gap in the enabling literature reporting on how a culture of academic integrity can be developed for students and staff in these programs through an educative approach. This paper outlines how an educative approach to academic integrity is implemented within the Enabling programs of two Australian universities. This case study reflects upon an approach which makes specific reference to the key elements of ‘support’, ‘approach’ and ‘responsibility’ as highlighted in Bretag and Mahmud’s seminal paper. The paper reports a reduction in misconduct cases at the two institutions suggesting a positive correlation between the interventions and students’ understanding of ethical academic practice. This study reflects upon practitioner experiences with academic integrity investigations to evaluate the effectiveness of this approach. The authors show that it is possible to ensure academic integrity practices and values are upheld within a supportive learning environment appropriate to a students’ level of study.
Publisher: Springer International Publishing
Date: 2021
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 28-12-2019
DOI: 10.14742/AJET.5562
Abstract: This article presents the results of a review of practice and policy in relation to mobile learning and its potential to enhance inclusive and equitable access to higher education in Africa. We reviewed academic literature on potential barriers. Then, we explored the current state of the mobile learning policy environment in 10 African countries through an analysis of how these policies have tried to address the prominent challenges in the adoption of mobile learning as identified in the literature. The findings reveal that significant resourcing inequalities and epistemological, sociocultural, and institutional barriers remain and affect mobile learning adoption. The analysis also reveals that there is still a policy vacuum in relation to mobile learning specific policies within African higher education institutional and governmental policies. Thus, the formal integration of mobile learning in higher education to facilitate equitable access is very much in its infancy. This article suggests a strong need for institutional, cross-institutional, national and African-wide mobile learning specific policies to ensure better implementation of mobile learning. As interest in mobile learning continues to grow, this review will provide insights into policy and strategic planning for the adoption of mobile learning to achieve inclusive and equitable access to higher education.
Publisher: Higher Education Research and Development Society of Australasia Inc
Date: 30-11-2022
Abstract: This editorial introduces the articles published in the 2022 edition of the journal Advancing Scholarship and Research in Higher Education. The journal’s editors reflect on the journal operations and on publishing in higher education in times of the COVID-19 pandemic.
Publisher: Informa UK Limited
Date: 18-11-2022
Publisher: Office of the Academic Executive Director, University of Tasmania
Date: 2020
DOI: 10.53761/1.17.1.7
Abstract: This study aims to unpack the reflective learning processes involved in developing a Masters’ research project proposal as part of a multidisciplinary Research Design course. Using inductive analysis, we explored students’ reflective blogs written over a period of a semester and defined the reflections according to an adaptation of Hatton and Smith’s (1995) framework. Our findings are that the nature of each in idual blog topic affected the quality and level of reflection, which in turn is affected by the ‘learning ecology’ (Harvey, Coulson, & McMaugh, 2016 p. 12). More highly scaffolded blogs showed greater evidence of reflective practice. Likewise the nature of the practice (starting research) influenced reflection, since many processes are internal rather than requiring explicit practice to reflect on. In addition, as nascent practitioner researchers, the students are also involved in reflexivity rather than reflection and therefore some topics encouraged this form of reflection more than others did. This study is significant in that it explores reflection in research and practitioner contexts, focuses on early career researchers ractitioners and brings a multidisciplinary perspective.
Publisher: Routledge
Date: 27-06-2018
Publisher: Springer Science and Business Media LLC
Date: 12-2020
DOI: 10.1007/S40979-020-00067-1
Abstract: An amendment to this paper has been published and can be accessed via the original article.
Publisher: Springer Science and Business Media LLC
Date: 12-2020
DOI: 10.1007/S40979-020-00060-8
Abstract: The literature suggests that a whole-institution culture of academic integrity is needed in order to prevent academic integrity breaches. It is also suggested that the national cultures and in idual backgrounds of academic staff and students can impact on their propensity to breach academic integrity policies and on their uptake of initiatives aimed at enhancing academic culture. Much research has been conducted on academic integrity related to culture in the western world including the behaviours of international students, and some work has been conducted in various Asian contexts. However, little is known about how national culture and religion affect academic integrity in eastern countries with a Muslim majority. This paper presents a synthesis of the literature related to academic integrity and culture in regions where Muslims are the majority. An integrative literature review was carried out. Keywords were used to search and to collect academic integrity related research published from 2010 to 2020. The literature reviewed revealed that academics in countries with a Muslim majority faced challenges related to their local cultures, which included social and religious perceptions and practices. However, they were also able to draw upon some national and religious practices that supported and enhanced academic integrity. This paper concludes with recommendations for incorporating these positive cultural factors into an academic integrity framework for policy and practice appropriate for Muslim contexts.
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Common Ground Research Networks
Date: 2013
Publisher: Springer Science and Business Media LLC
Date: 30-10-2019
DOI: 10.1007/S40979-019-0044-2
Abstract: Plagiarism is viewed as a critical issue that can hinder the development of creativity and innovation in Indonesia. Thus, since the early 2000s the Indonesian government has endeavoured to develop policies to address this issue. In response to national policy, Indonesian educational institutions have made serious institutional efforts to address the plagiarism issue. Research in the Indonesian Higher education context on plagiarism has focussed on reporting prevention and mitigation efforts. However, little has been discussed about the communication of these efforts in policy across the different institutional levels of Indonesian Higher Education. This study aims at exploring the anti-plagiarism efforts by determining the main features (or discourses) reflected in plagiarism policy in Indonesian HE from national to institutional level. Two web-based resources namely the official website of The General Directorate of Research, Technology and Higher Education (retrieved 2015), and the website of Bandung Institute of Technology (retrieved 2015) were used to ascertain the most appropriate policies to include in the study. Critical Discourse Analysis (CDA) was used to reach explanatory understanding of how the policies (discursive events) demonstrate through their linguistic repetitions and other forms intertextuality, their relative positions within the Indonesian Higher Education institutional hierarchy and consequently provide some insight into the social practices and understandings of plagiarism underlying the creation of the documents. This study revealed that perhaps because of the rigid boundaries and hierarchies represented between the documents, the university policy does not show much transformation from the documents at a Ministry level, hence the definition of plagiarism remains broad and the levels of plagiarism and sanctions for plagiarism remain undefined. This can potentially lead to inconsistencies in developing effective practices preventing plagiarism.
Publisher: University of South Australia Library
Date: 16-12-2012
Abstract: Appropriate use and acknowledgement of sources continues to be a central concern of academic integrity. A major challenge for research students in using sources is the development of a confident authorial voice that matches disciplinary expectations in language use, yet manages to do so without plagiarising through inappropriate text- matching or recycling of language. This is a daunting challenge for all research writers, particularly for English as an Additional Language (EAL) researchers who are still grappling with English grammar and syntax. In order to develop novice research writers' understanding of acceptable use of sources and mastery of disciplinary language, we have developed a process called "Try it on" that uses concordancing software alongside text-matching software (Turnitin). Here we present textual analyses of two cases using this process: in one, the student's percentage of matches decreased as he developed his authorial voice in the second, the percentage of matches increased as the student's language choices came to reflect more closely the expected usage in the discipline, thus replicating the expected authorial voice for that particular audience. These cases demonstrate how "Try it on" can be used to help students write in an appropriate authorial voice while also avoiding plagiarism.
Publisher: Routledge
Date: 27-06-2018
Publisher: Higher Education Research and Development Society of Australasia Inc
Date: 17-05-2021
Abstract: ASRHE has introduced a novel article category named ‘Research in Progress’. While the journal’s website provides a succinct definition of this category, initial submissions indicate that further guidance is required to highlight requirements and opportunities. The editors have decided to approach this challenge by constructing an audio editorial, recorded in a conversational format, allowing for multiple voices and nuances to come across. Important aspects of Research in Progress lie in facilitating publication of tentative results, sharing of research approaches and discussion of research designs. The editors emphasize the need for a strong research foundation, as in literature grounding or careful research question design, and open and honest discussion of successes and failures. Research in Progress is strongly placed to invite collaborations and authors are reminded to be explicit in specifying how they want to work with others to take research forward. The editorial also addresses the situation of research students and how a Research in Progress article might sit alongside thesis writing. Research in Progress is a developing article category. The editors invite assistance from the higher education research community in shaping this category.
Publisher: Emerald
Date: 10-05-2013
DOI: 10.1108/17537981311314709
Abstract: The purpose of this paper is to critically examine the impact of 9/11 on education in the Kingdom of Saudi Arabia. The authors take a historical approach in order to speak more broadly about higher education policy in Saudi Arabia and show how the post 9/11 context of education in Saudi Arabia has led to a new paradigm in educational policy, which has moved away from what McCarthy et al. call “safe harbors” in schooling and education. The authors first define neoliberalism and then describe its manifestations and impact on the Saudi Arabian educational context, particularly post‐9/11. The authors also describe the arguments against adopting a neoliberal approach and suggest a new neoliberalism that addresses the needs of a glocalized Saudi higher educational community. A neoliberalism paradigm has been adopted by education policy writers and university academics. In addition, the university learners have enthusiastically embraced neoliberalism and globalization. However, the authors argue that the local conditions make a complete transformation to neoliberalism inappropriate and that, instead, a glocalized form of neoliberalism is required to meet national and in idual needs and to ensure the buy‐in of local teachers/lecturers. This paper has implications both locally and internationally. It provides insight into the changes that occurred in the educational policy of Saudi Arabia post 9/11. This in turn explains how Saudi Arabia's sudden shift in education gears towards the local market needs. Hence, this “glocalized” neoliberalism could hopefully address the needs of local learners and teachers to operate in a globally competitive environment, as well as address the fears of local critics. This is the first paper in the context of Saudi Arabia that deals with a “Neoliberalism approach” in unpacking the educational policy paradigm shift post 9/11.
Publisher: Routledge
Date: 27-06-2019
No related grants have been discovered for Michelle Picard.