ORCID Profile
0000-0002-2289-7774
Current Organisations
James Cook University
,
Budapest University of Technology and Economics
,
University of Southern Queensland
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Publisher: Palgrave Macmillan UK
Date: 2014
Publisher: Springer International Publishing
Date: 2018
Publisher: Informa UK Limited
Date: 12-1998
Publisher: Routledge
Date: 10-11-2022
DOI: 10.4324/B23046
Publisher: SensePublishers
Date: 2014
Publisher: Palgrave Macmillan UK
Date: 2014
Publisher: Informa UK Limited
Date: 18-06-2022
Publisher: Springer Science and Business Media LLC
Date: 07-10-2023
DOI: 10.1007/S13384-022-00576-7
Abstract: Remote Education Tutors (RETs) are central to the delivery of distance schooling in Australia and are accountable for the face-to face supervision and educational support of students. They act as the government mandated adult supervisors of Australian primary and secondary school students enrolled in distance education, including geographically isolated learners. This paper draws on statistical data from a national survey ( N = 575) that was designed to map the perceptions of Australian RETs. These data confirmed that RETs act as a conduit between the distance schooling teacher and student, and that their role requires complex capabilities to be performed within a structured framework. Time restrictions with competing demands present a constant challenge to the RETs’ work satisfaction. Constraining this occupation is the reality that there is no formal qualification available for RETs. Without specific credentialling, it appears that the RETs’ (in)visible role risks being overlooked as a substantive educational occupation.
Publisher: SensePublishers
Date: 2014
Publisher: Informa UK Limited
Date: 1994
Publisher: Palgrave Macmillan
Date: 2015
Publisher: Routledge
Date: 04-01-2013
Publisher: Informa UK Limited
Date: 02-1998
Publisher: Palgrave Macmillan UK
Date: 2015
Publisher: Informa UK Limited
Date: 08-10-2015
Publisher: Routledge
Date: 20-11-2014
Publisher: Palgrave Macmillan UK
Date: 2015
Publisher: Elsevier BV
Date: 2012
Publisher: Elsevier BV
Date: 08-2023
Publisher: Routledge
Date: 10-11-2022
DOI: 10.4324/B23046-1
Publisher: Edith Cowan University
Date: 11-2012
Publisher: Informa UK Limited
Date: 09-2008
Publisher: Inderscience Publishers
Date: 2013
Publisher: Elsevier BV
Date: 02-2017
Publisher: Informa UK Limited
Date: 03-1994
Publisher: Elsevier BV
Date: 2000
Publisher: Springer International Publishing
Date: 2018
Publisher: IGI Global
Date: 2016
DOI: 10.4018/978-1-5225-0783-3.CH075
Abstract: This chapter focuses on teacher-student interactions in the context of the use of digital technologies for online teaching and learning in an Australian university using thematic analysis and focus group discussion data. Cotemporary scholars agree that the factors influencing teacher–student interactions in online environments are erse and multiple and are framed by a complex set of historically grounded and socially mediated forces. One potentially fruitful way to interrogate these factors and forces is to draw on aspects of affordance theory, by examining the kinds of relationships that are (and are not) afforded by particular digital technologies in those online environments. More broadly, affordance theory emerges as a useful conceptual lens for understanding the influences on and the impacts of teacher–student interactions using digital technologies in online environments. Those influences and impacts in turn are crucial to (re-)visioning digital futures in the context of students' learning outcomes in tertiary education, and to advancing critical thinking in higher education.
Publisher: Palgrave Macmillan UK
Date: 2015
Publisher: Palgrave Macmillan UK
Date: 2015
Publisher: IGI Global
Date: 2013
DOI: 10.4018/978-1-4666-4651-3.CH005
Abstract: Temporal flexibility in learning is one of the main promises and advantages of online learning, as well as one of its most important characteristics. This advantage has been widely exploited by institutions, which offer several degrees online or constitute themselves fully online. Although it is clear that online university courses are able to be more flexible in time than face-to-face courses, it is also true that as formal educational institutions with accreditation responsibilities universities face some time constraints that prevent them from being absolutely flexible. In this chapter, the authors present a study to assess the levels of time flexibility of online courses in two universities in Spain and Australia. To do so, they administrated a Likert-scale questionnaire to 413 students at both universities to assess seven items of time flexibility. The results suggest that in both universities some items of time flexibility are quite high but other items are still low. The authors then discuss these results from the point of view of the nature of higher education institutions and their current role in society.
Publisher: Palgrave Macmillan UK
Date: 2015
Publisher: Palgrave Macmillan UK
Date: 2015
Publisher: IGI Global
Date: 2009
DOI: 10.4018/978-1-60566-062-2.CH002
Abstract: This chapter deploys Denning’s (2004) powerful assertion that “an innovation is a transformation of practice in a community” (p. 1) through the elaboration of three key educational principles: engagement presence and flexibility. Each principle is accompanied by an elicitation of practical strategies that have proved effective in implementing the principles sustainably within particular courses and programs of study, as well as factors that inhibit that implementation. The authors use these principles and strategies that work as an evaluative lens for examining the pedagogical innovativeness of mobile learning and teaching environments. The application of that lens highlights a set of challenges and opportunities facing those technologies and their proponents, specifically in the authors’ host institution and in higher education more broadly. Provided that those technologies can be used to engage with those challenges and opportunities, mobile learning can indeed contribute simultaneously to pedagogical innovation and to transformed practice in university learning and teaching.
Publisher: Informa UK Limited
Date: 11-2009
Publisher: Palgrave Macmillan UK
Date: 2016
Publisher: Wiley
Date: 11-06-2010
Publisher: Elsevier BV
Date: 2000
Publisher: Informa UK Limited
Date: 08-2009
Publisher: Routledge
Date: 10-11-2022
DOI: 10.4324/B23046-33
Publisher: Elsevier BV
Date: 10-2006
Publisher: IGI Global
Date: 2010
DOI: 10.4018/978-1-61520-869-2.CH005
Abstract: Open wikis such as WikiEducator (WE) (www.wikieducator.org/Main_Page) lie at the intersection of two significant applications of learning technology: open educational resources (OERs), which are freely available materials that can be shared, modified, adapted, and reused in erse learning contexts and collaborative authoring environments. This chapter presents a case study of the use of open wikis in a single online postgraduate course in the College of Education at Massey University (New Zealand). The case discussion includes an illustration of the use of open wiki technology at WikiEducator within the course from two different points of view: the use of wikis as a presentation tool by the course teaching staff and as a production tool by learners seeking to create OERs as part of an instructional design project. The chapter also links the challenges and opportunities associated with these points of view to wider possibilities and pressures attending the terrain in which contemporary higher education is situated.
Publisher: Informa UK Limited
Date: 05-2008
Publisher: Palgrave Macmillan UK
Date: 2013
Publisher: Informa UK Limited
Date: 27-09-2019
Publisher: Informa UK Limited
Date: 09-08-2023
Publisher: Palgrave Macmillan
Date: 2015
Publisher: Emerald
Date: 05-08-2022
DOI: 10.1108/HESWBL-03-2022-0074
Abstract: To explore the conceptualisation and operationalisation of authentic assessment in work-based learning and research. The relationship between authentic assessment and work-based learning and research is examined using a postgraduate degree program at a regional university in Australia as a case ex le to identify unique pedagogical features of work-based learning as they are linked to assessment. A dynamic is created between formative and summative authentic assessment practices and the cross-current nature of learning in work and research, leading to a range of lifelong learning outcomes. A framework for such a dynamic is presented. The pedagogy informing work-based learning emphasises developing higher-order thinking through reflective practice, developing competencies and capabilities associated with professional practice and developing academic writing and research skills to enhance professional identity at the postgraduate level for mid- to senior-career professionals. However, the relationship of authentic assessment to work-based learning and research has not been explicated in the literature and its application in post-COVID work environments has yet to be fully examined.
Publisher: Routledge
Date: 28-03-2011
Publisher: Edith Cowan University
Date: 03-2019
Publisher: Informa UK Limited
Date: 10-2007
Publisher: Elsevier BV
Date: 03-2023
Publisher: Palgrave Macmillan
Date: 2015
Publisher: IGI Global
Date: 2015
DOI: 10.4018/978-1-4666-8411-9.CH007
Abstract: This chapter focuses on teacher-student interactions in the context of the use of digital technologies for online teaching and learning in an Australian university using thematic analysis and focus group discussion data. Cotemporary scholars agree that the factors influencing teacher–student interactions in online environments are erse and multiple and are framed by a complex set of historically grounded and socially mediated forces. One potentially fruitful way to interrogate these factors and forces is to draw on aspects of affordance theory, by examining the kinds of relationships that are (and are not) afforded by particular digital technologies in those online environments. More broadly, affordance theory emerges as a useful conceptual lens for understanding the influences on and the impacts of teacher–student interactions using digital technologies in online environments. Those influences and impacts in turn are crucial to (re-)visioning digital futures in the context of students' learning outcomes in tertiary education, and to advancing critical thinking in higher education.
Publisher: Palgrave Macmillan UK
Date: 2015
Publisher: Palgrave Macmillan
Date: 2015
Location: Australia
Location: Australia
Start Date: 2006
End Date: 2006
Funder: Department of Education, Employment and Workplace Relations, Australian Government
View Funded ActivityStart Date: 2013
End Date: 2013
Funder: University of Southern Queensland
View Funded ActivityStart Date: 2004
End Date: 2005
Funder: Central Queensland University
View Funded Activity