ORCID Profile
0000-0001-9731-1128
Current Organisations
University of Oxford
,
University of Southern Queensland
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Publisher: MDPI AG
Date: 05-11-2021
Abstract: The social amoeba Dictyostelium discoideum provides an excellent model for research across a broad range of disciplines within biology. The organism erged from the plant, yeast, fungi and animal kingdoms around 1 billion years ago but retains common aspects found in these kingdoms. Dictyostelium has a low level of genetic complexity and provides a range of molecular, cellular, biochemical and developmental biology experimental techniques, enabling multidisciplinary studies to be carried out in a wide range of areas, leading to research breakthroughs. Numerous laboratories within the United Kingdom employ Dictyostelium as their core research model. This review introduces Dictyostelium and then highlights research from several leading British research laboratories, covering their distinct areas of research, the benefits of using the model, and the breakthroughs that have arisen due to the use of Dictyostelium as a tractable model system.
Publisher: Springer Science and Business Media LLC
Date: 15-07-2020
Publisher: The Online Learning Consortium
Date: 03-2023
Abstract: This paper reports on research that extends knowledge about higher education students’ perceptions of online engagement. In particular, the study aimed to identify what students thought engagement was and how they experienced it. Understanding students’ views about online engagement will provide a more comprehensive understanding of the topic and should assist instructional designers to support academic staff to develop online courses that are more likely to engage their students. Using a mixed-methods approach, the study found that students felt most engaged with learning when doing practical, hands-on activities. Additional findings from the qualitative and quantitative data are highlighted, with some differences between the students’ perceptions in the different types of data, particularly concerning social engagement. This suggests that further research is warranted. The paper offers several practical implications for student learning.
Publisher: Informa UK Limited
Date: 18-10-2020
Publisher: Informa UK Limited
Date: 21-06-2021
Publisher: MDPI AG
Date: 30-01-2023
Abstract: Student engagement is recognised as being a critical factor linked to student success and learning outcomes. The same holds true for online learning and engagement in higher education, where the appetite for this mode of learning has escalated worldwide over several decades, and as a result of COVID-19. At the same time teachers in higher education are increasingly able to access and utilise tools to identify and analyse student online behaviours, such as tracking evidence of engagement and non-engagement. However, even with significant headway being made in fields such as learning analytics, ways in which to make sense of this data, and to utilise data to inform interventions and refine teaching approaches, continue to be areas that would benefit from further insights and exploration. This paper reports on a project that sought to investigate whether low levels of student online engagement could be enhanced through a course specific intervention strategy designed to address student engagement with online materials in a regional university. The intervention used course learning analytics data (CLAD) in combination with the behavioral science concept of nudging as a strategy for increasing student engagement with online content. The study gathered qualitative and quantitative data to explore the impact of nudging on student engagement with 187 students across two disciplines, Education and Regional/Town Planning. The results not only revealed that the use of the nudge intervention was successful in increasing the levels of engagement in online courses but also revealed that the prerequisites for nudging were needed in order to increase success rates. The paper points to the value for the broader awareness, update, and use of learning analytics as well as nudging at a course, program, and institutional level to support student online engagement.
Publisher: Springer Science and Business Media LLC
Date: 11-2019
DOI: 10.1007/S40864-019-00112-4
Abstract: Transit-oriented development (TOD) links residential, retail, commercial, and community service developments to frequent, accessible rail transit services to stimulate sustainable development in the form of decreased land use and transport integration. A mixed-use shopping mall can be developed as a TOD with moderate to high density with erse land use patterns and well-connected street networks centred around and integrated with a rail transit station. Shopping mall developments are now considered as the retail, social, and community centres of their communities. Therefore, understanding their services’ mixed impact on nearby transit stations will provide further insight into the success of the TOD approach. As a result, this study aims to review and link the recent literature on attractiveness factors of shopping malls and the design factors of TOD and report the researchers’ analytic observations (themes) clarifying transit-oriented shopping mall developments’ (TOSMDs) attractiveness factors. The review systematically synthesises 208 guiding articles. It uses the elements of the extended service marketing mix (product, price, place, promotion, people, physical evidence, and process) and the five factors related to TODs (density, ersity, urban design, destination accessibility, and distance) as an indicator system for the factors determining the attractiveness of TOSMD. The review outcome is utilised to establish a conceptual framework for the attractiveness of rail TOSMDs. The study revealed fragmented causes of attractiveness factors of rail TOSMDs. It contributes to further understanding of TOD as it cross-reviews retail and urban design literature findings. The resultant conceptual framework will also inform and potentially enhance the existing rail transit station passenger forecasting models and increase the economic sustainability of rail transit networks.
Publisher: Informa UK Limited
Date: 28-12-2022
Publisher: Queensland University of Technology
Date: 03-08-2021
DOI: 10.5204/SSJ.1914
Abstract: Low levels of online student engagement impact negatively on student success and adversely affect attrition. Course learning analytics data (CLAD), combined with nudging initiatives, have emerged as strategies for engaging online students. This paper presents a mixed method case study involving a staged intervention strategy focussing on the employment of timely, strategic communication interventions conducted across 19 courses and six disciplines. The research methodology utilised CLAD, online surveys, student interviews and student evaluations of teaching. The findings substantiate benefits for both academics and students. Academics benefitted from the provision of a relatively simple, accessible and proactive intervention for increasing students’ capacities to be more in control and engaged in their learning. Students benefitted as the intervention accentuated critical resources to assist them to better address assessment requirements, align their expectations more realistically with those of the course, and more readily demonstrate their learning obligations and responsibilities.
Publisher: SAGE Publications
Date: 04-01-2022
DOI: 10.1177/14697874211039077
Abstract: Combining nudge theory with learning analytics, ‘nudge analytics’, is a relatively recent phenomenon in the educational context. Used, for ex le, to address such issues as concerns with student (dis)engagement, nudging students to take certain action or to change a behaviour towards active learning, can make a difference. However, knowing who to nudge, how to nudge or when to nudge can be a challenge. Providing students with strategic, sensitive nudges that help to move them forward is almost an art form. It requires not only technical skills to use appropriate software and interpret data, but careful consideration of what to say and how to say it. In this article a nudge protocol is presented that can be used in online courses to encourage student engagement with key course resources that are integral to supporting their learning.
Publisher: The Online Learning Consortium
Date: 12-2022
Abstract: Driven by the increased availability of Learning Management System data, this study explored its value and sought understanding of student behaviour through the information contained in activity level log data. Specifically, this study examined analytics data to understand students’ engagement with online videos. Learning analytics data from the MoodleTM and Vimeo® platforms were compared. The research also examined the impact of video length on engagement, and how engagement with videos changed over the course of a semester when multiple video resources were used in a course. The comparison in platform learning analytics showed differences in metrics thus offering a caution to users relying on unidimensional metrics. While the results support the notion that log data do provide educators with an opportunity for review, the time and expertise in extracting, handling, and using the data may stifle its widespread adoption.
Publisher: Queensland University of Technology
Date: 09-08-2019
Abstract: Universities increasingly implement online delivery to strengthen students’ access and flexibility. However, they often do so with limited understanding of the impact of online pedagogy on student engagement. To explore these issues, a research project was conducted investigating the use of course-specific learning analytics to ‘nudge’ students into engaging more actively in their courses. Drawing on perspectives emanating from communication and critical theories, the research involved a staged intervention strategy conducted across three courses (n=892) focussing on a range of timely, strategic communication interventions. Research findings revealed benefits for students who felt supported by explicit expectation management and the strategic use of early nudging to enhance their prioritisation of key course-specific resources. Academics benefited by making use of nudging templates rinciples to increase student engagement in their courses. The course-specific context meant that academics and students explicitly shared ways of working in the one place where learners ultimately succeed – the course.
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Marita Basson.