ORCID Profile
0000-0002-0512-5713
Current Organisation
University of Melbourne
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Teacher and student wellbeing | Higher education | Health policy | Specialist studies in education
Publisher: Masaryk University Press
Date: 10-2016
DOI: 10.5817/CP2016-3-4
Abstract: Scholars have suggested that there are multiple pathways to problematic Facebook use, and each are linked to the types of activities that users engage in. However, these concepts have yet to be empirically explored. The present paper addresses this gap in the literature by presenting a pilot study based on a s le of 59 (50 females, 9 males) problematic Facebook users. Closed and open-ended data were collected using an online survey. Cluster analysis was then used to identify three types of problematic Facebook users: those with high engagement in social activities and browsing, those with low engagement in social activities but high engagement in browsing, and those with low engagement in both social activities and browsing, but moderate engagement in gaming. This paper presents an in depth discussion of the patterns of behavior identified within these clusters. In addition, four potential pathways to problematic Facebook use are proposed: online social enhancement, social monitoring, procrastination, and entertainment. This study contributes to the development of a much-needed theoretical framework of problematic Facebook use, and provides direction for future research.
Publisher: Informa UK Limited
Date: 08-10-2020
Publisher: Springer International Publishing
Date: 2019
Publisher: Informa UK Limited
Date: 13-12-2017
Publisher: Informa UK Limited
Date: 07-2014
DOI: 10.1017/EDP.2014.2
Publisher: AVES YAYINCILIK A.Ş.
Date: 25-06-2016
Publisher: Society for Learning Analytics Research
Date: 13-12-2019
Abstract: Keystroke logging and clickstream data, both emergent areas of study in the field of learning analytics, present promising alternative methods of detecting and preventing contract cheating. The current study examines whether analysis of keystroke and clickstream data can detect when a student is creating their own authentic writing or transcribing from another source. Participants were 62 university students (47 women, 15 men) who completed three writing tasks under experimental conditions: free writing, general transcription, and self-transcription. Analyses revealed that while completing the free-writing task, participants typed in shorter bursts with longer pauses and typed more slowly with more revisions compared to the two transcription tasks. Model-based clustering was able to accurately distinguish the free-writing task from the two transcription tasks based on patterns of bursts and writing speed. Overall, these results suggest that keystroke and clickstream analysis may be able to distinguish between a student writing an authentic piece of work and one transcribing a completed work. These findings signal significant implications for the detection of contract cheating.
Publisher: Informa UK Limited
Date: 20-04-2021
Publisher: Springer Science and Business Media LLC
Date: 18-04-2022
DOI: 10.1007/S10826-022-02305-1
Abstract: Between the years of 2003–2015, the Programme for International Student Assessment (PISA) has identified a global trend signalling a decline in a sense of school belonging for secondary school students. Research has identified several factors that are positively related to school belonging, such as teacher support and academic motivation. However, little empirical research has been conducted to evaluate the relevant school belonging variables holistically and to assess their socio-ecological levels (e.g., student, microsystem, mesosystem) relative to the student. The purpose of this study is to assess the significant predictive variables within each socio-ecological level regarding school belonging. For this purpose, this study used data collected by PISA in 2015, focusing on data from 309,785 15-year-old students attending 12,668 schools in 52 countries around the world. Hierarchical multiple regression analysis was conducted to a) examine the empirical support for a layered structure of sense of school belonging, b) explore the contributions of variables in each layer of the socio-ecosystem to explain the variability in sense of school belonging and c) examine potential variations in this ability across schools and countries. The models provided support for the existence of such layers but also for some underlying relationships across the variables in the layers of the socio-ecosystem. The study then concludes with a discussion of the implications of the findings for school leaders, teachers and parents with respect to how school belonging approaches and strategies can be absorbed into existing practices and operations at school.
Publisher: Wiley
Date: 25-02-2019
DOI: 10.1111/BJET.12749
Abstract: Assessment feedback is increasingly being provided in digital modes, from electronic annotations to digital recordings. Digitally recorded feedback is generally considered to be more detailed than text‐based feedback. However, few studies have compared digital recordings with other common feedback modes, including non‐digital forms such as face‐to‐face conversations. It is also unclear whether providing multiple feedback modes is better than a single mode. To explore these possibilities, an online survey asked 4514 Australian university students to rate the level of detail, personalisation and usability of the feedback comments they had most recently received. Of the students who received a single feedback mode only, electronic annotations and digital recordings were rated most highly on the three quality indicators. Students who received multiple modes were more likely to agree with all three indicators than those who received a single mode. Finally, students who received multiple modes were more likely to agree that the comments were detailed and usable when one of those modes was a digital recording. These findings enhance our understanding of feedback design, indicating that it is important to consider the strengths and weaknesses of particular modes, and the value of offering multiple modes.
Publisher: Elsevier BV
Date: 09-2011
Publisher: Informa UK Limited
Date: 23-12-2022
Publisher: Informa UK Limited
Date: 21-10-2021
Publisher: Cambridge University Press (CUP)
Date: 2017
DOI: 10.1017/JRR.2017.13
Abstract: The use of social media is rapidly increasing, and one of the major discussions of the 21st century revolves around how the use of these applications will impact on the social relationships of users. To contribute to this discussion, we present a brief narrative review highlighting the advantages and disadvantages of social media use on three key aspects of social connectedness: social capital, sense of community, and loneliness. The results indicate that using social media can increase social capital, lead to the formation of friendships and communities, and reduce loneliness. However, some social media site users may experience weakening friendships, online ostracism, and heightened loneliness. Therefore, we argue that the use of social media has contradictory effects on social connectedness. Moreover, the direction of these outcomes is contingent upon who is using the site and how they are using it. Based on these arguments, possible directions for future research are discussed. It is recommended that discourse be continued relating to the association between online social behaviour and connectedness, as this will enable researchers to establish whether the positive outcomes of social media use outweigh the negative.
Publisher: Informa UK Limited
Date: 13-10-2023
Publisher: SAGE Publications
Date: 16-09-2019
Abstract: Feedback can occur before and after assessment submission, but needs to be useful in order for students to improve their subsequent performance. Arguably, undergraduate students, and particularly international, online and new students, are especially in need of feedback to effectively engage in academic and disciplinary expectations. Therefore, this article draws on survey data from students, disaggregated by mode of study, citizenship of enrolment and year of study, to explore their experiences of feedback usefulness both before and after assessment submission. Overall, undergraduate students were positive however, this perception decreased according to their year level. Comparisons between online and international students also revealed key differences. A conclusion is that undergraduate students cannot be treated homogeneously, and educators need to attend to the feedback experiences of different student groups as they progress through their programme.
Publisher: Elsevier BV
Date: 03-2020
Publisher: Elsevier BV
Date: 10-2019
Publisher: Springer Science and Business Media LLC
Date: 11-01-2021
Publisher: Informa UK Limited
Date: 09-10-2019
Publisher: Masaryk University Press
Date: 21-02-2019
DOI: 10.5817/CP2019-1-2
Abstract: Passive Facebook use, which involves engaging in non-socially orientated behavior on the popular social networking site, is associated with a range of negative outcomes, including social anxiety, loneliness, jealousy, and depressed mood. Research indicates that passive Facebook use may also be related to a tendency to engage in social comparison with others. In addition, there is some evidence that this tendency is more prevalent in in iduals high in the personality trait neuroticism. The aim of this study was to investigate the relationships between passive Facebook use, neuroticism, and social comparison orientation (SCO). In addition, we explored whether SCO mediates the potential relationship between neuroticism and passive Facebook use. In a cross-sectional study, 318 Estonian Facebook users completed the Multidimensional Scale of Facebook Use (to ascertain passive Facebook use), the Extra Short Big Five Personality Inventory, and the Iowa-Netherlands Comparison Orientation Scale. The results revealed positive bivariate-correlations between passive Facebook use, neuroticism, and SCO. In addition, SCO mediated the relationship between neuroticism and passive Facebook use. These findings suggest that people higher in neuroticism are more prone to social comparison, which is associated with passive Facebook use. These findings are discussed, and several directions for future research are provided.
Publisher: Informa UK Limited
Date: 18-07-2023
Publisher: SAGE Publications
Date: 22-09-2023
Publisher: Springer International Publishing
Date: 2018
Publisher: Informa UK Limited
Date: 25-01-2022
Publisher: Informa UK Limited
Date: 30-04-2018
Publisher: Informa UK Limited
Date: 05-04-2019
Publisher: Informa UK Limited
Date: 24-01-2022
Publisher: Springer Science and Business Media LLC
Date: 08-02-2020
Publisher: Akademiai Kiado Zrt.
Date: 09-2014
Publisher: Elsevier BV
Date: 10-2021
Publisher: Informa UK Limited
Date: 26-03-2020
Start Date: 2023
End Date: 12-2025
Amount: $420,028.00
Summary: Improving the mental health of young adults in Australia's universities. This project aims to contribute to national efforts to address high rates of depression and anxiety among 18-25 year-olds by investigating alterable factors that impact student mental health in Australia’s universities. With one in two young adults now engaged in post-secondary education, the research expects to generate critical new knowledge about educational conditions, practices and experiences that support (or thwart) .... Improving the mental health of young adults in Australia's universities. This project aims to contribute to national efforts to address high rates of depression and anxiety among 18-25 year-olds by investigating alterable factors that impact student mental health in Australia’s universities. With one in two young adults now engaged in post-secondary education, the research expects to generate critical new knowledge about educational conditions, practices and experiences that support (or thwart) the wellbeing-needs of students with diverse backgrounds. This knowledge will be translated into actionable, evidence-based recommendations for policy and innovation. Improving university student wellbeing should benefit the health, educational and employment trajectories of young adults in both the short-and longer-term. Read more Read less
Funder: Australian Research Council
View Funded Activity