2024-03-28T16:35:13Z
http://ro.uow.edu.au/do/oai/
oai:ro.uow.edu.au:jutlp-1000
2021-11-04T03:24:06Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Editorial 1.1: Journal to address gap in high education sector
Carter, Helen
10.53761/1.1.1.1
Higher education sector
teaching and learning
practice research implication
free_to_read
Article
<p>Journal to address gap in high education sector</p>
https://ro.uow.edu.au/jutlp/vol1/iss1/1
oai:ro.uow.edu.au:jutlp-1001
2021-11-04T03:24:07Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Can the love of learning be taught?
Nillsen, R.
10.53761/1.1.1.2
Teaching
learning styles
perception
communication
free_to_read
Article
This paper is an expanded version of a talk given at a
Generic Skills Workshop at the University of Wollongong,
and was intended for academic staff from any discipline
and general staff with an interest in teaching. The issues
considered in the paper include the capacity of all to
learn, the distinction between learning as understanding
and learning as information, the interaction between the
communication and content of ideas, the tension between
perception and content in communication between
persons, and the human functions of a love of learning. In
teaching, the creation of a fear-free environment is
emphasised, as is the use of analogy as a means of
breaking out of one discipline and making connections
with another, with mathematics and history being used as
a possible example. Some of the issues raised are
explored in more depth in the notes at the end of the
paper, to which there are references in the main text.
About the author. Rodney Nillsen studied literature,
mathematics and science at the University of Tasmania. He
proceeded to postgraduate study at The Flinders University of
South Australia, studying mathematics under Igor Kluvánek
and, through him, coming into contact with the European
intellectual tradition. He held academic positions at the Royal
University of Malta and the University College of Swansea,
Wales. Upon returning to Australia, he took up a lecturing
position at the University of Wollongong, where he continues to
teach and conduct research in pure mathematics. At the
University he is a member of Academic Senate and is the Chair
of the Human Research Ethics Committee. He received a
Doctor of Science degree from the University of Tasmania in
2000. His interests include literature, classical music and the
enjoyment of nature.
1
https://ro.uow.edu.au/jutlp/vol1/iss1/2
oai:ro.uow.edu.au:jutlp-1003
2021-11-04T03:24:09Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Using the nominal group technique to select the most appropriate topics for postgraduate research students' seminars
Jones, Sandra C.
10.53761/1.1.1.4
Nominal group techniques
skill needs
postgraduate research students
student's preferences
seminar topics
free_to_read
Article
In 2003, the Faculty of Health & Behavioural
Sciences at our university offered a series of
postgraduate research seminars. The series of
seminars, selected by a three-person faculty team,
received a mixed reaction - some seminars
attracted a large proportion of the students whereas
others were poorly attended. Thus, it was decided
to continue the seminar series in 2004, but to
undertake some formative evaluation to determine
the students' preferences for the seminar topics. It
was important to gain input from as many students
as possible, and to allow maximum latitude for
responses. It was decided to conduct a two-stage
evaluation process: nominal groups with a subset of
postgraduate research students; followed by a
survey of all students based on the groups. It was
apparent from the results of this study that the
students' preferences for seminar content were
quite dissimilar to those anticipated by academic
staff. This study demonstrates the advantages and
disadvantages of the nominal group technique in
investigating information and skill needs among
postgraduate research students.
1
https://ro.uow.edu.au/jutlp/vol1/iss1/4
oai:ro.uow.edu.au:jutlp-1002
2021-11-04T03:24:08Z
publication:jutlp
publication:library
publication:journal_articles
publication:asd
publication:document_types
A web environment linking university teaching strategies with graduate attributes
Hoban, Garry
Lefoe, Geraldine E.
James, Bronwyn
Curtis, Sue
Kaidonis, Mary
Hadi, Muhammad
Lipu, Suzanne
McHarg, Chris
Collins, Robbie
10.53761/1.1.1.3
Graduate attributes
online study design
web-based learning environment
free_to_read
Article
<p>This article describes the design of a web-based environment that links teaching strategies used in different faculties with graduate attributes. Whilst graduate attributes have existed at the University of Wollongong since the 1990s, this is the first time teaching strategies that enable students to develop these attributes have been articulated and shared electronically. The strategies are the practical or tacit knowledge of university teaching. The paper provides a background for the role of graduate attributes in higher education and explains the reason for focussing on teaching strategies. It describes the website resource with some examples and outlines dissemination and evaluation plans for the initiative. It is hoped that the website will become a “growing” site as a resource for a university community to share teaching strategies across different faculties.</p>
1
https://ro.uow.edu.au/jutlp/vol1/iss1/3
oai:ro.uow.edu.au:jutlp-1004
2021-11-04T03:24:09Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Managing large foreign language classes at university
McCarthy, B.
10.53761/1.1.1.5
Adaptation
management
traditional class
individualised instruction
free_to_read
Article
The rationalisation of class sizes and subject
offerings in majors, and the implementation of
workloads models establishing parity in teaching
hours and in student load per staff member across
Faculty have created considerable challenges for
tertiary foreign-language teaching over the past
decade. This paper presents one way of responding
to the imperatives of the new order, involving the
adaptation and management of traditional class
activities so that they remain valid in a group of 60
or more students, and the development and delivery
of computer-based activities to allow students to
receive as much (or as little) individualised
instruction as they need outside of class. It reflects
on principles and practices which, although not new,
have assumed particular importance in the new
environment, and analyses the impact of the
changes on the dynamic of the class.
1
https://ro.uow.edu.au/jutlp/vol1/iss1/5
oai:ro.uow.edu.au:jutlp-1007
2021-11-04T03:24:10Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Editorial 1.2
McInnis, C.
10.53761/1.1.2.1
Student assessment
design and management
free_to_read
Article
The design and management of assessment shapes student learning in ways often not
considered. Some academics tend to consider the modes of assessment as somewhat routine if
not an afterthought to the much more interesting task of selecting curriculum materials.
Likewise, it is surprising how so many studies of learning and teaching seem to overlook
student assessment, yet we know that students put assessment at the front and centre of their
thinking about their approaches to learning, perhaps more so in higher education where the
subject choices are greatest.
https://ro.uow.edu.au/jutlp/vol1/iss2/1
oai:ro.uow.edu.au:jutlp-1008
2021-11-04T03:24:11Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Integrating information literacy into curriculum assemment practice: an informatics case study
Meldrum, A.
Tootell, H.
10.53761/1.1.2.2
Practical intergration
literacy skills
curriculum assessment practice
free_to_read
Article
This article describes how an Informatics subject has
integrated information literacy skills into its curriculum
assessment practice. The paper provides a background
on the role information literacies have in student learning
and explains the importance of ensuring the literacies are
aligned with subject content and assessment practice. It
describes the results of an informatics subject that has
been developed through collaboration between Academic
and Faculty Librarian.
1
https://ro.uow.edu.au/jutlp/vol1/iss2/2
oai:ro.uow.edu.au:jutlp-1016
2021-11-04T03:24:16Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Keeping pace with current issues in reporting suicide and mental illness
Skehan, J.
Burns, L. S.
Hazell, T.
10.53761/1.4.2.5
Suicide
reporting mental illness
response ability project
free_to_read
Article
The Response Ability Project, funded under the Mindframe National Media Initiative in
Australia, seeks to influence tertiary curricula so that graduates in journalism will be
aware of and able to respond appropriately to issues relating to suicide and mental
illness. Whilst the initial multi-media resources developed to support journalism
educators have been received well, engagement with media organisations and
individual journalists under other Mindframe projects have revealed further complexities
associated with the reporting of suicide and mental illness. In particular, journalists
have indicated that the issues become more problematic when they are required to
report suicides in other contexts, such as murder-suicides, deaths in custody and
voluntary euthanasia. Similarly, the reporting of mental illness was more complex in the
context of crime and in the reporting of the mental health care system. This paper will
highlight some of these new complexities of reporting and discuss how the Response
Ability project has responded through the development of supplementary resources to
allow educators to raise such issues with students.
1
https://ro.uow.edu.au/jutlp/vol4/iss2/5
oai:ro.uow.edu.au:jutlp-1013
2021-11-04T03:24:14Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Demonstrating scholarship and effectiveness of teaching through the application of data collected from concept maps
Francis, R. W.
10.53761/1.4.2.2
Concept maps
student performance
student progress
self-evaluation
delivery of instruction
free_to_read
Article
College faculty face the ongoing dilemma of balancing the professional
emphasis on student learning with the administrative task of documenting
student performance related to reappointment, promotion, and tenure. As
tools in the undergraduate and graduate programs of an institution of higher
learning, concept maps provide faculty with interesting and effective ways
to assess learning by students in all academic areas. Concept maps can
give students and faculty meaningful information about student
performance. These tools are objective, meaningful assessments through
which the instructor can monitor student progress, self-evaluate classroom
performance, and revise the delivery of instruction in the collegiate
classroom.
1
https://ro.uow.edu.au/jutlp/vol4/iss2/2
oai:ro.uow.edu.au:jutlp-1017
2021-11-04T03:24:17Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Teaching: more than just lecturing
Roettger, C.
Roettger, L. O.
Walugembe, F.
10.53761/1.4.2.6
Teaching effectiveness
student demographics
teaching stratergies
free_to_read
Article
This study focused on effective teaching strategies for university professors. The
researchers studied the relationship between teaching effectiveness and the
dynamics of student demographics. An examination of the changes in the
composition of the college population over the last few decades, based on
statistical data, as well as an overview of theories of teaching and learning
published in professional books and journals in both K-12 and Higher Education,
provided the framework for an assessment of the effectiveness of various
approaches to teaching. The final recommendations are based on the
conclusions resulting from a comprehensive analysis of various research studies.
1
https://ro.uow.edu.au/jutlp/vol4/iss2/6
oai:ro.uow.edu.au:jutlp-1009
2021-11-04T03:24:11Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Meeting the challenges of assessing clinincal placement venues in a Bachelor of Nursing program
Penman, J.
Oliver, M.
10.53761/1.1.2.3
Contextual learning
clinincal placement
crticial reflection
practice evaluation
free_to_read
Article
Clinical learning is foundational to the University of South
Australia’s Bachelor of Nursing program and students are
expected to undertake a variety of clinical experiences
during the three-year program. The Discipline of Nursing
and Rural Health, in collaboration with academics,
clinicians and managers, developed an instrument to
evaluate contextual learning, involvement and reflection
of nursing students during clinical placements. Following
a simple research study using the instrument, it was
decided to continue such evaluation on an ongoing basis.
The instrument was found to be beneficial for students,
industry partners and academics in attaining feedback.
The purpose of this paper is threefold: to illustrate the
process by which the evaluative instrument was
developed, to report the results of the survey, and to
explore the positive learning outcomes that might result
with the use of the instrument.
1
https://ro.uow.edu.au/jutlp/vol1/iss2/3
oai:ro.uow.edu.au:jutlp-1010
2021-11-04T03:24:12Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Karmic assessment: evidence from business students
Pio, E.
10.53761/1.1.2.4
Karmic assessment
learning environment
individual introspection
embedded learning opportunity
free_to_read
Article
This paper reports the results of assessment as an
embedded learning opportunity through evidence from a
course on Management and Spirituality for business
students offered in 2002 and 2003 in the USA and
Europe. It discusses how assessment can be strategically
used to nudge students’ minds through learning
experiences that expand current mental models of being.
The construct of Karma with its emphasis on the need to
sow carefully to reap a rich harvest for humanity is the
context within which the assessment is designed. The
paper develops three interrelated themes: the first is the
theoretical background on assessment and the need to
integrate it with global citizenship and bottom of the
pyramid awareness; the second theme sketches the three
assessment tasks; while the final theme suggests a
model for assessment which amalgamates the learning
community, learning environment and individual
introspection to achieve karmic assessment.
1
https://ro.uow.edu.au/jutlp/vol1/iss2/4
oai:ro.uow.edu.au:jutlp-1011
2021-11-04T03:24:13Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Assessment is bloomin' luverly: developing assessment that enhances learning
Morris, M.
Porter, A.
Griffiths, D.
10.53761/1.1.2.5
Devloping assessment
student outcome
enhancing learning
cognitive skills
free_to_read
Article
Our initial intention was to set out to explore the potential for implementing
outcome-based assessment practices in a first year statistics unit. It has evolved
into a search for a pedagogy enabling clear definition of the desired learning
outcomes in our students, and alignment of instruction, student resources and
assessment with these outcomes. Previous learning and assessment materials
were used as starting points for the pilot study. The aim was to develop a model
which might feasibly be repeated in the context of our subject and related ones,
and which might be potentially applied in other disciplines.
A recent revision of Bloom’s Taxonomy was chosen to facilitate classification of
an intended hierarchy of desired knowledge, processes and skills. Unit objectives
were behaviourally framed to provide identifiable indicators of student outcome
achievement. Assessment was similarly classified to align the desired and
observable outcomes. Appropriate instructional techniques and authentic
assessment were chosen commensurate with student interest and the
development of higher order cognitive skills.
An evaluation rubric was used to clarify the requirements of the assessment
task. This provided focus material to foster organization of responses. To
prevent students privileging one outcome above another, no marking schema
was included. Students worked independently in teams of two to complete
complementary sections of the assignment. However discussion of their work
with their partner was not only expected, but encouraged. Team solution fostered
cooperative learning without providing opportunities for plagiarism.
Reflective practices and student and staff feedback throughout the study led to
refinements in the procedures. Summative evaluation encompassed results of
student assessment and surveys and interviews of both staff and students.
Semantic problems resulted in difficulties in using the revised Bloom’s
taxonomy to classify assessment questions. The word ‘explain’ at times required
demonstration with a simple diagram, at others, identifying the elements of a
formula or even analysis to determine the relevance of a particular model. There
is an obvious potential for variability in interpretation of the skills required by
some questions and hence the possibility of a lack of reliability in classification of
the objectives and assessment. A need arises therefore to refine the taxonomy
for more specific use within the discipline.
1
https://ro.uow.edu.au/jutlp/vol1/iss2/5
oai:ro.uow.edu.au:jutlp-1012
2021-11-04T03:24:13Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Editorial 4.2
Carter, H.
10.53761/1.4.2.1
Journal rankings
discipline of education
free_to_read
Article
In August this year we were very pleased to see the information on JUTLP in the journal
rankings for the discipline of education as researched by AARE and the University of
Newcastle. JUTLP ranked around the middle of the group of journals for esteem and
performed slightly higher in terms of quality. We were very pleased with this result after only
four years in operation and I refer you to the listing if you haven't already seen it: <a href="http://www.newcastle.edu.au/centre/sorti/Banding/mehtod.html">here</a>
https://ro.uow.edu.au/jutlp/vol4/iss2/1
oai:ro.uow.edu.au:jutlp-1014
2021-11-04T03:24:15Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Vision & Choice: ethical characteristics of academic development programs
Willison, J.
10.53761/1.4.2.3
Ethical perspective
academic development
graduate outcomes
free_to_read
Article
The perceived importance and the prevalence of academic development
programs worldwide mean that it is critical that characteristics essential for
the success of such programs be identified and incorporated. This article
recognises the manifold perspectives on identifying such characteristics,
but argues that if it is desirable that an academic development program has
ethical outcomes, then an ethical perspective is an appropriate starting
point. From the basis of ethical principles, two vital characteristics of
academic development programs are identified - vision and choice. In this
paper, contemporary conceptualisations of academic development
programs are considered first, then characteristics consistent with ethical
principles are identified and amplified. The paper concludes with a
description of an existing graduate certificate in higher education, and its
graduates' outcomes as an example.
1
https://ro.uow.edu.au/jutlp/vol4/iss2/3
oai:ro.uow.edu.au:jutlp-1015
2021-11-04T03:24:16Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Engaging academics with a simplified analysis of their multiple-choice question (MCQ) assessment results
Crisp, G. T.
Palmer, E. J.
10.53761/1.4.2.4
Engaging academics
assessment anaylsis formative assessments
free_to_read
Article
The appropriate analysis of students’ responses to an assessment is an essential
step in improving the quality of the assessment itself as well as staff teaching and
student learning. Many academics are unfamiliar with the formal processes used
to analyze assessment results; the standard statistical methods associated with
analyzing the validity and reliability of an assessment are perceived as being too
difficult for academics with a limited understanding of statistics. This inability of
academics to apply conventional statistical tools with authority often makes it
difficult for them to make informed judgements about improving the quality of the
questions used in assessments. We analyzed students’ answers to a number of
selected response assessments and examined different formats for presenting
the resulting data to academics from a range of disciplines. We propose the need
for a set of simple but effective visual formats that will allow academics to identify
questions that should be reviewed before being used again and present the
results of a staff survey which evaluated the response of academics to these
presentation formats. The survey examined ways in which academics might use
the data to assist their teaching and students’ learning. We propose that by
engaging academics with a formal reflection of students’ responses, academic
developers are in a position to influence academics’ use of specific items for
diagnostic and formative assessments.
1
https://ro.uow.edu.au/jutlp/vol4/iss2/4
oai:ro.uow.edu.au:jutlp-1039
2021-11-04T03:24:32Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Subjective Cognitive Workload, Interactivity and Feedback in a Web-based Writing Program
Emerson, L.
MacKay, B.
10.53761/1.3.1.2
free_to_read
Article
This investigation compares and analyses the
experiences and subjective cognitive workload of
students undertaking a lesson on an aspect of
micro-level writing skills in a web-based and paperbased
version. Both versions of the lesson were
based on the principles of interactive learning,
specifically on a modified version of Chou’s (2003)
model. The analysis is based on two quantitative
and qualitative questionnaires and subjective
cognitive workload is examined using the NASATLX.
Analysis showed that while students were
positive about the lesson in both modes, they
experienced a higher subjective cognitive workload
with the web-based lesson. The paper speculates
that this difference may be accounted for by
different approaches to providing feedback to
students, and suggests that this factor be tested by
future research.
1
https://ro.uow.edu.au/jutlp/vol3/iss1/2
oai:ro.uow.edu.au:jutlp-1022
2021-11-04T03:24:20Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
The PhD In Writing Accompanied By An Exegesis
Arnold, Josie
10.53761/1.2.1.5
Phd students
academic assessment
exegesis
free_to_read
Article
The position of this paper is to further the discussion on
what constitutes academic assessment in the PhD by
artefact and exegesis. In doing so, it explores some of
the ideas that arose in setting up the PhD in creative
writing at Swinburne University of Technology. Thus, I:
• survey some of the questions that arise about the
journeys made by the candidate, supervisor and
examiner of the PhD in creative writing;
• introduce discussion about what constitutes
academic knowledge with particular reference to
the PhD in writing at Swinburne University of
Technology, Lilydale Campus;
• bring to the fore multiple possibilities in
understanding possible conceptualizations of
legitimate scholarly, intellectual and cultural
research; and
• survey some ideas about research and/as
creativity.
In doing so, I provide the basis for discussion of the
dynamic nature of research, and situate this discussion
within the framework of assessment.
1
https://ro.uow.edu.au/jutlp/vol2/iss1/5
oai:ro.uow.edu.au:jutlp-1028
2021-11-04T03:24:24Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Editorial 2.3
Carroll, J.
10.53761/1.2.3.1
Academic integrity
actions and interventions
purpose and methodology
free_to_read
Article
The overarching theme for this special edition is academic integrity. The theme prompted papers which ranged widely in stance, purpose and methodology from authors in Australia and New Zealand. Many authors began by defining words (i.e. 'integrity', 'plagiarism' or 'original') and I propose doing the same in these opening remarks. The word that struck me in the JUTLP title was 'practice' and I kept that word in mind when selecting papers. I was asking myself: 'How might the special edition address the needs of practitioners themselves? What can the authors contribute to issues effecting teachers, students, university administrators and/or other researchers concerned with actions and interventions designed to encourage academic integrity? The result was accepting more papers than could be accommodated in a single issue. It may be that the volume of submissions just reflects academics' need to publish but more positively, it could also indicate how much energy and thought is being expended by practitioners in universities on this issue. These papers all offer something useful, I believe, to one or more of the practitioner groups.
https://ro.uow.edu.au/jutlp/vol2/iss3/1
oai:ro.uow.edu.au:jutlp-1030
2021-11-04T03:24:25Z
publication:jutlp
publication:journal_articles
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Scaffolding Academic Integrity: Creating a Learning Context for Teaching Referencing Skills
Emerson, L.
Rees, M. T.
MacKay, B.
10.53761/1.2.3.3
Detection tool (turnitin)
multi-strategy educational programme
interactive teaching
secondary sources
free_to_read
Article
Methods of detecting plagiarism and teaching skills
relating to the use of secondary sources are matters of
increasing contention within academia. The project
presented in this paper melds the use of a detection tool
(Turnitin) with a multi-strategy educational programme.
The results show that using percentage of secondary
sources usage as an indicator of plagiarism is unreliable,
that a one-on-one tutor clinic may be an useful part of any
educational programme, and that students’ inability to
reference correctly may be based on an inadequate
understanding of the process of academic writing, rather
than a misunderstanding of the conventions. This
suggests that students would benefit from interactive
teaching or teaching materials which focus on the process
of using secondary sources, rather than teaching which
focuses solely on definition of terms and conventions of
secondary source usage.
1
https://ro.uow.edu.au/jutlp/vol2/iss3/3
oai:ro.uow.edu.au:jutlp-1033
2021-11-04T03:24:27Z
publication:jutlp
publication:journal_articles
publication:asd
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Academic Integrity: An Awareness and Development Issue for Students and Staff
McGowan, U.
10.53761/1.2.3.6
Academic integrity
awareness and development issue
international students
incidence of inadvertent plagiarism
free_to_read
Article
University plagiarism policies aimed at assuring academic
integrity provide for increased vigilance and disciplinary
procedures to deal with transgressions. Many policies
also include guidelines to teaching staff to ensure that
students are adequately informed about the meaning of
plagiarism and its consequences, and about methods of
citing within the particular referencing system in use.
However, the experience of academic advising has
indicated that receiving such information is insufficient for
students who, for a variety of reasons, inadvertently lapse
into plagiarism. This is particularly the case for
international students for whom English is a second or
additional language. A simple and not excessively timeconsuming
strategy is proposed for academics to ensure
that students have the opportunity to learn not only the
mechanics of what they are required to do, but also the
reasons for the requirements and assistance in learning
the language for fulfilling these requirements. The
strategy involves, firstly, the induction of students into the
concept of evidence-based learning as the essential
characteristic of university learning, teaching and
research, and secondly, the application of a tool such as
genre analysis for mastering the language of their
discipline. This is an awareness and development issue
that is particularly important for international students
whose time within the English-speaking Australian
university environment may be limited to three or four
years. The proposed strategy has the potential of
becoming a powerful mechanism for reducing the
incidence of inadvertent plagiarism, as well as raising the
overall standard of written work for an increasing range of
students.
1
https://ro.uow.edu.au/jutlp/vol2/iss3/6
oai:ro.uow.edu.au:jutlp-1021
2021-11-04T03:24:20Z
publication:jutlp
publication:journal_articles
publication:asd
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Internationalisation Of The Curriculum: Putting Theory Into Practice In A Physiotherapy Program
Das, R.
10.53761/1.2.1.4
International students
cultural competence
redevelopment
health sciences
free_to_read
Article
Increasing numbers of international students studying
health sciences in Australia necessitates research into
appropriate ways to support cultural diversity in teaching.
International students commonly face problems in
adapting to culturally different education and health care
systems and this complicates the development of the
discipline specific skills that they have come to learn.
This paper presents a curriculum review of a course,
titled ‘Language and Communication in Physiotherapy’ in
a Physiotherapy Masters Program for international
students. The aim was to redevelop the course to better
align with principles of internationalisation of the
curriculum, seeking to ensure that the course did not
follow a deficit model of meeting international students’
needs. A philosophical shift was considered by staff and
led to a revision of course aims, content and assessment.
Instead of viewing students as having ‘gaps’ in
understanding or skills that needed to be patched up in
order to fit Australian norms, it was considered that the
chief aim of the course was to foster the development of
cultural competence. Course changes made as an
outcome of the review were evaluated and the outcomes
suggest that some of the changes were successful, whilst
others require further development. The process of
reflective practice followed in undertaking this review was
helpful not only in devising course content and
assessment changes useful to students’ learning, but
also in advancing the cultural competence of teachers
involved in the course.
1
https://ro.uow.edu.au/jutlp/vol2/iss1/4
oai:ro.uow.edu.au:jutlp-1025
2021-11-04T03:24:22Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Teaching Research Method Using a Student-Centred Approach? Critical Reflections on Practice
Barraket, J.
10.53761/1.2.2.3
Student-centred teaching methods
positive effect on student performance
formal teaching methods
diiactic teaching practice
free_to_read
Article
This article presents a reflective case study analysis of an
attempt to enhance student learning through the
introduction of student-centred teaching methods in a
masters-level social research methods subject. The
introduction of a range of specific techniques, including
case study teaching, problem based learning, groupwork,
role-play and simulation, is reflected upon. The article
concludes that the re-orientation of the curriculum toward
student-centredness in this case had a positive effect on
student performance, learning experience and subject
evaluation. In particular, the use of student-centred
techniques facilitated a strong social context for learning,
and provided students with a common experiential
framework from which to explore the technical aspects of
the curriculum. However, the analysis also found that
students continued to place value on more formal
teaching methods, and that the value of student-centred
techniques in this case rested in the way in which they
were integrated with more didactic teaching practice.
1
https://ro.uow.edu.au/jutlp/vol2/iss2/3
oai:ro.uow.edu.au:jutlp-1026
2021-11-04T03:24:23Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Providing a Discipline-Based Higher Education Qualification
Webster, L.
Mertova, P.
Becker, J.
10.53761/1.2.2.4
Flexible online courses
challenges in discipline-based higher education courses
free_to_read
Article
This paper highlights the growing need for the provision of
discipline-based flexible online courses for teachers in
Higher Education as well as acknowledging the
significance of interdisciplinary cooperation in this
endeavour. It describes the approaches taken in
designing and delivering these courses and discusses
some of the challenges inherent in developing,
implementing and evaluating such discipline-based
Higher Education courses, through examining the
Graduate Certificate in Law Teaching (GCLT) Course in
the Faculty of Law at Monash University, Australia.
1
https://ro.uow.edu.au/jutlp/vol2/iss2/4
oai:ro.uow.edu.au:jutlp-1027
2021-11-04T03:24:23Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
The COERSEA Model for Interactive Presentations
Koppi, T.
Pearson, E.
10.53761/1.2.2.5
The coersea model
interactive presentations
constructivist approach to presentations
free_to_read
Article
A commonly accepted theoretical paradigm in the
research and practice of effective learning and teaching is
constructivist. Researchers and practitioners in the higher
education community attend educational technology
focused conferences to share their findings, seek
feedback and collaboration, or challenge. Although
researchers may espouse constructivist methods in their
learning designs, this model is not adopted in their
presentations. Often a more traditional transmission
approach is used with the presenter inflicting many
content heavy slides on an increasingly passive audience.
The COERSEA model (context, outcomes, engagement,
resources, support, evaluation, alignment) comprises
seven principles that can be applied to the design of any
presentation be it a lecture, seminar or conference paper.
The model compliments current trends in online learning
design and represents a constructivist approach to
presentations that engages participants in a shared
learning experience. The model has been successfully
applied to a number of topics and contexts at
conferences, seminars and workshops.
1
https://ro.uow.edu.au/jutlp/vol2/iss2/5
oai:ro.uow.edu.au:jutlp-1038
2021-11-04T03:24:32Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Editorial 3.1
Carter, H.
10.53761/1.3.1.1
free_to_read
Article
As always it is very pleasing to see papers covering such a broad range of teaching and learning issues being submitted and then being able to be published by the Journal. Welcome to the first issue of volume three of the Journal of University Teaching and Learning Practice (JUTLP).
https://ro.uow.edu.au/jutlp/vol3/iss1/1
oai:ro.uow.edu.au:jutlp-1034
2021-11-04T03:24:28Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Using an Electronic Text-Matching Tool (Turnitin) to Detect Plagiarism in a New Zealand University
Goddard, R.
Rudzki, R.
10.53761/1.2.3.7
Text-matching tool (turnitin)
detect plagiarism
new zealand university
free_to_read
Article
This paper is concerned with reporting the experience
and findings of staff using a commercially-available textmatching
tool (Turnitin) to detect plagiarism in a university
setting in New Zealand. The use of actual instances of
plagiarism revealed through Turnitin in a teaching
department is a departure from the more usual selfreporting
methodology used in many plagiarism research
papers. The paper concludes by asking questions of the
implications for institutions, teaching staff and students.
1
https://ro.uow.edu.au/jutlp/vol2/iss3/7
oai:ro.uow.edu.au:jutlp-1035
2021-11-04T03:24:30Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Land and Discover! A Case Study Investigating the Cultural Context of Plagiarism
Handa, N.
Power, C.
10.53761/1.2.3.8
Notion of academic integrity
understanding of plagiarism
different educational cultures
ethical principles
free_to_read
Article
Despite a growing body of evidence, the common causal factors of
plagiarism among international students are still widely seen to be poor
language skills or a lack of academic integrity on the part of the students.
This research uses the experiences of a particular cohort of students to
explore these assumptions. It investigates and compares the notion of
academic integrity and the understanding of plagiarism of both Indian
postgraduate students who are currently studying in Australia and students
currently studying at Indian universities. Postgraduate international
students from India have studied in English at an undergraduate level in
India and have a clear understanding of academic integrity in their own
context. However their undergraduate experience occurs in a culturally
different context to that of the Australian university system and they face
the challenge of learning new academic conventions. This paper argues
that students coming from different educational cultures require proper and
explicit induction into the principles and philosophy behind many western
academic conventions as different conventions of scholarship in the
Australian education system can create unique difficulties for them. To
accuse international students in general of a lack of integrity because they
plagiarise or to blame only their lack of language skills for plagiarising
seems to be arguable. Rather, the impact of transition from a different
university culture without explicit academic skills orientation and instruction
needs to be addressed. The paper also points towards the paradox of
punishment in western universities where international students have to
prove their integrity and innocence regarding the ethical principles of a new
and foreign culture.
1
https://ro.uow.edu.au/jutlp/vol2/iss3/8
oai:ro.uow.edu.au:jutlp-1032
2021-11-04T03:24:27Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
A Rheme of One’s Own: How ‘Original’ do we Expect Students to be?
Johnson, A.
Clerehan, R.
10.53761/1.2.3.5
Plagiarism
undergraduate students
meaning of originality
using sources for different disciplines
free_to_read
Article
Current discussions of plagiarism in the university have
taken something of a criminological turn. At the same
time, there is a tendency to focus on technological
solutions. Against these trends, we argue that plagiarism
remains, fundamentally, a philosophical and pedagogical
issue for universities, related to understanding the
meaning of originality and using sources for different
disciplines.
Toward this goal we place the notion of originality in its
historical and disciplinary contexts, and question the view
that it is a natural and universal quality of good writing.
The practice of assessing undergraduate students on
their ability to produce ‘original’ texts depends on a notion
of originality that is unstable and uncertain. We examine
a sample of statements about originality given to students
and explore the nature of the demands placed on student
writers in the internationalised university.
1
https://ro.uow.edu.au/jutlp/vol2/iss3/5
oai:ro.uow.edu.au:jutlp-1018
2021-11-04T03:24:18Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Editorial
Carter, H.
10.53761/1.2.1.1
Editorial
free_to_read
Article
Welcome to the first issue of volume two of the Journal of University Teaching and Learning Practice. The number and range of submissions to the Journal continue to grow and preparations are underway to expand the JUTLP Board to help manage this and the attendant broader scope.
https://ro.uow.edu.au/jutlp/vol2/iss1/1
oai:ro.uow.edu.au:jutlp-1019
2021-11-04T03:24:18Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Challenging The Primacy Of Lectures:The Dissonance Between Theory And Practice In University Teaching
Phillips, R.
10.53761/1.2.1.2
Lecture
dissoance
learning process
university teaching and learning practices
free_to_read
Article
Current practice in universities foregrounds the traditional
lecture, tutorial, examination approach to teaching. The
nature of currently-accepted practice in course design
and administration is considered through an examination
of the influence on universities of historical views about
knowledge. These findings are contrasted with current
research about learning and learning environments, and
the dissonances explored in terms of the concepts of
theory-in-use and espoused theory. Recommendations
are then made about appropriate ways to design
educationally-sound learning environments in higher
education. Finally, this paper questions why lectures are
largely viewed as the core of the learning process, and
why university teaching and learning practices continue
to be resistant to, and often inconsistent with,
fundamental principles of learning developed through
sustained scholarly enquiry.
1
https://ro.uow.edu.au/jutlp/vol2/iss1/2
oai:ro.uow.edu.au:jutlp-1020
2021-11-04T03:24:19Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
A Study Into The Effects Of eLearning On Higher Education
Singh, G.
O'Donoghue, J.
Worton, H.
10.53761/1.2.1.3
Elearning
challenges in online education
implementation
higher education
free_to_read
Article
The Internet is a technological development that has the
potential to change not only the way society retains and
accesses knowledge but also to transform and
restructure traditional models of higher education,
particularly the delivery and interaction in and with course
materials and associated resources. Utilising the Internet
to deliver eLearning initiatives has created expectations
both in the business market and in higher education
institutions. Indeed, eLearning has enabled universities to
expand on their current geographical reach, to capitalise
on new prospective students and to establish themselves
as global educational providers. This paper examines the
issues surrounding the implementation of eLearning into
higher education, including the structure and delivery of
higher education, the implications to both students and
lecturers and the global impact on society.
1
https://ro.uow.edu.au/jutlp/vol2/iss1/3
oai:ro.uow.edu.au:jutlp-1023
2021-11-04T03:24:21Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Editorial 2.2
Carter, H.
10.53761/1.2.2.1
Teaching and learning practice
inclusion
ideas
free_to_read
Article
It is a pleasure to see papers covering such a broad range of teaching and learning issues being submitted to the Journal. Some of these might challenge our conceptions of what constitutes teaching and learning practice but where possible we try to be inclusive of these ideas. Welcome to the second issue of volume two of the Journal of University Teaching and Learning Practice.
https://ro.uow.edu.au/jutlp/vol2/iss2/1
oai:ro.uow.edu.au:jutlp-1024
2021-11-04T03:24:21Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Learning and Language: Supporting Group Work So Group Work Supports Learning
Mylett, T.
Gluck, R.
10.53761/1.2.2.2
Development in teaching and learning
learn the language of employment relations students
collaborative learning
free_to_read
Article
This paper reports on developments in teaching and
learning for first year employment relations students at
the University of Wollongong based on creating
conditions of learning informed by Vygotsky’s ‘zone of
proximal development’ theory. Essentially, this meant
emphasising collaborative learning (group work) in the
lecture theatre and in assessment tasks to provide
opportunities for students to ‘learn the language’ of
employment relations. The paper also considers
collaboration between an employment relations discipline
lecturer and an learning development discipline lecturer
that helped identify the objectives for teaching and
learning (the desired attributes of a Wollongong
Graduate, ethical concerns about how students’ may
affect one another in group work, and developing
knowledge and skills to equip students to be effective in
employment relations practice) within a particular task
environment (characterised by an organisational
imperative to ‘do more with less’, and students’ beliefs
that lectures have the purpose of didactic information
delivery) simultaneously with teaching. This paper offers
readers a case study of the application of a teaching and
learning theory that may stimulate reflection on their
practice.
1
https://ro.uow.edu.au/jutlp/vol2/iss2/2
oai:ro.uow.edu.au:jutlp-1029
2021-11-04T03:24:25Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Proper Acknowledgment?
East, J.
10.53761/1.2.3.2
Proper acknowledgment
concepts of attribution and originality
matter of context and perception
international students
free_to_read
Article
The concern in Australian universities about the
prevalence of plagiarism has led to the development of
policies about academic integrity and in turn focused
attention on the need to inform students about how to
avoid plagiarism and how to properly acknowledge.
Teaching students how to avoid plagiarism can appear to
be straightforward if based on the notion that plagiarism is
copying without proper acknowledgment. This paper
reviews the term ‘proper acknowledgment’ in the
academic context and argues that proper
acknowledgement can be a matter of context and
perception. In this paper forms of plagiarism are
reviewed, reasons for student plagiarism are considered
and different contexts for acknowledgement and how
these fit in with concepts of attribution and originality are
discussed. Comments from international students new to
Australian academic culture provide insights and reveal
that students in trying to master the rules of
acknowledgment can be perplexed and concerned about
when and why they should acknowledge.
1
https://ro.uow.edu.au/jutlp/vol2/iss3/2
oai:ro.uow.edu.au:jutlp-1031
2021-11-04T03:24:26Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Student Perceptions of a Trial of Electronic Text Matching Software: A Preliminary Investigation
Green, D.
Lindemann, I.
Marshall, K.
Wilkinson, G.
10.53761/1.2.3.4
Electronic detection methods
academic integrity
evaulate turnitin software
plagiarism non english speaking background
law students
free_to_read
Article
It is accepted that using electronic detection methods has benefits
within an overall strategy to promote academic integrity in an
institution. Little attention has been paid to obtaining student
perceptions to evaluate the cost/benefit of using such methods. This
study reports on the evaluation of a trial of Turnitin software. 728
students responded to a survey about their thoughts on plagiarism
and being involved in the trial. This study found that students were
generally unsure about the benefits and whether the university should
use the software. In particular, two groups of students showed
significant differences to the rest of the students sampled. While Non
English Speaking Background (NESB) students reported higher
levels of perceived usefulness of the software, they also reported
higher levels of anxiety about the impact on them. Law students
reported lower levels of perceived usefulness of the software and
higher levels of concern and mistrust. The impact of such perceptions
on the learning environment needs to be investigated. Special
attention may be needed in introducing such software to different
groups of students in order to limit possible deleterious effects and
enhance potential benefits.
1
https://ro.uow.edu.au/jutlp/vol2/iss3/4
oai:ro.uow.edu.au:jutlp-1036
2021-11-04T03:24:30Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
The Concept of Integrity in Teaching and Learning
Nillsen, R.
10.53761/1.2.3.9
Ideals of integrity in teaching and learning
specific discipline
free_to_read
Article
In this paper it is argued that the concept of integrity in a
person, or an activity, or an institution, is intimately
connected with notions of wholeness and completeness,
and that the creation of integrity consists in developing an
awareness of the possibility of greater wholeness and
completeness, and in creating environments in which they
may occur. In a manner analogous to ethical integrity,
integrity in inquiry, knowledge learning and teaching is
seen as arising from a preparedness to submit oneself to
a larger intellectual whole, in which one might say that
individual preference is secondary to a “transcending
state of affairs”. Some suggestions are made to help
towards progressing the ideals of integrity in teaching
and learning, with some discussion in relation to specific
disciplines.
1
https://ro.uow.edu.au/jutlp/vol2/iss3/9
oai:ro.uow.edu.au:jutlp-1037
2021-11-04T03:24:31Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Turnitin.com: Teachers’ Perspectives of Anti-Plagiarism Software in Raising Issues of Educational Integrity
Sutherland-Smith, W.
Carr, R.
10.53761/1.2.3.10
free_to_read
Article
Issues of academic plagiarism in educational institutions
are often played out in the public arena. Media reports
that ‘scandals’ occur in universities where plagiarism has
gone undetected, or unpunished can undermine public
faith in the academic integrity of higher education. Antiplagiarism
software has been successfully marketed to
universities as a means through which to detect and deter
plagiarism. One commercially available product, Turnitin,
has been embraced and implemented in many
educational settings around the globe. Although Turnitin
has been heralded as an effective measure to combat
plagiarism, little empirical research has been undertaken
to examine user perceptions of its effectiveness. This
paper details a site-specific case study which explores the
perspectives of seven teachers across five faculties at
South-Coast University¹ about the effectiveness and
usability of Turnitin. The findings indicate that Turnitin
assists in detecting passages where text matches other
sources. However, the software does not indicate whether
plagiarism has occurred or not. That remains the decision
of the teacher. Additionally, such software should not be
considered a panacea for plagiarism. Students still
require explicit teaching of the concept of textual
attribution, often with subject-specific examples to
understand acknowledgement conventions within
academia.
1
https://ro.uow.edu.au/jutlp/vol2/iss3/10
oai:ro.uow.edu.au:jutlp-1040
2021-11-04T03:24:33Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Guiding Principles for a Reflexive Approach to Teaching Organisation Studies
Duarte, F.
Fitzgerald, A.
10.53761/1.3.1.3
free_to_read
Article
In this paper, we discuss a reflexive teaching
approach, which may make the field of Organisation
Studies more permeable to alternative views and
thus more responsive to the complexities of
processes unfolding in organisations in the context
of a rapidly changing world. We contend that
reflection on lived experience complements
perspectives that focus on the managerial point of
view with other perspectives constitutive of the
totality of experience inside work organisations. The
combination of reflexive teaching and Experience-
Based Learning (EBL) creates an effective
approach to develop in students the ability to
critically reflect upon, and challenge dominant
perspectives and practices in the field of
Organisation Studies.
1
https://ro.uow.edu.au/jutlp/vol3/iss1/3
oai:ro.uow.edu.au:jutlp-1046
2021-11-04T03:24:40Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Does Attendance Matter? An Examination of Student Attitudes, Participation, Performance and Attendance
Massingham, P.
Herrington, T.
10.53761/1.3.2.3
free_to_read
Article
Non attendance of lectures and tutorials appears to
be a growing trend. The literature suggests many
possible reasons including students’ changing
lifestyle, attitudes, teaching and technology. This
paper looks at the reasons for non attendance of
students in the Faculty of Commerce at the
University of Wollongong and identifies relationships
between attendance, participation and performance.
The results indicate that there are valid reasons for
non attendance that are both in the control of
learners and teachers. There are also clear benefits
for students to be gained in attendance; however,
changes in the way we learn, teach, assess and use
technology are recommended if we wish to reverse
the trend.
1
https://ro.uow.edu.au/jutlp/vol3/iss2/3
oai:ro.uow.edu.au:jutlp-1041
2021-11-04T03:24:34Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
An International Educational Literacy: Students, Academics and the State
Frew, C.
10.53761/1.3.1.4
free_to_read
Article
Universities are no-longer isolated places where the
intellectually or socially advantaged undertake
research and contemplation. Universities are central
to social and economic policy and can be used to
meet the social and economic requirements of the
new globalised environment. This paper explores
the role of the internationalisation of universities in
Australia, facing the challenge of globalisation, in
light of declining government support of higher
education institutions. A large part of
internationalisation involves an increase in
international student numbers, and this alongside
changes in internal governance, is changing the role
of academics within universities. This paper
examines the new demands for an international
educational literacy, examining the effect of these
demands on academic professionals.
1
https://ro.uow.edu.au/jutlp/vol3/iss1/4
oai:ro.uow.edu.au:jutlp-1042
2021-11-04T03:24:36Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Learning for Success: Distance Education Students’ use of their Learning Materials
Smith, A.
Smith, E.
10.53761/1.3.1.5
free_to_read
Article
This paper reports the results of a research project investigating the use
that Distance Education (DE) students at university make of the learning
materials that are supplied to them. The research is based on a survey of
998 DE students enrolled in ten undergraduate subjects spread across all
five Faculties at Charles Sturt University (CSU) in New South Wales,
Australia. CSU is Australia’s largest DE provider of higher education. The
project addressed the following questions:
• The extent to which DE undergraduate students use their learning materials.
• The extent to which students undertake the learning activities that are often
incorporated in learning materials.
• The extent to which students obtain learning materials beyond the printed
learning materials, especially their use of library facilities and the internet to
research topics in their study programs.
• The way in which DE undergraduate students approach their study and the
study strategies that they adopt.
The paper reports the major conclusions from the survey. It was found that
the majority of students read most or all of the learning materials that were
sent to them. They relied heavily upon the prescribed textbooks, did some
additional reading as recommended, to a limited extent carried out
additional reading beyond that recommended, and worked through the
provided learning materials in a methodical manner. They generally
completed, in their minds if not always on paper, the study tasks embedded
in the learning materials. Those students that read less and paid less
attention to study tasks tended to study in a way that was focused on
passing assessment tasks. Overall the study provides a strong argument
for the retention of printed learning materials as students seem to work well
with them, and the more effectively students use them the better they seem
to perform.
1
https://ro.uow.edu.au/jutlp/vol3/iss1/5
oai:ro.uow.edu.au:jutlp-1043
2021-11-04T03:24:36Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Student Experiences and Perceptions of Team-Teaching in a Large Undergraduate Class
Yanamandram, V.
Noble, G.
10.53761/1.3.1.6
free_to_read
Article
This paper examines student experiences and perceptions of two models of
team-teaching employed at a regional Australian university to teach a large
undergraduate marketing subject. The two team-teaching models adopted
for use in this subject can be characterised by the large number of team
members (ten and six) and the relatively low level of team involvement in
the planning and administration of the team-teaching process. The paper
examines students’ experiences in an effort to identify the strengths and
weaknesses of the team-teaching approach from the students’ perspective.
This paper contributes to our knowledge of teaching practice by identifying,
amongst other things, aspects of the team-teaching approach that both
facilitate and hinder student learning. Data for this study was collected on
each teaching model through two identical surveys. In total, data was
collected from 440 student responses. Despite the relatively weak forms of
team-teaching adopted to teach this subject, the majority of the students
liked the concept of team-teaching. The findings in this study suggest that
team-teaching can facilitate student learning through the generation of
interest and exposure to ‘experts’, but can hinder student learning if the
team fails to act as a cohesive unit and work together to adequately link
learning concepts. This study also argues that the most critical factor in
determining the success or failure of a team-teaching effort is the actual
composition of the team. A key implication of this study is that a team that
comprises of ‘good teachers’ (perceived as those skilful in teaching large
classes) is far more important than a team comprising of ‘experts’ in
different knowledge areas. This aspect of team-teaching is often
overlooked in the literature.
1
https://ro.uow.edu.au/jutlp/vol3/iss1/6
oai:ro.uow.edu.au:jutlp-1044
2021-11-04T03:24:37Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Editorial 3.2
Carter, H.
10.53761/1.3.2.1
free_to_read
Article
The second issue of volume three of the Journal of University Teaching and Learning Practice (JUTLP) contains five papers on what I hope you will find is an appealing range of topics.
https://ro.uow.edu.au/jutlp/vol3/iss2/1
oai:ro.uow.edu.au:jutlp-1045
2021-11-04T03:24:38Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
The Adoption of Multiple Modes of Delivery in Australian Universities
Smith, A.
Ling, P.
Hill, D.
10.53761/1.3.2.2
free_to_read
Article
This paper reports the findings of a major national
research project examining the use of multiple
modes of delivery in Australian universities. A
variety of factors including the increased use of online
educational technology has pushed Australian
universities in recent years to extend the ways in
which they deliver learning and teaching. However,
the extent of the uptake of these modes of delivery
has remained somewhat unclear as have the
precise reasons why universities have adopted
multiple modes. The paper reports the result of a
survey which clarifies the extent of the use of
multiple modes of delivery in Australian universities
and case study research that attempts to unpack
the reasons for adoption. The research finds that
traditional face to face delivery is still the dominant
form of delivery but universities are experimenting
with a surprisingly wide variety of alternatives.
1
https://ro.uow.edu.au/jutlp/vol3/iss2/2
oai:ro.uow.edu.au:jutlp-1047
2021-11-04T03:24:41Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
The Challenges of International Education: Developing a Public Relations Unit for the Asian Region
Fitch, K.
Surma, A.
10.53761/1.3.2.4
free_to_read
Article
Murdoch University’s public relations program attracts a
significant number of international students. Up to 60% of
students in some units come from Singapore and Malaysia.
While many spend at least one year in Australia as part of the
three year degree, students in both countries may complete the
entire degree offshore from 2007.
The authors rewrote a second year public relations unit with the
aim of making it more relevant for local and international
students. This posed particular challenges in terms of
pedagogical and conceptual approaches. For instance, there
are cultural and linguistic issues which influence the ways
students learn, and which have particular implications for a unit
which expressly aims to consolidate students’ professional
writing skills. There are also implications for public relations
theory, which tends to be dominated by Western concepts and
models, and public relations practice, which varies in different
countries.
This paper offers a reflection on the issues we addressed in the
redevelopment of the unit, as well as some suggestions for
future teaching and learning practices.
1
https://ro.uow.edu.au/jutlp/vol3/iss2/4
oai:ro.uow.edu.au:jutlp-1048
2021-11-04T03:24:43Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Policing - or, at Least, Policying - Plagiarism at one Australian University
O'Regan, K.
10.53761/1.3.2.5
free_to_read
Article
How universities and university people deal with
plagiarism is articulated in universities’ plagiarism
policies. Universities, policies and people are all
located in a bigger context, one which is being
increasingly shaped by global issues. Some global
issues of particular relevance to plagiarism are
associated with the Internet and its attendant values
and practices, Westernisation and notions of
individualism versus collectivism, and contested
constructions of the concept of ‘author’. Within this
dynamic milieu, individual universities attempt to
formalise appropriate policy statements. The policy
of one Australian university is analysed here and
suggestions offered regarding possible directions
for research which seeks to reconcile plagiarism
policy and practice with the global tides buffeting
universities and those who work in them.
1
https://ro.uow.edu.au/jutlp/vol3/iss2/5
oai:ro.uow.edu.au:jutlp-1049
2021-11-04T03:24:43Z
publication:jutlp
publication:journal_articles
publication:asd
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Peer-Mentoring Program ‘Pop-Up’ Model for Regional Nursing Students
Penman, J.
White, F.
10.53761/1.3.2.6
free_to_read
Article
In late 2003, the regional campus of the University
of South Australia initiated a peer-mentoring
program aimed at assisting the smooth transition of
new students to university life. In particular, the
Nursing and Rural Health unit envisaged a program
that would be effective and rewarding for both
student mentees and mentors. This paper presents
an analysis of the peer-mentoring program initiated.
It begins by discussing the concept of mentoring
and the advantages and disadvantages of peermentoring
programs in educational institutions. It
then introduces the program, describes how it was
conceptualised, implemented and strengthened and
how the program developed into a unique ‘pop-up’
model of mentoring that fitted the needs of mentees
and mentors. The paper evaluates the experiences
of mentees and mentors and concludes with some
suggestions for improving the program, which
others may learn from.
Key words: nursing education, first year academic
experience, nursing students’ transition to
university, peer-mentoring, mentee-mentor
relationship.
1
https://ro.uow.edu.au/jutlp/vol3/iss2/6
oai:ro.uow.edu.au:jutlp-1056
2021-11-04T03:24:47Z
publication:jutlp
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Supporting Education PhD and DEd Students to Become Confident Academic Writers: an Evaluation of Thesis Writers’ Circles
Larcombe, W.
McCosker, A.
O'Loughlin, K.
10.53761/1.4.1.6
free_to_read
Article
This paper critically evaluates the pilot of a Thesis Writers’ Circles program
offered to Education PhD and DEd students at the University of Melbourne
in semester 2, 2005. The analysis focuses on the needs of those students
that were felt to be well-met by this model of support. Broadly, the paper
identifies two distinct but inter-related themes: firstly, the challenge of
developing writing skills to a level sufficient to meet the demands of
preparing a research thesis; secondly, the importance for research higher
degree students of building confidence as apprentice academic writers. In
relation to the latter theme, the paper identifies the benefits of community
participation and peer-collaboration in working towards the aim of
consolidating a thesis-writing identity. It is in this capacity, we argue, that
thesis writers’ circles have distinct advantages compared with other forms
of candidature support, making them a valuable supplement to both
conventional supervision practices and generic English language and
thesis writing programs. The paper affirms the importance not only of
equipping international and non-English speaking background (NESB)
students with writing tools and strategies, but also of creating opportunities
for all postgraduate research students to receive (and offer) non-judgmental
feedback on work-in-progress within a discipline-specific learning and
discourse community.
1
https://ro.uow.edu.au/jutlp/vol4/iss1/6
oai:ro.uow.edu.au:jutlp-1051
2021-11-04T03:24:44Z
publication:jutlp
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publication:asd
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Editorial 4.1
Carter, H.
10.53761/1.4.1.1
free_to_read
Article
It is quite an achievement to be in our fourth year of production of the Journal of University Teaching and Learning Practice (JUTLP). This would not be possible without the incredible dedication of our Reviewers and our Editorial Board, to whom I extend my warmest thanks. This first issue of volume four contains five papers on a range of topics, all offering some practical application or guidance to our teaching and learning practice which I hope you find both interesting to read and useful as a resource.
https://ro.uow.edu.au/jutlp/vol4/iss1/1
oai:ro.uow.edu.au:jutlp-1052
2021-11-04T03:24:45Z
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Contemplating Whitehead’s Freedom and Discipline
Jones, C.
10.53761/1.4.1.2
free_to_read
Article
This paper extends the previous application of Alfred Whitehead's
educational ideas to the domain of enterprise education. In doing so, a
unique approach to enterprise education is illustrated that links students to
their reality whilst also connecting the curriculum to contemporary
entrepreneurship theory. The paper reports upon past cycles of reflective
practice related to the developing hic et nunc teaching and learning
framework. Two specific findings of note have emerged. First, that students’
learning outcomes are enhanced through the oscillating influence of
freedom and discipline. However, in the absence of either factor, suboptimal
outcomes are seen to occur. That is, an imbalance between
freedom and discipline has resulted in sub-optimal outcomes from either a
lack of student interest or an inability to adequately apply acquired
knowledge. Where gains have been made, the most obvious process has
been through consultation with students. Second, that the students also
play an important role in shaping the nature of the learning environments
within which they interact. Both findings are of significant importance to all
academics charged with the responsibility of developing enterprise
education curriculum. The main implication of the paper is that in the
absence of sound pedagogical practises, it is possible that enterprise
programs may develop a tendency to reinforce past practises. The
processes of constructive alignment and criterion-based assessment are
argued to offer avenues through which students can influence the
educational process. They also provide the educator with a reflective
pathway through which continual improvements are constantly possible.
This paper provides other academics with a window through which to view
the ongoing development of a process that has been recognised nationally
for teaching excellence and influenced many fine young entrepreneurs. The
paper also draws attention to a set of core educational philosophies that
have transferable value to any academic setting. It is noted that the task of
developing a learner-centred curriculum for enterprise education has been
an entrepreneurial endeavour in itself. Many mistakes have been made and
many memorable achievements have been celebrated.
1
https://ro.uow.edu.au/jutlp/vol4/iss1/2
oai:ro.uow.edu.au:jutlp-1053
2021-11-04T03:24:45Z
publication:jutlp
publication:journal_articles
publication:asd
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Strategies to Improve Student Reaction to Group Work
Kriflik, L.
Mullan, Judy
10.53761/1.4.1.3
free_to_read
Article
After receiving negative feedback from students and tutors about their
group work experiences in a health subject, strategies to resolve these
collaborative learning issues were considered. The objectives were to
facilitate student ability to resolve group work issues, highlight group
work as an important graduate attribute and to improve perceptions of
the benefits of group work. A literature review assisted in identifying
several strategies that had been used elsewhere to resolve issues
similar to those raised by the students in this study. Consequently a
number of support resources were designed for the revised delivery of
the subject to the next cohort of students. These included a
structured introduction to elements of group work and several
strategies to improve the group work experience. At the conclusion of
the subject students indicated that the group work experience was of
value. The overall response suggested that active tuition in the
elements of group work contributes positively to student
understanding of both the process and group dynamics.
1
https://ro.uow.edu.au/jutlp/vol4/iss1/3
oai:ro.uow.edu.au:jutlp-1054
2021-11-04T03:24:46Z
publication:jutlp
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publication:asd
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Building Professional Dispositions in Pre-Service Special Educators: Assessment and Instructional Tactics
Stoddard, K.
Braun, B.
Dukes, L.
Koorland, M. A.
10.53761/1.4.1.4
free_to_read
Article
Teacher preparation programs, in part due to national accreditation
mandates, are beginning to examine assessment and instruction
of teacher trainees’ professional behavior and dispositions more
carefully than in the past. The faculty at University of South Florida
St. Petersburg developed the Professional Behavior Assessment
tool (PBA) for rating levels of competence within six professional
behavior domains; punctuality, reaction to supervision,
collaboration with colleagues, effort, enthusiasm, and ethical
professionalism. Four pre-service teachers (PST) were taught the
characteristics of the six domains employing written scenarios and
rubrics of the PBA. Initially, the pre-service teachers held very
different perceptions than faculty regarding behavior expected
within each domain. After instruction the PST’s were able to use
the PBA to rate scenarios similarly to faculty. Following training,
PST’s reported better understanding regarding the level of
expected professional behavior in the schools. As the semester
progressed, faculty noted improvement in pre-service professional
behavior in field settings.
1
https://ro.uow.edu.au/jutlp/vol4/iss1/4
oai:ro.uow.edu.au:jutlp-1055
2021-11-04T03:24:47Z
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Exploring the Use of Focused Freewriting in Developing Academic Writing
Li, L. Y.
10.53761/1.4.1.5
free_to_read
Article
Focused freewriting, broadly defined as writing without stopping and editing
about a specific topic, has been viewed and used as a powerful tool for
developing student writing in a wide spectrum of educational contexts. This
study aimed to further explore the use of focused freewriting in the context
of promoting students’ academic skills development, particularly in the area
of academic writing. The study was conducted in an intensive writing
course provided for students from diverse disciplines during which focused
freewriting was employed throughout the entire program to help students
develop understanding of academic writing and effective writing strategies.
The analysis of student freewriting and student feedback to the course
reveals several emerging themes, which highlight the beneficial effects of
using focused freewriting as a pedagogical tool in the intensive writing
course. The study provides suggestions for utilising focused freewriting as
an empowering learning tool beyond the writing class to enhance student
learning in the disciplines.
1
https://ro.uow.edu.au/jutlp/vol4/iss1/5
oai:ro.uow.edu.au:jutlp-1057
2021-11-04T03:24:48Z
publication:jutlp
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Editorial 5.1
Lefoe, Geraldine E.
Boud, D.
10.53761/1.5.1.1
Collaboration
Tertiary institutions
Distributive leader framework
free_to_read
Article
We welcome you to the first edition of JUTLP for 2008. This special edition is
focussed on meeting the needs of practice through an examination of changes in
assessment at the institutional, faculty, course and subject level.
The Special Edition was prompted by a roundtable 'Assessing student learning:
Using interdisciplinary synergies to develop good teaching and assessment practice'
in Sydney on Tuesday 6th September, 2007 sponsored by the Carrick Institute (now
renamed the Australian Learning and Teaching Council). The forum hosted 45
people from around Australia and New Zealand to discuss strategies for improving
assessment in the higher education sector. Participants, and those who expressed
an interest in the Forum, were invited to develop papers and submit them for
consideration in this special issue.
https://ro.uow.edu.au/jutlp/vol5/iss1/1
oai:ro.uow.edu.au:jutlp-1061
2021-11-04T03:24:50Z
publication:jutlp
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Assessment: What Drives Innovation?
Falchikov, N.
Thompson, K.
10.53761/1.5.1.5
free_to_read
Article
The developing discourse which moves assessment away from a measurement model towards one of learner empowerment and the development of assessment for lifelong learning sets the context for this paper. Within this framework, we explore how the demands made on practitioners may influence current reported assessment practices. The reasons given by practitioners for implementing innovations in assessment illuminate the ways in which academics are attempting to meet these demands. Using data from a recent UK Higher Education Academy (HEA) funded literature review, we examined six different types of innovation in assessment. These were presentations and other non- written assessments; portfolios and other non conventional writing assignments; assessment of groups and collaboration; involving students in assessment; use of new technology in assessment and the how and when of guidance and feedback. Our aim was to identify the drivers to each. Evidence from this project (INNOVAS) (Hounsell et al., 2007), suggests that drivers to innovation can be broadly classified as two basic types: those which are related to the student experience (termed ‘internal’) and those which are clearly ‘external’.
This paper explores the interface between these drivers and current higher education assessment practice as reported in recent literature.
1
https://ro.uow.edu.au/jutlp/vol5/iss1/5
oai:ro.uow.edu.au:jutlp-1058
2021-11-04T03:24:49Z
publication:jutlp
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Using a Cross-Institutional Collaborative Model to Deliver a National Roundtable Conference on Assessment: A Case Study
Brown, N.
Littrich, J.
10.53761/1.5.1.2
free_to_read
Article
This paper describes the organisation, preparation and delivery of a major project, namely, a national roundtable conference on assessment, in the context of a wider project involving the development and application of a model of collaboration between tertiary institutions based on a distributive leadership framework. It analyses feedback received from round table participants and comments on both the utility and the limitations of the adopted model for the purpose of the round table project.
1
https://ro.uow.edu.au/jutlp/vol5/iss1/2
oai:ro.uow.edu.au:jutlp-1059
2021-11-04T03:24:49Z
publication:jutlp
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publication:asd
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Assessment in First Year University: A Model to Manage Transition
Taylor, J. A.
10.53761/1.5.1.3
free_to_read
Article
For most students assessment guides their study and learning practice. Yet in the
literature associated with the first year of study at university, few have mobilised
the power of assessment to develop and engage first year undergraduate students.
This paper presents a model of assessment for first year students which separates
the semester into three overlapping assessment phases: assessment for transition,
assessment for development and assessment for achievement. The
implementation and usefulness of the model is supported by examples from
mathematics, engineering, computing, communication and nursing studies at the
University of Southern Queensland (USQ). Particular attention is paid to
assessments for transition which occur early in the semester and are linked more
closely with processes than specific content. Evidence is collated on the success of
assessments in improving the participation of students, especially distance
education students.
1
https://ro.uow.edu.au/jutlp/vol5/iss1/3
oai:ro.uow.edu.au:jutlp-1060
2021-11-04T03:24:50Z
publication:jutlp
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Integrating Graduate Attributes with Assessment Criteria in Business Education: Using an Online Assessment System
Thompson, D.
Treleaven, L.
Kamvounias, P.
Beem, B.
Hill, E.
10.53761/1.5.1.4
free_to_read
Article
This paper describes a study of the integration of graduate attributes into Business education using an online system to facilitate the process. ‘ReView’ is a system that provides students with criteria-based tutor feedback on assessment tasks and also provides opportunities for online student self-assessment. Setup incorporates a process of ‘review’ whereby assessment criteria are grouped into graduate attribute categories and reworded to make explicit the qualities, knowledge and skills that are valued in student performance. Through this process, academics clarify and make explicit the alignment of assessment tasks to learning objectives and graduate attribute development across units and levels of a program of study. Its application in three undergraduate Business units was undertaken as a collaborative action research project to improve alignment of graduate attributes with assessment, identification of assessment criteria and feedback to students. This paper describes the use of Review and presents an analysis of post-ReView data that has institutional implications for improving assessment and self-assessment practices.
1
https://ro.uow.edu.au/jutlp/vol5/iss1/4
oai:ro.uow.edu.au:jutlp-1062
2021-11-04T03:24:51Z
publication:jutlp
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Using Assessment Practice to Evaluate the Legal Skills Curriculum
O'Brien, M. T.
Littrich, J.
10.53761/1.5.1.6
free_to_read
Article
A comprehensive audit of the skills curriculum offered to students in a Bachelor of Laws program yielded important insights about the collective impact of assessment tasks on the hidden and operational skills curriculum. This qualitative case study supports the views (1) that assessment tasks provide significant skills practice and performance opportunities for students; (2) that assessment provides students with important cues about what type of learning is valued; and (3) that review of assessment practices across the curriculum can provide important information for curricular reform.
1
https://ro.uow.edu.au/jutlp/vol5/iss1/6
oai:ro.uow.edu.au:jutlp-1063
2021-11-04T03:24:52Z
publication:jutlp
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Graphic Design Education: A Revised Assessment Approach to Encourage Deep Learning
Ellmers, G.
Foley, M.
Bennett, S.
10.53761/1.5.1.7
free_to_read
Article
In this paper we outline the review and iterative refinement of assessment procedures in a final year graphic design subject at the University of Wollongong. Our aim is to represent the main issues in assessing graphic design work, and informed by the literature, particularly 'notions of creativity' (Cowdroy & de Graaff, 2005), to develop and incorporate assessment procedures that allow creative ability to be assessed with greater transparency and objectivity. In the first iteration we developed a structure to standardise and clarify the existing model for the subject. Once this structure was in place we identified issues that would benefit from a review of the literature on assessment in the creative disciplines and the broader field of pedagogy.
We marked the shift from surface approaches to learning to deep approaches to learning (Moon, 1999) at the point where we identified gaps in the learning outcomes. Our response was to move the focus from the outcome to the process and to introduce a staged assessment procedure with a stronger emphasis on formalised reflection, cycling throughout the design process. We divided the learning process into two streams: thinking and making as a means to clarify facets of learning.
As we continue to refine this model we note and respond to the relationship between assessment and learning. We propose ideas for future investigation, based on identifying levels of design thinking achieved by students in the most recent iteration of the program, and how these might be improved.
1
https://ro.uow.edu.au/jutlp/vol5/iss1/7
oai:ro.uow.edu.au:jutlp-1064
2021-11-04T03:24:52Z
publication:jutlp
publication:journal_articles
publication:asd
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Assessment in the Professional Experience Context
Brown, N.
10.53761/1.5.1.8
free_to_read
Article
Professional Experience is a key component of teacher education programs, bringing together the different disciplines of Education into a real-world setting. Helping pre-service teachers see theory in practice and begin to put theory into practice requires a close and explicit linkage between the coursework and practicum. A shared discourse that is accessible to pre-service teachers, field-based colleague teachers and university lecturers is an essential element in this process, particularly as there is an embedded assessment component. This project describes the evaluation of an assessment rubric developed for Professional Experience in the Bachelor of Teaching at UTAS.
1
https://ro.uow.edu.au/jutlp/vol5/iss1/8
oai:ro.uow.edu.au:jutlp-1065
2021-11-04T03:24:53Z
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Editorial 5.2
Carter, H.
10.53761/1.5.2.1
free_to_read
Article
Welcome to the second issue of volume five of the Journal of University Teaching and Learning Practice. This issue contains six papers exploring a range of issues relating to teaching and learning practice.
https://ro.uow.edu.au/jutlp/vol5/iss2/1
oai:ro.uow.edu.au:jutlp-1069
2021-11-04T03:24:59Z
publication:jutlp
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Learning from psychotherapy for postgraduate supervision
Arnold, Josie
10.53761/1.5.2.5
free_to_read
Article
This paper explores some of the ways in which our insights into the pedagogy of postgraduate supervision may benefit from understanding some of the attributes of psychotherapy. It proposes that psychotherapy involves teaching and learning processes that can be fruitfully compared with the idealised pedagogical model of the dialectic. It develops insights into postgraduate supervision as pedagogy by interrogating the intersection of teaching and learning with some aspects of psychotherapy. In doing so, it shows how those pedagogical aspects of psychotherapy can enable a deeper understanding and richer practising of postgraduate supervision. This paper works within a model postulated by Gregory Ulmer. In his development of an idea that there is in academic writing the self and the researched, the conscious intellectual semiotic and that arising from storytelling, Gregory Ulmer surveys the idea of ‘mystories’. This word encompasses the self, the story and the mystery of this. I propose my own version of this as the ‘subjective academic narrative’.
1
https://ro.uow.edu.au/jutlp/vol5/iss2/5
oai:ro.uow.edu.au:jutlp-1066
2021-11-04T03:24:53Z
publication:jutlp
publication:journal_articles
publication:asd
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The Course Improvement Flowchart: A description of a tool and process for the evaluation of university teaching
Morgan, P.
10.53761/1.5.2.2
free_to_read
Article
The use of evaluation to examine and improve the quality of teaching and courses is now a
component of most universities. However, despite the various methods and opportunities for
evaluation, a lack of understanding of the processes, measures and value are some of the
major impediments to effective evaluation. Evaluation requires an understanding of what to
evaluate, how to evaluate it, how to collect and analyse the information and how to action and
implement what has been learned. The aim of this paper is to describe an instrument to
document not only the evaluative process, but also evaluative outcomes. The Course
Improvement Flowchart (CIF) provides a template for the application of an action inquiry
framework. Throughout this process, the CIF template can be used to document key
recommendations emanating from multiple sources of feedback so that a proactive statement of
intent or action plan for teaching and course improvement is written. The resultant
improvements that may be achieved in teaching and course quality may lead to more satisfying
teaching experiences, improved student outcomes and heightened professional growth as a
teacher.
1
https://ro.uow.edu.au/jutlp/vol5/iss2/2
oai:ro.uow.edu.au:jutlp-1067
2021-11-04T03:24:54Z
publication:jutlp
publication:journal_articles
publication:asd
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Teaching Law to Accounting and Business Students: A Cumulative Dual Model
Ewang, F.
10.53761/1.5.2.3
free_to_read
Article
This article presents a reflection and comparison of two of my teaching pedagogical approaches for the Business Organisations Law curriculum to undergraduate non-law students at Charles Sturt University. The purpose is to compare and evaluate efficacy of a traditional, lecture-based learning (LBL)<sup>i</sup> with a combination of LBL and problem-based learning (PBL)<sup>ii</sup> in improving performance and outcomes for students enrolled in the accounting and business degrees. Research methods to compare outcomes and performances were evaluated using modified versions of several LBL and PBL related survey questionnaires and a Study Process Questionnaire (SPV) developed by John Biggs for use with Australian tertiary students, and validated for use with students in several Asian countries. Data regarding students’ perceptions of LBL and a combination of LBL and PBL were further collected using a 13-point interview questionnaire. Responses from a Likert scale were calculated in percentages and considered in terms of a mean response and data from the qualitative responses coded in NVIVO and analysed thematically. Also, ‘tests scores’ (assignments and final exam results - mostly problem questions) from a traditional LBL class were compared with the scores from a mixture of both LBL and PBL. Though groups’ means of both LBL and PBL were closer, the results combined with other indicia revealed that students studying the course through a combination of both lectures and PBL tutorials in a teaching session performed significantly better. The paper recommends a cumulative dual approach as effective course delivering methods.
1
https://ro.uow.edu.au/jutlp/vol5/iss2/3
oai:ro.uow.edu.au:jutlp-1068
2021-11-04T03:24:55Z
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publication:journal_articles
publication:asd
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Student satisfaction with cooperative learning in an Accounting curriculum
Farrell, B. J.
Farrell, H. M.
10.53761/1.5.2.4
free_to_read
Article
Cooperative learning has been introduced into International Accounting, a second year subject at a major Australian university. The purpose was to provide students with a satisfying experience of learning within a social context and to develop their interpersonal, professional and written communication skills. The main data were collected during the Spring Semester 2005. In the penultimate lecture, a questionnaire was distributed to each of the students present. Findings suggest that despite some difficulties, the majority of students reported that cooperative learning created supportive team experiences that assisted them to develop discussion skills and better engage with the content of International Accounting.
1
https://ro.uow.edu.au/jutlp/vol5/iss2/4
oai:ro.uow.edu.au:jutlp-1070
2021-11-04T03:24:59Z
publication:jutlp
publication:journal_articles
publication:asd
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The experience of implementing an interprofessional research methods course for student health professionals of population health and clinical practice. Getting the right fit
Wilson, A.
10.53761/1.5.2.6
free_to_read
Article
Purpose: This paper reports on the adaptation of an existing interpretive and critical research methods course in nursing for postgraduate student health professionals in a School of Population Health and Clinical Practice. <br>Methods: A cyclical approach of inquiry, reflection and planning was undertaken by the teaching team to make changes to the existing course for implementation for the current and following academic year. Critical reflections from two student evaluations during the course contributed to the re-design. Main Findings: Two main findings emerged: (1) cross-disciplinary teaching teams can work successfully if there is true collaboration of stakeholders; and (2) it is feasible to conduct an effective interdisciplinary qualitative research methods course for student health professionals.<br> Conclusions: Interdisciplinary research methods courses need to be structured so that students interact with each other to enhance their knowledge of other disciplines and value learning about other professional viewpoints and issues.
1
https://ro.uow.edu.au/jutlp/vol5/iss2/6
oai:ro.uow.edu.au:jutlp-1071
2021-11-04T03:25:00Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Faculty Perceptions of the Professional Development Workshops Conducted at Sultan Qaboos University
Al-Musawi, A. S.
10.53761/1.5.2.7
free_to_read
Article
This study was conducted to analyse the faculty perceptions of the development workshops conducted at Sultan Qaboos University, the only public university in the Sultanate of Oman. Following a needs assessment, a proposed plan for professional development workshops was developed, with the resultant workshops being delivered in 2001. Findings show that most participants positively perceive the components of the workshops, which reflect to some extent, the participants’ satisfaction. Qualitative analysis of data shows that the participants see some strengths, weaknesses, and improvements in these workshops. The study summarises the conclusions, implications and recommendations.
1
https://ro.uow.edu.au/jutlp/vol5/iss2/7
oai:ro.uow.edu.au:jutlp-1073
2021-11-04T03:25:01Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
First year student expectations: Results from a university-wide student survey
Crisp, Geoffrey
Palmer, Edward
Turnbull, Deborah
Nettelbeck, Ted
Ward, Lynn
LeCouteur, Amanda
Sarris, Aspa
Strelan, Peter
Schneider, Luke
10.53761/1.6.1.3
free_to_read
Article
Although much has been written on the first-year experience of students at higher education institutions, less attention has been directed to the expectations of students when they enter an institution for the first time. This paper provides additional insights into the expectations of students at an Australian university and highlights areas in which students’ expectations may not necessarily align with the realities of common university practices. By providing opportunities for students to articulate their expectations, staff are able to use the responses for a constructive dialogue and work towards a more positive alignment between perceived expectations and levels of student satisfaction with their experience.
1
https://ro.uow.edu.au/jutlp/vol6/iss1/3
oai:ro.uow.edu.au:jutlp-1074
2021-11-04T03:25:02Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
The Experience of Implementing an Interprofessional First Year Course for Undergraduate Health Science Students: The Value of Acting on Student Feedback
Surjan, Yolanda
Chiarelli, Pauline
Dempsey, Shane
Lyall, David
O'Toole, Gjyn
Snodgrass, Suzanne
Tessier, John
10.53761/1.7.1.5
First year experience
student feedback
interprofessional
free_to_read
Article
This paper reports on the experiences gathered as a result of the foundation, implementation and on-going development of an interprofessional course for undergraduate health science students in The School of Health Sciences (SHS) at The University of Newcastle. The purpose of the course was to provide commencing students (n=600) with a transitional period, inclusive of academic, social and administrative support. The course also provided fundamental health related content relevant to all health science professions. Data in the form of student evaluations was collected over the three years of implementation through questionnaires, focus groups, university based student evaluations and unsolicited student feedback. A feedback loop was implemented annually and evaluations of the data applied upon reflection of student perceptions of the course. Findings suggest that despite some initial difficulties, the majority of students reported the provision of basic course and program specific information coupled with course coordinator support through immediate responses to questions assisted them to reduce their initial first year experience anxieties. Furthermore, students suggested that the student-centred changes made within this course be applied to other university courses. In conclusion, it is evident that the value of student feedback and the implementation of adaptations and rigorous change as a result of the feedback is highly significant in the improvement of courses and the ultimate satisfaction of student cohorts.
1
https://ro.uow.edu.au/jutlp/vol7/iss1/5
oai:ro.uow.edu.au:jutlp-1075
2021-11-04T03:25:03Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Active Tasks to Change the Use of Class Time within an Outcomes Based Approach to Curriculum Design
Salter, Dr Diane
Pang, Dr Marco Y.C.
Sharma, Dr Piyush
10.53761/1.6.1.4
outcomes-based
instructional challenges
learning outcomes
tasks for learning
assessment
feedback and role change
free_to_read
Article
This paper describes how new roles for instructors and learners can be integrated into course design and delivery by rethinking course design as part of a process-based staff development program. The goal of incorporating online learning tasks was to engage students with course resources prior to class time through active learning. The staff development program guided faculty to consider ways to ‘rethink’ the use of student and teacher time to engage students in learning tasks to prepare for class time. In this way, students were able to use class time for active discussion rather than listening to a traditional lecture in the classroom. This paper reports on the overall results of this project and provides specific suggestions on how teachers can consider technology options within an outcomes-based approach to curriculum design.
1
https://ro.uow.edu.au/jutlp/vol6/iss1/4
oai:ro.uow.edu.au:jutlp-1076
2021-11-04T03:25:04Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
A model for determining student plagiarism: Electronic detection and academic judgement
Bretag, Tracey
Mahmud, Saadia
10.53761/1.6.1.6
free_to_read
Article
This paper provides insights based on the authors’ own practice as university instructors, researchers and arbitrators of student plagiarism. Recognising the difficulty in defining plagiarism while still acknowledging the practical importance of doing so, the authors find the common element between the various types of plagiarism to be the lack of appropriate attribution to the original source. The use of electronic text-matching software to detect different types of plagiarism is explored, and a model presented for identifying potential plagiarism in students’ work. The authors conclude that despite its shortcomings, electronic detection in combination with manual analysis, nuanced academic judgement and clear processes provide the means to determine if plagiarism has occurred.
1
https://ro.uow.edu.au/jutlp/vol6/iss1/6
oai:ro.uow.edu.au:jutlp-1077
2021-11-04T03:25:06Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Predicting Satisfaction with Group Work Assignments
Burdett, Jane
Hastie, Brianne
10.53761/1.6.1.7
free_to_read
Article
Universities are increasingly using group based assessment tasks; however, as with workplace teams, such tasks often elicit mixed feelings from participants. This study investigated factors that may predict student satisfaction with group work at university. Final-year business students completed a questionnaire addressing experiences of group work. Quantitative and qualitative data suggest that the major barrier to students’ group work satisfaction was workload issues. Conversely, perceptions of learning and feelings of group-based achievement contributed most to satisfaction. Knowledge of predictors of satisfaction allows teaching staff to identify potential problems in groups, and improve the quality of the group work experience.
1
https://ro.uow.edu.au/jutlp/vol6/iss1/7
oai:ro.uow.edu.au:jutlp-1079
2021-11-04T03:25:07Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
What do university teachers do all day (and often into the night)?'
Arnold, Josie
10.53761/1.7.1.2
Teaching and/as learning
subjective academic narrative
free_to_read
Article
Teaching and the student experience are interlocked. This paper takes a personal look at the pleasures and pressures of teaching in contemporary higher education. In doing so it adds to the definition of teachers’ work in higher education, surveys some of the creative and positive sides of University teaching and shines a light upon the impact of increased commercialisation and managerial approaches upon academic work. It focuses upon the teaching and learning activities that academics undertake in the service of the university, including the research that adds to and updates their own knowledge, and hence underpins their teaching, so as to enable and enrich the learning journeys of their students. This paper has been written as a personal narrative, as what I have come to call a ‘subjective academic narrative’. The ‘subjective’ refers to acknowledgement of the inevitability of the personal being an integral part of research; the ‘academic’ refers to the analytical and the intellectual ambience in which university research takes place; and the ‘narrative’ refers to the story, that is, the way in which we re-tell all of our research. Above all, this paper contributes to a sense of understanding some of the elements of teaching that are involved in student engagement.
1
https://ro.uow.edu.au/jutlp/vol7/iss1/2
oai:ro.uow.edu.au:jutlp-1082
2021-11-04T03:25:08Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
What is a Sociologist doing in a School of Management?' Reflections on the Use of Sociological Concepts in Management Education
Duarte, Fernanda
10.53761/1.6.1.2
management education
sociological imagination
critical thinking
reflection
reflexivity
free_to_read
Article
Written from an auto-biographic perspective, this paper is based on reflections and insights arising from a journey of adaptation by a ‘sociologist-teaching-in-a-school-of-management’. These reflections unveil the relevance to management studies of four interrelated conceptual tools: critical thinking, reflection, reflexivity and the sociological imagination. Examples of scaffolding activities and class exercises are provided throughout the paper to illustrate the usefulness of these concepts in management teaching.
1
https://ro.uow.edu.au/jutlp/vol6/iss1/2
oai:ro.uow.edu.au:jutlp-1083
2021-11-04T03:25:08Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Factors that Encourage Student Engagement: Insights from a Case Study of ‘First Time’ Students in a New Zealand University.
Russell, Barbara
Slater, Gloria R L
10.53761/1.8.1.7
student engagement; higher education; first year experience; active citizenship
free_to_read
Article
This case study reports on the findings from one of nine tertiary institutions that took part in a project funded by the Teaching and Learning Research Initiative (TLRI) in New Zealand. The research question explored how institutional and non institutional learning environments influence student engagement with learning in a higher education, university setting. Data was collected initially by means of a questionnaire; subsequently more in-depth data was gathered through semi-structured interviews with students randomly selected from those who indicated, on the questionnaire, that they were willing to be interviewed. Respondents were enrolled for the first time in this institution, but not necessarily for the first time in a tertiary education programme. A conceptual model with four strands: motivation and agency; transactional engagement; institutional support and active citizenship was used to organise the data. Findings were analysed against a synthesis of current literature and suggest that factors identified in the first three strands of the conceptual model played a significant role in student engagement with learning; active citizenship, however, did not feature highly in student responses and is an aspect of engagement that could benefit from further research.
1
https://ro.uow.edu.au/jutlp/vol8/iss1/7
oai:ro.uow.edu.au:jutlp-1085
2021-11-04T03:25:09Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Intercultural interpretations: making public relations education culturally relevant
Chia, Joy
10.53761/1.6.1.5
free_to_read
Article
Public relations educators delivering courses to international students find that each cohort of students interprets and understands public relations theory and its application to practice according to their respective cultures. The premise of this paper is to reflect on some of the interpretations and expectations of public relations students enrolled in postgraduate master classes from 2003 to 2007 in Singapore, Malaysia and Australia, at the University of South Australia. The Australian masters’ classes include cohorts of international students from diverse cultures. This paper suggests that public relations educators need to adapt their style of delivery and methods of assessment to facilitate optimum engagement of diverse groups of students taking account their varied political, religious and social backgrounds that shape their thinking and perception of public relations theory and practice.
1
https://ro.uow.edu.au/jutlp/vol6/iss1/5
oai:ro.uow.edu.au:jutlp-1087
2021-11-04T03:25:11Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Editorial 6.1
Lefoe, Geraldine E.
10.53761/1.6.1.1
free_to_read
Article
Welcome to the first issue of Volume Six of the Journal of University Teaching and Learning Practice. This issue contains six papers exploring a range of issues relating to teaching and learning practice and marks my first issue as Senior Editor. I would like to extend our thanks to Associate Professor Helen Carter, who has been Senior Editor of JUTLP since its inception and contributed significantly to the establishment of the journal. This edition also marks a significant change for the organisation of the journal as it is now published through an automated system providing authors, reviewers and editors with up to date information on the submission and review process, allowing authors to track their article through to publication.
https://ro.uow.edu.au/jutlp/vol6/iss1/1
oai:ro.uow.edu.au:jutlp-1088
2021-11-04T03:25:12Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Dilemmas in Teaching Happiness
Barker, Chris
Martin, Brian
10.53761/1.6.2.2
happiness; purpose of education; teacher-student relations
free_to_read
Article
There is a burgeoning amount of research into happiness and greatly increased popular attention, so it seems logical to add a course on happiness to the university curriculum. We encountered, in developing and running such a course, a number of dilemmas that the topic of happiness makes especially acute. Should the teacher remain separate from the class, as an authority, or participate in group activities? Is the primary goal of the class to learn content or to change the relationship of students to the world? What does a mark for learning content signify if developing happiness habits is a goal? Should one goal of the class be for the teacher to be happy and, if so, does this conflict with student learning? These dilemmas reflect larger questions about the purpose of university education. This paper reflects on those questions through our experience of formulating and delivering a new university class on happiness.
1
https://ro.uow.edu.au/jutlp/vol6/iss2/2
oai:ro.uow.edu.au:jutlp-1091
2021-11-04T03:25:13Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Is this the past? The place of role-play exercises in undergraduate history teaching
Beidatsch, Cedric
Broomhall, Susan
10.53761/1.7.1.6
Role-play
history
historiography
free_to_read
Article
Increasingly, academic teachers are exploring the learning opportunities offered by student-centred participatory classroom and web-supported exercises. Role-play and gaming activities have been highlighted as fora which provide development of a range of personal and social skill sets in students, as well as understanding of subject content. This paper reports on research exploring how such exercises in an undergraduate history unit can be used to deliver core historical content and generic skills, and to develop students’ knowledge of the professional historian’s craft and historiographical practice.
1
https://ro.uow.edu.au/jutlp/vol7/iss1/6
oai:ro.uow.edu.au:jutlp-1093
2021-11-04T03:25:13Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Innovations in Co-ordinating Undergraduate Students’ Oral Tutorial Presentations
Harman, Kristyn E
10.53761/1.7.1.7
Oral presentations
tutorials
attendance
engagement
posters
conventions
group work
authentic learning
free_to_read
Article
Individual oral tutorial presentations have been utilised in numerous undergraduate courses to develop and assess students’ skills in organising and communicating ideas and information to a select audience. However, evidence from the literature, interviews with academics (n=5), and the author’s own experiences have demonstrated that these presentations have been plagued with issues ranging from poor quality presentations to non-attendance on the part of students and boredom for both academics and undergraduates alike. This article highlights these issues, then details a variety of successful ways in which academics have innovated to improve the level of student engagement and facilitate a higher achievement of learning outcomes. Some of these innovations pertain to individual presentations, yet interview data gathered indicated a strong trend towards replacing these with small group and whole group exercises, models for which are also explicated in this article. These models have been drawn from the Social Sciences and Humanities and provide templates that may be adapted for use in a range of different contexts. The resultant improvements in co-ordinating undergraduate students’ tutorial presentations may contribute towards a more satisfying experience for lecturers, tutors, and students, and improved learning outcomes.
1
https://ro.uow.edu.au/jutlp/vol7/iss1/7
oai:ro.uow.edu.au:jutlp-1106
2021-11-04T03:25:14Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Instructional Preferences of Students in Transnational Chinese and English Language MBA Programs
Bambacas, Mary
Sanderson, Gavin B
10.53761/1.8.1.2
graduate management education
transnational education
student learning preferences
transnational students
free_to_read
Article
This paper reports on Stage 1 of a learning and teaching project focused on students studying in the Chinese and English language delivery of transnational Master of Business Administration (MBA) programs of an Australian university. The programs are delivered using limited and intensive face-to-face teaching augmented by self-directed and web-based learning, and ongoing (mainly email) contact with lecturers before and after they have returned to Australia. The aim of this stage of the project is to provide a greater understanding of students’ instructional preferences so that, where appropriate, lecturers can better scaffold learning and teaching arrangements (Stage 2 of the project) to assist them to meet the learning objectives of the MBA program. Survey data was collected from students studying the MBA in Hong Kong and Singapore in English (EMBA), and in Hong Kong, Singapore and Taiwan in Chinese (CMBA). Findings demonstrate that whilst students ranked teacher directed, face-to-face instructional delivery highly, they also indicated that an independent, web-based learning environment was their least-preferred approach to learning. These findings put lecturers in a more informed position when it comes to them planning how to best assist students from Confucian-heritage backgrounds to work productively and successfully in their studies.
1
https://ro.uow.edu.au/jutlp/vol8/iss1/2
oai:ro.uow.edu.au:jutlp-1112
2021-11-04T03:25:15Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Using self- and peer-assessment to enhance students’ future-learning in higher education.
Thomas, Glyn
Martin, Dona
Pleasants, Kathleen
10.53761/1.8.1.5
future learning
self-assessment
peer-assessment
free_to_read
Article
In higher education settings, assessment tasks get the attention of students, but once students submit their work they typically become disengaged with the assessment process. Hence, opportunities for learning are lost as they become passive recipients of assessment outcomes. Future-learning oriented assessment engages students in the assessment process to improve both short- and long-term outcomes by requiring students to make sophisticated judgments about their own learning, and that of their peers. In this paper, we describe and critique three initiatives that experimented with future-learning oriented assessment within a faculty of education. These initiatives involved self- and peer-assessment in a mathematics education subject for first year pre-service teachers; peer assessment of individual contributions in a group project using a Wiki; and self- and peer-assessment to help students learn about leadership. Based on our experiences, we conclude with suggestions of how others might also use self- and peer-assessment to work towards better short- and long-term learning outcomes in higher education.
1
https://ro.uow.edu.au/jutlp/vol8/iss1/5
oai:ro.uow.edu.au:jutlp-1116
2021-11-04T03:25:16Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Building Learning Communities in Residential Colleges
Muldoon, Robyn L
Macdonald, Ian
10.53761/1.6.2.5
Learning communities
Residential colleges
Transition
free_to_read
Article
This paper addresses the retention issues presented when large numbers of students from low socio-economic backgrounds and associated disadvantaged educational histories live together on-campus. It reports research in progress on a new approach taken at the University of New England (UNE), Australia, aimed at encouraging the growth of learning communities in colleges through the training and subsequent support of senior students charged with helping first year students negotiate the transition to successful university study. It outlines the issues faced by both the first year students and the senior students, strategies implemented, outcomes to date and plans for further change. UNE is a regional university with 5,000 on-campus students, half of whom live in seven residential colleges. It appears that for these students, traditional lectures and workshops on learning strategies and techniques are not as effective as layered, personal ‘at the elbow’ learning support in a non-threatening, social environment.
1
https://ro.uow.edu.au/jutlp/vol6/iss2/5
oai:ro.uow.edu.au:jutlp-1117
2021-11-04T03:25:16Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Undertaking the Journey Together: Peer Learning for a Successful and Enjoyable PhD Experience
Stracke, Elke
10.53761/1.7.1.8
Communities of practice
peer learning support
PhD supervision
free_to_read
Article
This paper deals with the challenge of supervising PhD students. Any supervision is likely to constitute a challenging experience for the supervisor, even more so when they are a new academic staff member with little experience in PhD supervision in the Australasian context. This paper shows how one supervisor addressed the challenge by fostering a more collaborative research culture in her programme (Applied Linguistics) through peer group work, and can serve as a starting point for action for supervisors who are looking for possibilities to integrate their students into learning communities.
The paper provides the theoretical rationale for peer learning in doctoral education and emphasizes the desirability for its implementation into supervisory practice from an educational perspective. The description of practice of one particular peer group allows for interesting insights into the genesis, activities, and self-evaluation of this group that emphasized the value of learning with and from each other through exchange, insight into the PhD process, feedback, moral support in a friendly, supportive environment, and research training. The paper concludes by discussing implications, and challenges of this study for practice, policy, and research, as well its limitations.
1
https://ro.uow.edu.au/jutlp/vol7/iss1/8
oai:ro.uow.edu.au:jutlp-1118
2021-11-04T03:25:17Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Assessment of Online Discussion Forums for Law Students
McNamara, Judith
Burton, Kelley
10.53761/1.6.2.6
criterion-referenced assessment
online discussion forum
free_to_read
Article
This paper goes beyond the existing literature and explores the innovative topic of designing criterion-referenced assessment for online discussion forums. There are several benefits of embedding online discussion forums into subjects including engaging students in collaborative learning, and encouraging deeper analysis, critical thinking and reflection. Using the assessment principles of validity, reliability and transparency, this paper offers a range of practical strategies to tutors who plan to develop criterion-referenced assessment as opposed to norm-referenced assessment for online discussion forums, applies the assessment principles in the context of an undergraduate law subject, and exemplars a rubric for an online discussion forum in a work placement subject.
1
https://ro.uow.edu.au/jutlp/vol6/iss2/6
oai:ro.uow.edu.au:jutlp-1119
2021-11-04T03:25:17Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Leading the Way: Indigenous knowledge and Collaboration at the Woolyungah Indigenous Centre
McGloin, Colleen
Marshall, Anne
Adams, Michael
10.53761/1.6.2.4
Indigenous; knowledge; collaboration; Indigenous Studies
free_to_read
Article
This paper derives from collaborative research undertaken by staff at the Woolyungah Indigenous Centre, into our own teaching practice. It articulates a particular strand of inquiry emanating from the research: the importance of Indigenous knowledges as this is taught at Woolyungah in the discipline of Indigenous Studies. The paper is a reflection of Woolyungah’s pedagogical aims, and its development as a Unit that seeks to embed other knowledges into the realm of critical inquiry within subjects taught at the Unit. It also reflects student responses to our pedagogy. The writers are Indigenous and non-Indigenous and have collaborated with all teaching staff involved to present this work as a starting point for discussions about the emerging discipline of Indigenous Studies, its rigour as an academic field of inquiry and our commitment as educators to the inclusion of Indigenous knowledges in our programme.
1
https://ro.uow.edu.au/jutlp/vol6/iss2/4
oai:ro.uow.edu.au:jutlp-1120
2021-11-04T03:25:18Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Editorial 6.2
Lefoe, Geraldine E.
10.53761/1.6.2.1
editorial
free_to_read
Article
Welcome to the second issue of Volume Six of the Journal of University Teaching and Learning Practice. We are celebrating our inclusion within international database collections which now includes EBSCO, ERIC and Cabell. In addition within the Australasian research context JUTLP has been allocated a B ranking by ERA. Given that the journal was started in 2004 and is fully online we are pleased to achieve this and look forward to enhancing the journal rating in the future.
Our fully electronic system is now in place and authors are invited to make use of the online submission process which allows you to track your paper through the system.
https://ro.uow.edu.au/jutlp/vol6/iss2/1
oai:ro.uow.edu.au:jutlp-1122
2021-11-04T03:25:19Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
What use is SoTL?: Using the Scholarship of Teaching and Learning to Develop a Curriculum for First Year University History Classes
Clark, Jennifer
10.53761/1.6.2.3
history teaching
curriculum development
signature pedagogy
free_to_read
Article
Literature pertaining to the scholarship of teaching and learning (SoTL) is growing but there are few studies dealing with disciplinary differences. The SoTL relating to History is a recently emerging development. But what use is SoTL for History if it can not be translated into improving teaching practice? This paper examines the process of identifying current thinking in the specific SoTL of History, especially the teaching of historical thinking, and applying it to the development of a new history curriculum for first year students.
1
https://ro.uow.edu.au/jutlp/vol6/iss2/3
oai:ro.uow.edu.au:jutlp-1126
2021-11-04T03:25:20Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Addressing student cynicism through transformative learning
Duarte, Fernanda
10.53761/1.7.1.4
cynicism; transformative learning; critical thinking; reflection; business ethics
free_to_read
Article
This paper reflects on insights that emerged from the findings of a qualitative study conducted by the author in 2007 with third year management students from an Australian university on their perceptions in relation to business ethics. The findings revealed an attitude of cynicism with regard to the application of ethical principles beyond university years – in “the real world of business'. This led the author to engage in more systematic efforts to address this problem, and to this end, she found Mezirow's notion of transformative learning inspiring and valuable. It is contended that reflection and critical thinking are crucially important skills to enable consciousness shifts that will lead to a deeper understanding and greater appreciation of the importance of ethical conduct in management. They can act as antidotes to attitudes of cynicism which make students feel powerless and dejected, disinclined to apply the knowledge gained during their training beyond university years. A selection of examples of class activities and assessments to foster transformative learning is provided.
1
https://ro.uow.edu.au/jutlp/vol7/iss1/4
oai:ro.uow.edu.au:jutlp-1131
2021-11-04T03:25:20Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Learning financial accounting in a tertiary institution of a developing country. An investigation into instructional methods.
Abeysekera, Indra
10.53761/1.8.1.3
developing country
learning
instructional method
Sri Lanka
Accountancy
free_to_read
Article
This study examines three instructional methods (traditional, interactive, and group case–based study), and student opinions on their preference for learning financial accounting in large classes at a metropolitan university in Sri Lanka. It analyses the results of a survey questionnaire of students, using quantitative techniques to determine the preferred instructional method. It analyses the written comments made by students in the survey questionnaire using thematic analysis to determine the reasons behind their preference. The findings reveal that the most preferred instructional method is interactive and the least is traditional.
1
https://ro.uow.edu.au/jutlp/vol8/iss1/3
oai:ro.uow.edu.au:jutlp-1145
2021-11-04T03:25:21Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Linking Teaching and Research Through Scholarship Projects: A Case Study
Braber, Natalie
10.53761/1.8.2.5
Teaching
Research
Linguistics
Student Involvement
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Article
Many lecturers find that teaching and research compete for their time. However, teaching and research can be linked closely together, and there are many ways of linking the two. This article will consider how research can be incorporated into teaching through a case study in Linguistics at Nottingham Trent University (in the United Kingdom), where undergraduate students are invited to participate on a research project. This project aims to foster and strengthen the links between teaching and research in the undergraduate curriculum to enhance the student learning experience (both for the students involved in the project and the wider student community). Allowing students to become involved in academic research before their final year can influence teaching and learning practice by encouraging students to look beyond lectures and seminars at the work which is carried out by their own lecturers. In order for learning to be most effective, it must be seen as relevant to the real world and by inviting students onto active research projects will show them how academic research is relevant to, and involved with, the wider world outside academia. By enthusing students with the actual potential of their studies, will increase learning and allow us to link research and teaching actively for all students.
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https://ro.uow.edu.au/jutlp/vol8/iss2/5
oai:ro.uow.edu.au:jutlp-1146
2021-11-04T03:25:22Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Why I Wanted More: Inspirational Experiences of the Teaching–Research Nexus for Engineering Undergraduates
Guerin, Cally
Ranasinghe, Damith
10.53761/1.7.2.8
teaching-research nexus
research students
international students
engineering education
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Article
What is it about the teaching-research nexus that inspires engineering undergraduates to want more and become researchers themselves? In this study, we sought to discover more about the influences on current PhD students’ choices to embark on higher degrees by research in various fields in engineering in an Australian research-intensive university. An online survey and follow-up focus group discussion revealed that these students are driven primarily by a genuine interest in research itself, rather than other factors such as career advancement (although this too, plays a role). While this is not particularly surprising, what did become apparent was the specific undergraduate experiences that most strongly influenced their decision to undertake research degrees, including enjoying doing project-based work, being exposed to lecturers who were passionate about their own research, and working on a vacation research scholarship. Further analysis reveals that the weighting of various influences changes according to whether the students are local Australian graduates or international PhD candidates.
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https://ro.uow.edu.au/jutlp/vol7/iss2/8
oai:ro.uow.edu.au:jutlp-1148
2021-11-04T03:25:23Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Continuous Team Assessment to Improve Student Engagement and Active Learning
Esposto, Alexis S.
Weaver, Debbi
10.53761/1.8.1.8
Curriculum improvement
student engagement
continuous assessment
active learning
evaluation
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Article
A strategy of continuous team assessment over three years, comprising of a series of tests and a major project, was introduced into scheduled tutorial classes in an attempt to improve flagging attendance and low student motivation. The assessment tasks were designed to be undertaken in teams of two students, with ongoing feedback as an integral component. After a single semester of implementation, attendance at tutorials improved (to nearly double the previous year), and this rate was sustained over a three year period. Average assessment marks rose a full grade compared to the previous student cohort, and this was also sustained over the same period. Students' output improved, and they were actively engaged in their work and with their colleagues. These results indicate the change in assessment strategy achieved the desired outcomes of improving student engagement and active learning.
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https://ro.uow.edu.au/jutlp/vol8/iss1/8
oai:ro.uow.edu.au:jutlp-1149
2021-11-04T03:25:23Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
The Pros and Cons of Problem-Based Learning from the Teacher’s Standpoint
Ribeiro, Luis Roberto C
10.53761/1.8.1.4
Problem-Based Learning
Teacher Development
Teaching-Learning Processes
Higher Education
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Article
This article focuses on a teacher’s evaluation of an experiment with problem-based learning (PBL) and its effects on his professional development. This case study, of a descriptive-analytical nature, involved the collaboration between the researcher and teacher in the planning, implementation of PBL and, to some extent, analysis of results. Research data—collected via participant observation of classes and open-ended interviews with the teacher—were analyzed in light of the literature on PBL, teacher knowledge base, and professional development. Results indicate teacher satisfaction, but also point to higher class unpredictability and increased time/workload. PBL also seems to distribute teaching workload more evenly throughout the semester than traditional methods do. This hinders routinisation and constrains teachers’ autonomy. On the other hand PBL appeared to foster the teacher’s development of his teaching knowledge base, especially regarding the knowledge of students, their reasoning mode and interests.
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https://ro.uow.edu.au/jutlp/vol8/iss1/4
oai:ro.uow.edu.au:jutlp-1152
2021-11-04T03:25:24Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Web-based-Research as Critical Pedagogy: A Reflection on its Application to Undergraduate Management Education.
Coronado, Gabriela
10.53761/1.8.2.6
e-literacy
Critical Pedagogy
Freire
Management Education
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Article
In disciplines such as Management, where research capacity is not seen as an obvious workplace skill, it is difficult to get students to engage in research activities. They see them as too difficult and without value. However, research activities in undergraduate Management education are vital as tools for developing key learning attributes such as critical thinking and skills in analysis and argument. Convinced of the high value of integrating research activities into undergraduate Management Education, I took on the challenge to find alternative ways for students to develop their research capacity and engage in actual research. Drawing on reflections on my experience of teaching undergraduate management subjects with research components, in this paper I discuss how Web-based research can promote critical thinking and raise consciousness among management students. This experience included designing strategies to introduce a form of electronic literacy into undergraduate education, to assist students to learn how to use the Web critically for research purposes, while enhancing learning based on conventional resources. In the methodology I propose for researching contemporary issues by collecting and analysing data from the Web I adapt the critical pedagogy of Freire for adult literacy into new forms of literacy involving critical use of the new media of communication.
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https://ro.uow.edu.au/jutlp/vol8/iss2/6
oai:ro.uow.edu.au:jutlp-1154
2021-11-04T03:25:26Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
The Teaching/Research Nexus And Internationalisation: An Action Research Project In Radiation Physics
Guatelli, Susanna
Layton, Catherine
Cutajar, Dean
Rosenfeld, Anatoly B.
10.53761/1.7.2.5
Keywords - teaching/research nexus
radiation physics
Monte Carlo simulation
undergraduate/postgraduate education
internationalisation
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Article
<p>This paper attempts to unpack the teaching and learning experiences of academics and students when a new way of teaching radiation physics was introduced. In an attempt to articulate the University of Wollongong’s commitment to the enhancement of the teaching/research nexus and to the development of learning communities, staff of the School of Physics in the Faculty of Engineering at University of Wollongong (UOW) implemented an action research project teaching scientific computing methodologies used in radiation physics to a combined laboratory class of postgraduates and undergraduates. The design of the practical laboratory classes took account of the expected heterogeneous computing skills and different knowledge of radiation physics of undergraduate and postgraduate students. Based on an earlier study, it was presumed that postgraduate students would be in a good position to support undergraduates. We illustrate how broad-based conceptions of the value of learning communities and their role in fostering the teaching/research nexus may be challenged by an internationalised student body. In this case, the previous patterns of undergraduate and postgraduate enrolments, which the pilot study had canvassed, did not hold true; almost all of the postgraduate students were international students, only recently arrived in Australia. This, along with other factors, meant that learning outcomes and students’ responses to the innovation were not what were expected. We suggest a path forward, both for the specific subject in which the innovation occurred, and for other similar attempts to bring together academics, postgraduate and undergraduate students in a nascent learning community, in the light of ongoing trends towards internationalisation.</p>
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https://ro.uow.edu.au/jutlp/vol7/iss2/5
oai:ro.uow.edu.au:jutlp-1159
2021-11-04T03:25:26Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Right from the Start: A Rationale for Embedding Academic Literacy Skills in University Courses
Gunn, Cathy
Hearne, Shari
Sibthorpe, Julie
10.53761/1.8.1.6
academic skills
curriculum design
integration
online tutorials
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Article
This paper summarizes relevant research concepts, and then describes a case where online tutorials were used to integrate one generic academic skill - information literacy - into first year business courses. Tutorials covering the skills and information required to complete course assignments were designed so the content can be easily modified for different subjects and assessment tasks. Feedback from trials suggests that significant gains can be made using this embedded approach. Theoretical grounding of design concepts, integration into course activities and collaboration between course lecturers and academic support staff are all key success factors. The authors propose that this integrated approach is the most effective way to promote academic literacy skills development in large university classes, and that the learning design principles used in this case for Information Literacy could work equally well in other academic skill areas. Further research will be conducted to test this assumption.
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https://ro.uow.edu.au/jutlp/vol8/iss1/6
oai:ro.uow.edu.au:jutlp-1160
2021-11-04T03:25:27Z
publication:jutlp
publication:journal_articles
publication:asd
publication:document_types
Developing Transferable Research Skills in First Year Agricultural Economics Students
Koppi, Tony
Nolan, Elizabeth
Field, Damien
10.53761/1.7.2.6
Reseach skills
problem based learning
student perspective
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Article
A problem-based learning approach was adopted for a unit of study in first year agricultural economics at the University of Sydney with the aim of starting development of students’ research skills earlier than usual. The novel teaching approach employed a structured and guided problem activity in the first semester and progressed to a more authentic problem activity in the second semester where the students worked in online peer groups to identify their own problem within a specified challenging area (market failure), carry out research and discuss findings prior to submitting an individual essay on their chosen topic. A structured learning journal with 10 questions was used in the second semester where the students recorded their reflections on a range of aspects of the learning process. None of the questions specifically asked about research yet 72% of the students mentioned it at least once. These learning journals were analysed for unsolicited comments about learning and research to gauge what the students themselves believed they had learned about research and how it can be transferred to other disciplines and future employment. The final essays were independently analysed by using eight research performance criteria to estimate the degree of research skills displayed by the students. Most of the students performed well in six of the research criteria indicating that development of research skills can be initiated in the first year of a degree program.
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https://ro.uow.edu.au/jutlp/vol7/iss2/6
412882/qualified-dublin-core/100//