Virtual pedagogical model: development scenarios

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Strategies to improve retention of postgraduate business students in distance education courses: an Australian case

In spite of the clear value of postgraduate business students to many providers of distance education courses, the factors affecting the retention of these students have received limited attention in the literature. In addressing this gap, this paper presents the findings of a qualitative study into the factors affecting the retention of postgraduate business students at a major Australian distance education university. The findings of this study suggest that a range of situational, dispositional and attitudinal factors impact upon student retention on this context, both as enablers of and obstacles to ongoing participation. In many cases, these factors differ to those identified in the existing literature on student retention. Based on these findings, we present a range of strategies designed to improve the retention of postgraduate business students by maximising enabling factors and minimising the impact of any identified obstacles. Limitations of the study and suggestions for further research are also presented

Pedagogy First, Technology Second: teaching & learning information literacy online

This paper explores the pedagogical and technical issues, challenges and outcomes of creating an online information literacy course. Currently under development, this course will be offered as a parallel study option to Advanced Information Retrieval Skills (AIRS:IFN001 ) for QUT postgraduate students, a compulsory face-to-face course for all QUT research students. The aim of this project is to optimise students’ access to AIRS:IFN001 and meet the University’s objectives regarding flexible delivery and online teaching. Still in its developmental stages, AIRS::Online extends beyond the current notion of static online information literacy tutorials by providing a facilitated, student focussed learning environment comprising content and learning experiences enhanced by appropriate multimedia technology and resources which engage students in planned facilitated and/or self-paced learning events. Course assessment is formative and summative, and is comprised of a research log and reflective journal to provide a means for reviewing the content and key process of advanced information searching and retrieval

An online Master's degree: Teaching and learning strategy vs. managerial constraints

This paper illustrates the work of a course team at Southampton Solent University to establish a delivery model for an online distance master’s degree. Working under the managerial constraint of ensuring that the course delivery is sustainably affordable, the focus was to develop a model that structures tutor to student engagement in such a way as to ensure the maintenance of a high standard of teaching and learning. This model is put forward as an approach that is applicable in a variety of contexts, and hence of value to course developers from other institutions investigating ways of effectively delivering online courses

Managing projects for change: Contextualised project management

This paper will detail three projects which focussed on enhancing online learning at a large Australian distance education University within a School of Business,School of Health and School of Education. Each project had special funding and took quite distinctive project management approaches, which reflect the desire to embed innovation and ownership at the instructor and student interface. By responding to the stakeholder requirements these three projects provide insight into a) how integrated professional development serves to enable change in practice; b) why leadership at both junior and senior levels of the organisation is an important driver to support instructor engagement for real change; c) what role external private contractors can play; and, d) how instructors were integrated through the varied project management approaches. The integrating theme of the paper is instructor engagement for real change. Each project will be detailed as mini-cases and key lessons drawn out that describe and explain the challenges, opportunities and scope of varied project management approaches to suit the distinct four contexts. This paper builds on and brings together considerable investigation into how we can support and enhance dissemination of a variety of project-based models that respond to contextual needs and issues. The multiple school case study methodology serves to provide an approach that is both robust and cognisant of current trends in increased university investment through shortterm project funding. The final recommendations will highlight how different approaches to project management are both desirable and essential for successfully embedding change of instructor practices for enhancing student learning in distance education modes

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

All hands on deck: CREWED for technology-enabled learning

The University of New South Wales’ (UNSW’s) Faculty of Engineering is introducing a new process for designing and developing blended and fully online (distance) courses, as part of action research to support curriculum renewal. The process, referred to as CREWED (Curriculum Renewal and E-learning Workloads: Embedding in Disciplines), is being used to develop key courses that add flexibility to student progression pathways. By integrating the design of learning activities with the planning and organization of teaching and support work, CREWED addresses some of the known barriers to embedding innovative use of learning technologies within disciplines. CREWED incorporates key features of two course development models from the UK, one emphasising team building and the other emphasising pedagogical planning. It has been piloted in priority curriculum development projects, to ensure that the disciplinary organizational context is supportive. One pilot is a fully online distance version of a postgraduate course. The other is a blended version of an undergraduate course. Both are core (required) courses in accredited professional engineering degree programs and were previously available only in face-to-face mode. The UNSW pilots have confirmed the importance of articulating clear pedagogical models, and of planning ahead for the resources required to put these models into practice, as part of departmental capacity building, especially where teaching has primarily been treated as an individual classroom-based activity that competes with disciplinary research for academic staff time and resources