The Genre of Research Writing: The Value of Personalised Feedback and Instruction

Non-native English speaker Higher Research Degree (HDR) students or L2 writers encounter numerous difficulties in developing native-like competencies in their research writing. Current research in the systemic functional linguistics argues that students’ repertoire of interactive and interactional features enhances their writing process. However, many L2 students are thrown in the deep end in their research writing process. In some universities, Academic Language Learning (ALL) advisors assist these students by reviewing their work and providing necessary feedback. The purpose of this study was to examine the difficulties experienced by such L2 writers as identified by ALL advisors who review their work in their thesis drafting process. The study analysed ten draft chapters from L2 students’ theses writing reviewed by ALL advisors. The study found that several discourse and metadiscoursal features have been recognised as impeding factors in effective communication. Personalised feedback and instruction from language experts can influence students’ writing and drafting process. Such findings provide insights and implications for developing discourse competencies for both L1 and L2 academic writers. The study also provides pedagogical implications for teachers of all students as academic writing is a genre that needs explicit focus in teaching programs at all levels

Barriers to Removing Barriers of Online Learning

In response to the turmoil and anxiety created by the COVID-19 pandemic, many universities transitioned to online delivery with limited support and resources. University teachers adapted to the online environment to ensure the effectiveness of students’ reaching their outcomes. Using the Universal Design for Learning (UDL) as a framework, this study analysed ethnographic data from two experienced university teacher narratives about their online teaching strategies in two different university settings, in a developed and a developing country. The results showed that teachers used similar strategies based on the affordances provided within the Learning Management Systems (LMS) and by accessing other existing technological tools. However, the results showed inequalities in students’ participation due to their financial, economic, and socio-cultural backgrounds. This paper emphasises the need to investigate personalised and inclusive learning for consolidating and accommodating social and geographical barriers to minimise inequalities in students’ access to education. Students should not be deprived by the digital and technical divide limiting equal opportunities for learning and development in the so-called ‘global village’ in the 21st century and beyond

Personalized learning:The simple, the complicated, the complex and the chaotic

Personalized learning is touted to provide opportunities for learners to achieve their full potential while developing a love of learning. However, questions regarding the practicality of implementing it remain. This qualitative case study inquired into the perspectives of Australian secondary school teachers who reported interest in implementing personalized learning. Using complexity theory, the researchers examined participants' perspectives and used NVivo to code data according to the classifications of simple, complicated, complex, and chaotic. Findings included teachers’ enthusiasm and wariness. This study suggests that complexity theory helps navigating the issues to help teachers to evolve and sustain in managing the complexity.</p

Indigenous Knowledge-Sharing Interventions in Australia and the Use of Information and Communication Technology: A Scoping Review

Indigenous peoples in Australia are subject to significant disadvantages both socio-economically and in health, education and service provision. Knowledge-sharing interventions, including those with an information and communications technology (ICT) base, have the potential to address these challenges. Interventions occur against a background of an ancient culture with distinctive ways of knowing and doing, including storytelling, art and performance. This study documents the results of a scoping review of interventions that have been undertaken in this context. It considers the outcomes of these interventions, the extent to which Indigenous ways of knowing were accounted for and whether ICT was involved. Our review of the peer-reviewed literature located two prior reviews and seven primary studies. All of the primary studies were about health interventions; of these, all those that reported positive outcomes only had incorporated Indigenous ways of knowing, some in innovative ways. Only two studies used ICT as their main vehicle. This article provides a base for further work by documenting the current status of the field and identifying the gaps, such as the scarcity of non-health and ICT-based studies. The cases identified provide useful insights for those with an interest in developing future initiatives

Indigenous Knowledge-Sharing Interventions in Australia and the Use of Information and Communication Technology: A Scoping Review

Indigenous peoples in Australia are subject to significant disadvantages both socio-economically and in health, education and service provision. Knowledge-sharing interventions, including those with an information and communications technology (ICT) base, have the potential to address these challenges. Interventions occur against a background of an ancient culture with distinctive ways of knowing and doing, including storytelling, art and performance. This study documents the results of a scoping review of interventions that have been undertaken in this context. It considers the outcomes of these interventions, the extent to which Indigenous ways of knowing were accounted for and whether ICT was involved. Our review of the peer-reviewed literature located two prior reviews and seven primary studies. All of the primary studies were about health interventions; of these, all those that reported positive outcomes only had incorporated Indigenous ways of knowing, some in innovative ways. Only two studies used ICT as their main vehicle. This article provides a base for further work by documenting the current status of the field and identifying the gaps, such as the scarcity of non-health and ICT-based studies. The cases identified provide useful insights for those with an interest in developing future initiatives

Disability, fatigue, pain and their associates in early diffuse cutaneous systemic sclerosis: the European Scleroderma Observational Study

Objectives; Our aim was to describe the burden of early dcSSc in terms of disability, fatigue and pain in the European Scleroderma Observational Study cohort, and to explore associated clinical features. Methods; Patients completed questionnaires at study entry, 12 and 24 months, including the HAQ disability index (HAQ-DI), the Cochin Hand Function Scale (CHFS), the Functional Assessment of Chronic Illness Therapy-fatigue and the Short Form 36 (SF36). Associates examined included the modified Rodnan skin score (mRSS), current digital ulcers and internal organ involvement. Correlations between 12-month changes were also examined. Results; The 326 patients recruited (median disease duration 11.9 months) displayed high levels of disability [mean (S.D.) HAQ-DI 1.1 (0.83)], with ‘grip’ and ‘activity’ being most affected. Of the 18 activities assessed in the CHFS, those involving fine finger movements were most affected. High HAQ-DI and CHFS scores were both associated with high mRSS (ρ = 0.34, P < 0.0001 and ρ = 0.35, P < 0.0001, respectively). HAQ-DI was higher in patients with digital ulcers (P = 0.004), pulmonary fibrosis (P = 0.005), cardiac (P = 0.005) and muscle involvement (P = 0.002). As anticipated, HAQ-DI, CHFS, the Functional Assessment of Chronic Illness Therapy and SF36 scores were all highly correlated, in particular the HAQ-DI with the CHFS (ρ = 0.84, P < 0.0001). Worsening HAQ-DI over 12 months was strongly associated with increasing mRSS (ρ = 0.40, P < 0.0001), decreasing hand function (ρ = 0.57, P < 0.0001) and increasing fatigue (ρ = −0.53, P < 0.0001). Conclusion; The European Scleroderma Observational Study highlights the burden of disability in early dcSSc, with high levels of disability and fatigue, associating with the degree of skin thickening (mRSS). Impaired hand function is a major contributor to overall disability

Treatment outcome in early diffuse cutaneous systemic sclerosis: the European Scleroderma Observational Study (ESOS).

OBJECTIVES: The rarity of early diffuse cutaneous systemic sclerosis (dcSSc) makes randomised controlled trials very difficult. We aimed to use an observational approach to compare effectiveness of currently used treatment approaches. METHODS: This was a prospective, observational cohort study of early dcSSc (within three years of onset of skin thickening). Clinicians selected one of four protocols for each patient: methotrexate, mycophenolate mofetil (MMF), cyclophosphamide or 'no immunosuppressant'. Patients were assessed three-monthly for up to 24 months. The primary outcome was the change in modified Rodnan skin score (mRSS). Confounding by indication at baseline was accounted for using inverse probability of treatment (IPT) weights. As a secondary outcome, an IPT-weighted Cox model was used to test for differences in survival. RESULTS: Of 326 patients recruited from 50 centres, 65 were prescribed methotrexate, 118 MMF, 87 cyclophosphamide and 56 no immunosuppressant. 276 (84.7%) patients completed 12 and 234 (71.7%) 24 months follow-up (or reached last visit date). There were statistically significant reductions in mRSS at 12 months in all groups: -4.0 (-5.2 to -2.7) units for methotrexate, -4.1 (-5.3 to -2.9) for MMF, -3.3 (-4.9 to -1.7) for cyclophosphamide and -2.2 (-4.0 to -0.3) for no immunosuppressant (p value for between-group differences=0.346). There were no statistically significant differences in survival between protocols before (p=0.389) or after weighting (p=0.440), but survival was poorest in the no immunosuppressant group (84.0%) at 24 months. CONCLUSIONS: These findings may support using immunosuppressants for early dcSSc but suggest that overall benefit is modest over 12 months and that better treatments are needed. TRIAL REGISTRATION NUMBER: NCT02339441

Mentoring Pre-service Teachers:The THIINK4 Reflective Cycle

Establishing a reciprocal relationship between mentors and pre-service teachers is critical in pre-service teacher mentoring. Highlighting self-regulation as a means for managing emotions in the pursuit of meeting long-term goals, this study examined the constructive features that help develop a reciprocal relationship between pre-service teachers and mentors. The study has captured a range of qualitative data from the dyadic process of mentoring (twoway interaction between a mentor teacher and a pre-service teacher): within the pre- and post-lesson conferences between mentors and preservice teachers and post mentoring interviews with mentors and preservice teachers. The study highlighted the strengths of mentor facilitated THIINK4 reflective thinking to enhance professional learning: think ahead (at the preparatory stage), think while (at the performing stage), think back, and think forward (at the appraisal stage). The paper highlights the critical role that the reciprocal relationship plays in each THINK stage of mentoring to foster preservice teachers’ self-regulation