Service Learning in India

I have always enjoyed trying to do two things at once. Watching TV while ironing, talking on the phone while driving (hands free of course), and eating breakfast while reading are three recommended combinations. It feels great to be able to combine two tasks that compliment each other. In fact, at times, you would be considered a little strange if you were to do one task without the other. Ironing, by itself, is mundane, using your mobile in a stationary position is contradictory, and I am yet to see anyone reading the Weet-bix packet at a time other than during breakfast. Some things are meant to be done together. As we are discovering at Avondale College, ‘learning to teach’ and ‘service learning’ is another such pairing

The Impact of an Overseas Professional Teaching Experience in a Developing Country on Pre-Service Teachers’ Stories of Self

This study systematically examines the impact of an overseas professional teaching experience on pre-service teachers as they seek to learn how to become authentic teachers. It articulates the principles and processes involved in pre-service teachers developing new and connected personal and professional identities (Shonia & Stachowski, 2014), referred to as stories of self (Connelly & Clandinin, 1999). While there is little debate surrounding the importance of quality teacher education, there is a call for improvements in the preparation of pre-service teachers for their role as 21st century educators. Many suggest that a more authentic approach to teacher education is needed, with the inclusion of professional teaching experiences that connect the personal and professional identities of pre-service teachers (Palmer, 2007; Rodgers & Scott, 2008; Roffey, 2015). Overseas professional teaching experiences show promise for facilitating this connected identity, and for developing pre-service teachers’ cultural competence, and yet, it has been recognised that more research needs to be undertaken in regard to overseas professional teaching experiences. This study responds to this dearth of research and, importantly, moves beyond the assumption that all overseas experiences are inherently transformative. The study involved four pre-service teachers situated in a remote village school in Mahendra Jyoti in the Bagmati Zone of central Nepal. It utilised a qualitative methodology that employed a combination of narrative and grounded theory. The overarching paradigm for the research was constructivist, which allowed for the emergence of multiple realities, and allowed the design of the research project to accommodate findings in progress. A model was developed to illustrate and inform the mentioned principles and processes inherent in the development of stories of self of pre-service teachers working overseas. The results of the study suggested that overseas professional teaching experiences that successfully incorporate challenge, freedom and belonging can provide a growth-fostering environment in which pre-service teachers are supported in renegotiating their stories of self, through a destabilising, questioning and rebuilding process. The findings of the study are relevant to the current Australian tertiary sector, as overseas professional teaching experiences appear to be disappearing from teacher education programs within Australian universities (Cruickshank & Westbrook, 2013). Representing a single case study, the model developed in this dissertation depicts one example of the essential elements involved in the formation and merging of pre-service teacher personal and professional identities. Acknowledging this case has one site only, this study sought a depth of understanding and not a breadth, and represents a stepping stone in the body of knowledge that may help inform best practice in the design and delivery of quality professional teaching experiences

Wellbeing Education for Educators

This study examined the impact of a 10-week multimodal wellbeing intervention (The Lift Project) on pre-service teachers’ personal wellbeing and their perceptions of the value of the intervention when embedded into their course of study. Ninety-two percent of the 103 students (20.1±3.0 yrs, 29 males/74 females) indicated that the intervention positively influenced their wellbeing. Significant improvements were observed in all domains of wellbeing measured, including: perceived physical health (5.1%, p\u3c0.001), physical health behaviours (7.4%, p\u3c0.001), mental health (16.3%, p\u3c0.001), vitality (18.9%, p\u3c0.001), spirituality (4.4%, p\u3c0.01), and life satisfaction (7.1%, p\u3c0.001). Further, significant reductions were recorded in symptoms of depression (-30.6%, p\u3c0.001), anxiety (-34.9%, p\u3c0.001) and stress (-23.3%, p\u3c0.001). The pre-service teachers indicated that the intervention would equip them to support the wellbeing of their future students. The findings of the study suggest that meaningful improvements can be achieved in the wellbeing of pre-service teachers by embedding experiential studies of wellbeing into pre-service teacher education

Forms, Foci and Forces: The Need for Overseas Pre-Service Teacher Professional Experiences

This paper represents the first analytic foray into a “narrative inquiry” that focused on collecting data centered on understanding the impact of an overseas professional teaching experience on twenty pre-service teachers. Research in this paradigm seeks to explore the breadth and depth of individual’s ‘lived experience’. A key axiomatic position regarding data collection and data analysis in a ‘lived experience’ project is that the human condition is grounded in the nature and nuances of the narratives we each tell ourselves. These narratives are deeply hermeneutic in nature and are contextually situated, cyclical, transient, multi-voiced and are constantly being reframed

Forms, Foci, and Forces - The Need for Overseas Pre-service Teacher Professional Experiences

This article represents the first analytic foray into a “narrative inquiry” that focused on collecting data centered on understanding the impact of an overseas professional teaching experience on 20 pre-service teachers

The Influence of Three Modes of Human Support on Attrition and Adherence to a Web- and Mobile App–Based Mental Health Promotion Intervention in a Nonclinical Cohort: Randomized Comparative Study

Background: The escalating prevalence of mental health disorders necessitates a greater focus on web- and mobile app–based mental health promotion initiatives for nonclinical groups. However, knowledge is scant regarding the influence of human support on attrition and adherence and participant preferences for support in nonclinical settings. Objective: This study aimed to compare the influence of 3 modes of human support on attrition and adherence to a digital mental health intervention for a nonclinical cohort. It evaluated user preferences for support and assessed whether adherence and outcomes were enhanced when participants received their preferred support mode. Methods: Subjects participated in a 10-week digital mental health promotion intervention and were randomized into 3 comparative groups: standard group with automated emails (S), standard plus personalized SMS (S+pSMS), and standard plus weekly videoconferencing support (S+VCS). Adherence was measured by the number of video lessons viewed, points achieved for weekly experiential challenge activities, and the total number of weeks that participants recorded a score for challenges. In the postquestionnaire, participants ranked their preferred human support mode from 1 to 4 (S, S+pSMS, S+VCS, S+pSMS & VCS combined). Stratified analysis was conducted for those who received their first preference. Preintervention and postintervention questionnaires assessed well-being measures (ie, mental health, vitality, depression, anxiety, stress, life satisfaction, and flourishing). Results: Interested individuals (N=605) enrolled on a website and were randomized into 3 groups (S, n=201; S+pSMS, n=202; S+VCS, n=201). Prior to completing the prequestionnaire, a total of 24.3% (147/605) dropped out. Dropout attrition between groups was significantly different (P=.009): 21.9% (44/201) withdrew from the S group, 19.3% (39/202) from the S+pSMS group, and 31.6% (64/202) from the S+VCS group. The remaining 75.7% (458/605) registered and completed the prequestionnaire (S, n=157; S+pSMS, n=163; S+VCS, n=138). Of the registered participants, 30.1% (138/458) failed to complete the postquestionnaire (S, n=54; S+pSMS, n=49; S+VCS, n=35), but there were no between-group differences (P=.24). For the 69.9% (320/458; S, n=103; S+pSMS, n=114; S+VCS, n=103) who completed the postquestionnaire, no between-group differences in adherence were observed for mean number of videos watched (P=.42); mean challenge scores recorded (P=.71); or the number of weeks that challenge scores were logged (P=.66). A total of 56 participants (17.5%, 56/320) received their first preference in human support (S, n=22; S+pSMS, n=26; S+VCS, n=8). No differences were observed between those who received their first preference and those who did not with regard to video adherence (P=.91); challenge score adherence (P=.27); or any of the well-being measures including, mental health (P=.86), vitality (P=.98), depression (P=.09), anxiety (P=.64), stress (P=.55), life satisfaction (P=.50), and flourishing (P=.47). Conclusions: Early dropout attrition may have been influenced by dissatisfaction with the allocated support mode. Human support mode did not impact adherence to the intervention, and receiving the preferred support style did not result in greater adherence or better outcomes. Trial Registration: Australian New Zealand Clinical Trials Registry (ANZCTR): 12619001009101; http://www.anzctr.org.au/ACTRN12619001009101.asp

The Influence of Human Support on the Effectiveness of an Online Mental Wellbeing Intervention

Purpose: To compare the influence of three modes of human support on the outcomes of an online, lifestyle-focused mental health promotion intervention. Background: There is a need for efficacious lifestyle interventions to promote the mental wellbeing of both healthy and clinical cohorts. Evidence regarding the usefulness of adding human support (i.e. guidance) to improve the outcomes of online interventions for clinical populations is mixed,1-3 however little is known about healthy cohorts. Methods: A total of 458 participants self-selected to participate in a 10-week online, multimodal lifestyle intervention that addressed mental wellbeing. The participants were randomized into three groups, differentiated by support mode: standard - automated emails only (S); standard plus personalised SMS messages (S+pSMS); standard plus videoconference support (S+VCS). At pre- and post-intervention, the participants completed the following measures: the ‘mental health’ and ‘vitality’ sub-scales from the Short Form Health Survey (SF-36); Depression Anxiety and Stress Scales (DASS-21); Satisfaction With Life (SWL) scale; and Flourishing scale. Results: A total of 320 participants (S, n=103; S+pSMS, n=114; S+VCS, n=103) completed the study. Significant within-group changes were recorded from pre- to post-intervention in all groups for every outcome measure (PP=0.77), vitality (P=0.65), depression (P=0.93), anxiety (P=0.25), stress (P=0.57), SWL (P=0.65) or flourishing (P=0.99). Attendance at the weekly videoconference support sessions was poor, but those who attended seven or more of the ten sessions experienced significantly better outcomes in mental health (P=.006, d=0.71), vitality (P=.005, d=0.73), depression (P=.04, d=0.54), and SWL (P=.046, d=0.50), than those who attended less than seven. Conclusions: A lifestyle-focused, online mental health promotion intervention enhanced measures of mental wellbeing among a healthy cohort, irrespective of the human support provided. Supplementing a psychological intervention with videoconference support might improve outcomes, when attendance is optimised

The Effect of an Online Multimodal Lifestyle Intervention on Mental Health and Emotional Wellness: A Randomised Control Trial

PURPOSE: This study examined the effect of an online multimodal lifestyle intervention, which incorporated evidence-based strategies from Lifestyle Medicine and Positive Psychology, on the mental health and emotional wellness of adults throughout Australia and New Zealand. BACKGROUND: Common mental health disorders have reached epidemic proportions worldwide (1). In the US, one in five adults have a common mental health disorder (2), and in Australia, a similar number have experienced an affective disorder in the past twelve months (3). Antidepressants are ranked in the top three most commonly used therapeutic drug classes in the US (4), and are the most commonly used psychotropic medications in Australia (5). A new paradigm is needed focusing on primary prevention to address this burgeoning mental health problem. METHODS: 508 individuals self-selected to participate in the study and were randomized to an intervention or delay-controlled group. Both groups completed an online survey using validated instruments which assessed the participantsʼ emotional wellness at three intervals: baseline, and at 3 months and 6 months post-intervention. 425 individuals completed the baseline assessment and entered the study (intervention n=217, control group n=208), and 359 (84%) completed the post intervention questionnaire. The intervention group participated in a 10-week online multimodal lifestyle intervention, called “The Live More Project” also known as The Lift Project”(6). RESULTS: Overall, the cohort was in the ‘normal’ range at baseline for the domains of emotional wellness measured. At 3 months, significant reductions were observed in symptoms of ‘depression’ (-31%, p\u3c0.001), ‘anxiety’ (-43%, p\u3c0.001) and ‘stress’ (-22%, p\u3c0.001) in the intervention compared to the control group. Significant improvements were observed in ‘mental health’ (8%, p\u3c0.001), ‘vitality’ (18%, p\u3c0.001) and overall ‘life 2 satisfaction’ (8%, p\u3c0.001). Improvements in the measures of mental health and emotional wellness were generally sustained in the 6-month follow-up. CONCLUSIONS: This study supports the use of an online multimodal lifestyle intervention combining strategies from Lifestyle Medicine and Positive Psychology for the promotion of mental health and emotional wellness among normal populations (i.e. primary prevention). Further analyses will examine the impact of the intervention on subnormal populations to assess its potential role in secondary and tertiary prevention

A Health Check of Avondale\u27s Distance Education Program: Where Have we Been? Where are we Going Next?

Avondale College of Higher Education has been offering tertiary courses for over 120 years. In the past two decades, this institution has extended its programs to include distance courses for students who opt to study online or are not able to attend on-campus courses at Avondale’s Lake Macquarie and Sydney campuses. While all of the institutions courses are evaluated on a regular basis, no formal evaluation had ever been undertaken of the distance education program as a whole. During 2017, a mixed methods research project was conducted to gather evaluative data from recent and current distance students using questionnaires and focus groups. The results of the study provide insight into the extent to which the distance education program at the College provides a space in which learning relationships can develop in online communities. Also, suggestions for future improvement and further research recommendations are provided. Findings of this study may be of interest to educators and administrators who incorporate online components in their curricula