Reconstructing educational technology: A critical analysis of online teaching and learning in the university.

This thesis argues that it is only through understanding the multiple facets of technology that we are able to determine whether any particular manifestation of technology is educational. The reconstruction of educational technology in this thesis begins by building an understanding of the concept of experiential technology from the work of Heidegger, Dewey and Popper. This provides the conceptual architecture required to research the influence of educational technology in universities, which is interpreted in light of the wider theory of modernisation of society developed by Jürgen Habermas. The critical theory of technology formulated by Feenberg provides the methodological basis for reconstructing an understanding of technology and its impact on student learning. A reconstructive analysis requires a number of situational critiques, which in this thesis review the advice given to academic staff about the use of educational technology. It is through a synthesis of these critiques that this thesis examines whether higher education is undergoing a process of colonisation that has reduced its potential to discuss the values of university teaching and learning. Online learning is taken as a case example that has been embraced by academics for dealing with increasing student numbers and the increasing importance of work-based learning. By shifting from the theory of technology to the practice of the Australian Technology University, this thesis demonstrates that one approach to coping with change in the higher education context is to incorporate business values, have increasingly flexible curricula and focus on workplace skills. This thesis concludes that universities could go a lot further to incorporate the values of higher education into educational technology. In the case of the online learner this would support those distinctive characteristics that encourage a deep approach to learning. Following arguments put forward by Feenberg, it is argued that it is through student participation in technical design that we have the greatest chance of influencing technology’s development to emphasize the values of higher education. As long as academics continue to control the technological decision-making, the delivery and management of information is likely to remain the most common use of online technology. The legitimacy of the academic’s decision to use technology in their teaching increases where there is only a narrow gap between the values of the participants and the reality of their practice. Thus, to be morally just and provide students with the developmental opportunities that will serve them in their later professional and citizenship roles, the online classroom needs to ensure that it provides an autonomy-supporting environment

Theorising research on approaches to teaching in higher education

Theorising can best be understood as a practical art. It is embodied in the concrete activities of academic publishing that requires researchers to familiarise themselves with the literature in the field before submitting articles for review. Even researchers with a significant body of work tend to be cited for one publication and that publication is largely used to discuss a single concept. This paper reviews the development of two signature concepts by two by highly respected researchers in the field to familiarise potential higher education researchers with some of the approaches to theorising used in higher education research. A detailed analysis of the narrative that surrounds these signature concepts provides two short case studies in what successful researchers do when formulating their ideas. The paper concludes with an overview of strategies researchers might consider incorporating into their own research repertories when explaining the outcomes of their research into higher education teaching and learnin

The Process of Parental Bereavement Following the Violent Death of a Child

The purpose of this qualitative study was to explore the process of parental bereavement following the violent death of a child. The death of a child is considered to be the most difficult death anyone can experience which can often result in changing lives forever. Grounded theory was used for this study in an attempt to define the primary concepts contained within the process of parental bereavement when parents lose a child to violent death. Interviews were conducted with 11 parents meeting inclusion criteria. Data collected from the interviews were analyzed using constant comparison and level coding to identify key concepts contained in the process and a framework that revealed the core category of bereavement for these parents as experiencing the process and seeking renewal. The findings revealed a perspective of bereavement as a series of processes which influenced parental bereavement and included positive elements not identified in previous research. The study revealed that the identified categories of telling the story; making critical choices, seeking direction through faith, seeking justice, seeking support, relinquishing the child, and seeking ways of moving forward worked together to facilitate positive outcomes for this high risk and vulnerable population. Support, including family, friends, and religious beliefs, taking an active role in post death activities, and assimilating new roles were other influential elements contained in the process. The concepts that emerged from the data and the resulting framework provide another perspective that can facilitate assessment of parental bereavement behavior. The findings have significance for nursing practice as well as implications for nursing education and research

The Role of Information in Real Estate Markets

The overall research aim of this dissertation is to investigate three different informational aspects, namely information demand, information availability, and information supply, and their impact and predictive abilities with respect to both direct and indirect real estate markets. The three contributing papers of this dissertation reveal that newly emerging information sources and channels, combined with innovative analyzing tools, enable more accurate predictions of future market movements

Predictors of the groupwork experience: generic skill development, peer appraisals, and country of residence

Humphrey et al. (1997) argued that a range of generic skills are important in enhancing the experience of groupwork for students. These skills include problem solving skills, leadership skills, research skills, study skills, and communication skills. However, little is known about the extent to which the development of such skills impact on the students' experience of groupwork, Students are also rarely given opportunities to develop their performance management skills in group assignments, despite often being expected to evaluate the performance of their peers. Those doing the appraisal may not learn how to provide feedback and justify their evaluations. It also means that those being appraised do not receive feedback regarding their strengths and whereimprovements are needed. As a consequence, students tend to report negative experiences of groupwork when they have to assess and be assessed by their peers. The current study aims to examine the effects of generic skill development and peerevaluation on the students' evaluation of their group experience, following their participation on a group assignment