Getting on the Online Education Train: The Journey of a Small Higher Education Institution

Many universities have instituted professional learning centres that support academic teaching staff in their capacity to facilitate student-centred learning. Some of these centres also extend their reach to incorporate scholarship and research. This paper reports on one such case, in which a small higher education institution in Australia established what has become known as the Centre for Advancement of the Scholarship of Teaching and Learning (CASTL). From its inception, the CASTL’s intentions have been multi-dimensional, in that its programs, activities and resource development span the following areas of scholarship: 1) learning and teaching; 2) researcher education and support of postgraduate supervision; and 3) the teaching-research nexus. This paper outlines the research-informed processes adopted to design and develop the CASTL, and reports on some of the results that have been achieved since the establishment of this centre of scholarship

Podoconiosis pathogenesis: renewed use of an historical archive

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How Are They Going?: A Project to Monitor Student Engagement

The transition from school or work to university studies is not always a smooth change for many students. The university context may appear threatening, strange and isolating for some students, whether the courses be offered in on-campus or online contexts. While most modern day universities offer a raft of support services for students, including both academic and non-academic services, problems of low retention and high attrition rates still plague some institutions and some sections of particular institutions in the higher education sector. This paper presents an innovative program that uses technology-supported strategies within a regular learning management system (LMS) to arrest problems that may lead to students withdrawing from their courses. By focusing on students engaged in their first year of study, early intervention systems, known as the Virtual Mentoring Program (VMP) and the Learning Engagement Analytics Platform (LEAP), are presented as examples of how higher education institutions can reduce attrition and increase retention

Broadening Responsibilities: Consideration Of The Potential To Broaden The Role Of Uniformed Fire Service Employees

What is this report about? This report, commissioned by the National Joint Council for Local Authority Fire and Rescue Services (NJC), aims to identify what impact, if any, firefighters can have on the delivery of emergency medical response and wider community health interventions in the UK. What are the overall conclusions? Appropriately trained and equipped firefighters co-responding1 to targeted, specific time critical medical events, such as cardiac arrest, can improve patient survival rates. The data also indicate that there is support from fire service staff – and a potential need from members of the public, particularly the elderly, isolated or vulnerable – to expand ‘wider work’. This includes winter warmth assessments, Safe and Well checks, community defibrillator training and client referrals when staff believe someone may have dementia, are vulnerable or even, for example, have substance dependencies such as an alcohol addiction. However, there is currently insufficient data to estimate the net benefit of this work

Research-Informed Guidelines for the Development of Adaptively-Released Assessment Feedback (ARAF) Strategies in Higher Education

Assessment feedback has the potential to significantly impact on learning; this can be in the form of quantitative or qualitative feedback, or both. While assessment feedback is intended to provide students with insight into how their learning has progressed against learning outcomes, exploratory research into the impact of assessment feedback has found that students pay more heed to numeric grades than qualitative comments, despite the latter having more potential to positively impact learning. This paper reports on a project, funded by the Office for Learning and Teaching (OLT), to determine the impact of feedback strategies on students’ learning. Academic staff and students\u27 perspectives were sought about the manner in which assessment feedback was provided to establish the impact feedback had on learning. This study considered differentiated types of assessment feedback and the way in which they were distributed, to determine the quality of students\u27 post-assessment learning and students’ ability to reflect on past learning to enhance future learning. The potential of Adaptively-Released Assessment Feedback (ARAF) strategies was considered for the purpose of engaging both lecturers and students in assessment for and assessment as—rather than assessment of—learning

Disruptive Changing Higher Education Ecosystems: Have University Academics Been Gazumped?

Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching workload, and the impact of online teaching. The “ASSET” support framework is developed from these conversations with the AUAA’s to help them become an “asset” to the university during these times of disruptive change instead of allowing the system to “gazump” them

The Disruptive Changing Accounting University Environment: How Accounting Academics Have Been Gazumped

Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching workload, and the impact of online teaching. The “ASSET” support framework is developed from these conversations with the AUAA’s to help them become an “asset” to the university during these times of disruptive change instead of allowing the system to “gazump” them

The Virtual Mentor Program: An Initiative to Support First-year Students and Students at Risk

The college/university culture of study is rarely the same as high school, making the transition difficult even for talented students. In many countries, the massification of higher education has opened up education to all, with the only limiting factor being a student’s ability to meet entry requirements and pay for subjects. A virtual mentor program can provide support to all first-year students regardless of whether they are in online, blended, or traditional learning environments. One such initiative, implemented by The University of Newcastle in Newcastle, Australia, and later by Avondale College of Higher Education in Cooranbung, Australia, also supported students in other years of study experiencing difficulties who had been identified as “at risk.” Results indicated that student academic performance correlated to active interaction across each system classification, but only in purely online learning