Journal articles on the topic 'Biology Study and teaching (Higher) Australia'
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Drinkwater, Michael J., Kelly E. Matthews, and Jacob Seiler. "How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments." CBE—Life Sciences Education 16, no. 1 (March 2017): ar18. http://dx.doi.org/10.1187/cbe.15-12-0261.
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While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy.
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Di Ciaccio, Pietro R., Mark N. Polizzotto, Kate Cwynarski, Cathy Burton, Awachana Jiamsakul, Mark Bower, John Kuruvilla, et al. "Survival Outcomes for Plasmablastic Lymphoma: An International, Multicentre Study By the Australasian Lymphoma Alliance." Blood 136, Supplement 1 (November 5, 2020): 1–2. http://dx.doi.org/10.1182/blood-2020-134972.
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Introduction Plasmablastic lymphoma (PBL) is a rare, aggressive large cell lymphoma, first described in 1997. PBL is strongly associated with immunodeficient states, such as HIV infection and solid organ transplantation, but up to one third of cases are reported to occur in immunocompetent patients. The pathogenesis of PBL is incompletely understood, though the oncogenic impact of EBV, in particular in the context of dysregulated immune surveillance, together with acquired abnormalities in the MYC pathway appear to play key roles in many cases. Plasma cell markers such as CD138 and CD38 are typically positive, as well as CD30 in a significant subset. Classical B cell markers such as CD20, CD19 and PAX5 are typically absent. The literature on clinical outcomes in PBL is generally limited to small, single-centre case series. Reports describe an aggressive disease of poor prognosis, with median survival of 8 to 15 months, with one series reporting a longer median survival of 32 months. Methods We retrospectively identified patients diagnosed with PBL between 1999 and 2019 from 16 sites across Australia, the United Kingdom and Canada. Patients aged ≥18 years with confirmed tissue diagnosis of PBL at their local treating centre were included. Factors associated with overall survival (OS) were analysed using Cox regression, stratified by site to account for heterogeneity across sites. Risk time for mortality began on the date of diagnosis and ended on the date of death. Patients who were alive, lost to follow-up or transferred to another centre for care, were censored on the date of last follow-up. Risk factors analysed included age, year of diagnosis, HIV status, MYC rearrangement status, CD30 status, lactate dehydrogenase level, disease stage by Lugano consensus criteria, and bone marrow involvement. Results We identified 197 patients with PBL (Table 1). The median age at diagnosis was 55 years (range 18-95) and there was a male predominance (69%). 37% of patients were HIV positive, 56% were HIV negative and 7% were either not tested or had missing results. Other immunosuppressive risk factors included solid organ transplant, allogeneic stem cell transplant (SCT), and immunosuppressive medication. No immunodeficient state was detected in 44%. Fifty per cent of patients were stage IV at diagnosis. Fifty-four per cent were staged using PET/CT. The median follow-up time from diagnosis was 1.36 years, with the longest follow up out to 18.4 years. There were 87 deaths (44%). For patients receiving first-line treatment with curative intent, the rate of complete remission was 57% (103 of 181 patients). Most patients (53%) received CHOP (cyclophosphamide, doxorubicin, vincristine, prednisolone)-based chemotherapy as first line, and 27% treatment of higher intensity than CHOP. Rituximab was administered to 20% and 10% were exposed to proteasome inhibitors as part of first line therapy. Five percent of patients underwent autologous SCT in first remission, and a further 5% after first relapse or later. The median survival time was 4.8 years, with a 5-year OS of 49% and 10-year OS of 45% (figure 1). In multivariate analysis the only adverse factors associated with OS were bone marrow involvement and stage IV disease. Patients without bone marrow involvement at diagnosis had improved OS, compared to those who did (hazard ratio (HR) 0.36, 95%CI 0.18-0.72, p=0.004) (figure 2). There was an increasing trend for mortality with higher disease stages (p-trend=0.002). The median survival was 14.1 years for stage I, 10.7 years for stage II, 5.1 years for stage III and 1.2 years for stage IV. However, only stage IV disease was independently associated with inferior OS in multivariate analysis (HR 2.93, 95%CI 1.43-6.00, p=0.003) (figure 3). OS did not change depending upon year of diagnosis. Conclusion We report a multinational retrospective cohort of patients diagnosed with PBL and to our knowledge the largest single series of PBL to date. OS was longer than previously published data, particularly in patients with early-stage disease. However, patients with stage IV disease and baseline bone marrow involvement had inferior OS. HIV infection did not affect outcome. These findings suggest that baseline bone marrow biopsy and PET staging are useful prognostic tools. There is also an ongoing need for the evaluation of the predictive value of PET imaging and novel agents in PBL, especially in higher-risk disease. Disclosures Di Ciaccio: Jansen: Honoraria, Other: travel and accomodation grant. Cwynarski:Takeda: Consultancy, Other: Conference/travel support; Roche: Consultancy, Other: Conference/travel support. Burton:Celgene: Honoraria; Leeds Teaching Hospitals NHS Trust: Current Employment; Takeda: Honoraria, Other: Travel Support; BMS: Honoraria; Roche: Honoraria, Other: Travel Support. Kuruvilla:Antengene: Honoraria; Janssen: Honoraria, Research Funding; Roche: Consultancy, Honoraria, Research Funding; Seattle Genetics: Consultancy, Honoraria; Karyopharm: Consultancy, Honoraria; Gilead: Consultancy, Honoraria; AbbVie: Consultancy; AstraZeneca Pharmaceuticals LP: Honoraria, Research Funding; Merck: Consultancy, Honoraria; Celgene Corporation: Honoraria; Amgen: Honoraria; TG Therapeutics: Honoraria; Pfizer: Honoraria; Novartis: Honoraria; Bristol-Myers Squibb Company: Consultancy. McKay:Greater Glasgow and Clyde Health Board: Current Employment; Roche, Gilead, Takeda, Janssen: Other: For lectures etc; Roche: Membership on an entity's Board of Directors or advisory committees; Celgene: Membership on an entity's Board of Directors or advisory committees; Gilead: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; BeiGene: Membership on an entity's Board of Directors or advisory committees; Janssen: Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company), Speakers Bureau; TAKEDA: Membership on an entity's Board of Directors or advisory committees, Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company), Speakers Bureau. Linton:BeiGene: Consultancy, Membership on an entity's Board of Directors or advisory committees; Celgene: Consultancy, Membership on an entity's Board of Directors or advisory committees, Other: Conference/travel support; Roche: Consultancy, Speakers Bureau; Gilead: Membership on an entity's Board of Directors or advisory committees; Karyopharm: Membership on an entity's Board of Directors or advisory committees; Takeda: Consultancy, Honoraria, Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company), Patents & Royalties; Janssen: Consultancy, Honoraria, Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company); Hartley-Taylor: Honoraria; The Christie NHS Foundation Trust and The University of Manchester: Current Employment. Manos:Bristol-Myers Squibb: Other: Conference sponsorship. Hamad:Abbvie: Honoraria; Novartis: Honoraria.
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Shah, Zawar, Shannon Kennedy-Clark, Yancong Xie, Md Shamsur Rahim, Mehregan Mahdavi, and Andrew Levula. "Teacher Views on Teaching Sustainability in Higher Education Institutes in Australia." Sustainability 14, no. 14 (July 10, 2022): 8431. http://dx.doi.org/10.3390/su14148431.
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Higher education for sustainable development (HESD) plays a key role in achieving the United Nations’ 17 Sustainable Development Goals (SDGs). This research study specifically examined HESD in terms of eLearning initiatives in Australian private higher education providers from the perspective of teachers. A qualitative structured interview method was adopted wherein 10 teachers were interviewed in order to gain an understanding of their general knowledge of HESD, their attitudes and experience towards HESD, their teaching practices related to HESD, and their understandings of strategy as well as planning initiatives for their institution. The main findings suggest that (1) teachers in private higher education providers tend to have a limited knowledge of sustainability concepts and limited experience in teaching sustainability; (2) eLearning can be a valuable approach in teaching sustainability, but this approach presents teachers with challenges such as student engagement; and (3) private higher education providers require proper resources and governance frameworks in order for any sustainability initiative to be successful. This research highlights the resourcing aspect of private higher education providers in training staff, developing learning materials, and developing practical guidelines to achieve the SDGs by 2030.
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Postle, Glen, and Andrew Sturman. "Widening Access to Higher Education – An Australian Case Study." Journal of Adult and Continuing Education 8, no. 2 (May 2003): 195–212. http://dx.doi.org/10.7227/jace.8.2.6.
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In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.
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Long, Dr Warrick, Associate Professor Lisa Barnes, Professor Maria Northcote, and Professor Anthony Williams. "Disruptive Changing Higher Education Ecosystems: Have University Academics Been Gazumped?" Frontiers in Education Technology 4, no. 2 (April 11, 2021): p12. http://dx.doi.org/10.22158/fet.v4n2p12.
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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.
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Marín, Victoria I., Olaf Zawacki-Richter, Cengiz H. Aydin, Svenja Bedenlier, Melissa Bond, Aras Bozkurt, Dianne Conrad, et al. "Institutional Measures for Supporting OER in Higher Education: An International Case-Based Study." Open Education Studies 4, no. 1 (January 1, 2022): 310–21. http://dx.doi.org/10.1515/edu-2022-0019.
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Abstract Open Educational Resources (OER) in higher education cannot be put into practice without considering institutional contexts, which differ not only globally but also within the same country. Each institutional context provides educators with opportunities or limitations where Open Educational Practices (OEP) and OER for teaching and learning are involved. As part of a broader research project, and as a follow-up to national perspectives, an international comparison was conducted, based on institutional cases of nine different higher education systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey). Aspects regarding the availability of infrastructure and institutional policies for OER, as well as the existence of measures directed at OER quality assurance and at the promotion of the development and use of OER were covered. The resulting theoretical contribution sheds light on an international comparative view of OER and points towards country-specific trends, as well as differences among institutions. These aspects could provide an impetus for the development of institutional guidelines and measures. In line with international literature on the topic, recommendations are derived to promote/ enhance the use of OER in teaching and learning in higher education at the institutional level.
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KATHERAN, Nevad. "The Teaching and Study of Islam in Western Universities." Asian Studies 2, no. 2 (December 31, 2014): 179–81. http://dx.doi.org/10.4312/as.2014.2.2.179-181.
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Review by Nevad KahteranThe Teaching and Study of Islam in Western Universities as Routledge publication should be applauded in this cacophony in the post-9/11 world with the rise of interest in Islam and Islamic matters across the globe, necessitating an explanation of the authentic teaching of this religion anew in light of the challenges of the present-day situation not only in New Zealand, Australia and Pacific region, including the Canadian context there as well, but world-wide. Among many other efforts taken in the meantime, something similar was done in the European context as earlier Brill's edition of Muslims in the Enlarged Europe: Religion and Society, ed. By Brigitte Maréchal, Stefano Allievi, Felice Dassetto and Jørgen Nielsen (Brill, Leiden-Boston, 2003) with its speacial stress on After September 11: Islam in General and European Muslims. Also, we could add intersting report on Islam on Campus: teaching Islamic Studies at Higher Education Institutions in the UK (Report of a conference held at the University of Edinburgh, 4 December 2006 in: Journal of Beliefs & Values, Volume 28, Issue 3, 2007, pages 309-329), The Islam in the West Program (currently housed at the Prince Alwaleed Islamic Studies Program), among many other undertakings in this regard as good examples of similar efforts.
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Cameron, Leanne. "How learning designs, teaching methods and activities differ by discipline in Australian universities." Journal of Learning Design 10, no. 2 (March 2, 2017): 69. http://dx.doi.org/10.5204/jld.v10i2.289.
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<p class="JLDAbstract">This paper reports on the learning designs, teaching methods and activities most commonly employed within the disciplines in six universities in Australia. The study sought to establish if there were significant differences between the disciplines in learning designs, teaching methods and teaching activities in the current Australian context, as was reported in Scott’s Course Experience Questionnaire (CEQ) analysis (2006). Although it found a broad range of teaching approaches are used in all disciplines, it emerged that there was still some bias toward the traditional discipline stereotypes, which in some cases has been found to negatively affect student engagement.</p><p class="JLDAbstract">Additionally, while there was a general awareness amongst study participants about the importance of responding to student evaluations of teaching, improvements to teaching and learning practice were most commonly adopted without reference to current research or professional advice, and rarely was advice sought outside their discipline. Although a small-scale study such as this could not be said to be wholly representative of the higher education sector in Australia, these initial findings might indicate a need for administrators to acknowledge the role of quality teaching in maximising student engagement and its relationship to student retention by encouraging the study of learning and teaching as a routine part of lecturers’ practice.</p>
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Edessa, Sutuma. "Impacts of insufficient instructional materials on teaching biology: Higher education systems in focus." Cypriot Journal of Educational Sciences 12, no. 1 (March 30, 2017): 02–08. http://dx.doi.org/10.18844/cjes.v12i1.267.
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The purpose of this study was to assess and determine impacts of insufficient instructional materials and ineffective lesson delivery methods on teaching in biology higher education. The participants of this study were 60 trainees who graduated in Bachelor of Sciences from eight public universities in majoring biology. Data for the study was collected while these trainees were attending the course of Biology Teaching Methods in the Post Graduate Diploma in Teaching, both in the regular and summer 2015/2016 training programs at Addis Ababa University. The study employs a mixed method design of both qualitative and quantitative data evaluations. Data was collected through classroom observations and interviews with the trainees. The findings indicated that insufficient instructional materials and ineffective teaching methods in higher education had negative impacts; that have affected the skills of performing biological tasks of graduates 71%. In the course of the Post Graduate Diploma in Teaching training, trainees were unsuccessful to conduct essential biological tasks expected from graduates of biology upon the completion of their undergraduate study program. The study was concluded with emphasis on the need to integrate theory and practice through using adequate instructional materials and proper teaching methods in the higher education biology teaching. Keywords: systems, instruction, materials, insufficient and soft data.
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Le, Huong, and Jade McKay. "Chinese and Vietnamese international students in Australia." International Journal of Educational Management 32, no. 7 (September 10, 2018): 1278–92. http://dx.doi.org/10.1108/ijem-08-2016-0180.
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Purpose The purpose of this paper is to examine the voice of Chinese and Vietnamese international students through studying the similarities and differences in their learning experiences and the reasons underlying their experience. Design/methodology/approach In total, 57 Chinese and Vietnamese international students participated in focus groups and interviews regarding their experiences of higher education and their suggestions for improvement. Findings The findings show that Chinese and Vietnamese students had varying levels of challenges and different progress in the adaptation process and that Chinese students were more vocal and less satisfied with their experience of higher education than Vietnamese students. This is due to the mismatch in their expectation and the actual experience and the cultural influence. Research limitations/implications The sample size is relatively small. This study only looked at Vietnamese and Chinese students in one university, which might have limitations in relation to subjectivity and bias. Practical implications The findings provide useful implications for educators, institutional leaders and support staff to improve facilities, teaching quality and service to students. Originality/value In the current era of internationalisation, commercialisation and mobility in institutions around the world, this study advances current research and provides timely insight into the experiential differences of the Chinese and Vietnamese student experience and their voice.
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Ph.D., Mary Helou,, Linda Crismon, Ed.D., and Christopher Crismon, M. S. P. "The Synergy between John Dewey’s Educational Democracy and Educational Reforms in New South Wales, Australia." World Journal of Educational Research 9, no. 1 (December 2, 2021): p1. http://dx.doi.org/10.22158/wjer.v9n1p1.
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“Education, therefore, is a process of living and not a preparation for future living. John DeweyThe current study examines the impact of John Dewey’s democratic educational principles on the recent educational reforms in New South Wales, Australia, using data collected through semi-structured in-depth interviews, with open-ended questions, as part of case studies designed for this purpose. The participants in this study are all Australian educators (n=60), undertaking full-time and part-time academic posts, involving learning and teaching activities at universities and other higher educational institutions/providers in Sydney, Australia. As part of the case studies, the individual, personal, and professional teaching and learning journeys of the educators are sketched in details in relation to John Dewey’s four (4) key democratic educational reformative principles. Finally, this research study concludes by providing a realistic response to the following question: Given the current liberal and relatively democratic educational system in New South Wales, are the Australian educators truly given the opportunity to create a positive and constructive future vision for Australia, in general, and the Australian graduates, in particular. The current study further provides a realistic and clear-cut description of the hurdles facing the current educational system in New South Wales, Australia.
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Box, Gerri, and Val House. "A Report of a Mentoring Program in Western Australia." Australian Journal of Career Development 6, no. 2 (July 1997): 6–8. http://dx.doi.org/10.1177/103841629700600203.
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Most staff at universities in Australia could cite a number of high schools within their catchments with identified low rates of tertiary entry. In turn, teaching staff at those high schools have a reasonable idea and view of the percentage of students from their final year who will go on to higher education. What may develop from this identification is “opportunity blindness”, with many students not considering tertiary study as an option for post-school education. This paper is the report of a project initiative by Murdoch University and Hamilton Senior High School in Western Australia that hopes to have as its long-term outcome the increased enrolment of Year 12 students into tertiary education.
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Jiang, Zhigang, Siva Chandrasekaran, Gang Zhao, Jing Liu, and Yanan Wang. "Teaching towards Design-Based Learning in Manufacturing Technology Course: Sino–Australia Joint Undergraduate Program." Sustainability 12, no. 9 (April 25, 2020): 3522. http://dx.doi.org/10.3390/su12093522.
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The internationalized higher education in Engineering has made the sustainable future of Chinese regional universities prosper in the recent decade. The teaching practices of engineering courses pose many challenges in Sino–foreign joint undergraduate programs. The design-based learning (DBL) approach addresses students learning challenges in the joint undergraduate program facilitated by the Wuhan University of Science and Technology (WUST) in central China along with Deakin University (DU), Australia. Following the seven general principles of DBL, a project of process planning was performed for teaching and learning in the Manufacturing Technology course. An implicit meta-cognitive competence was developed through performing the engineering project tutoring, diverse learning tasks and normative assessment criteria. The DBL pedagogy succeeds in bridging the diverse knowledge systems in the specialized courses of Manufacturing Technology between Chinese and Australian programs in Mechanical Engineering. Many achievements and awards won by the students demonstrate a satisfactory result in the case study on the teaching practice towards DBL. The pedagogy towards DBL truly improves the teaching quality of the courses in joint programs and further strengthens the internationalized engineering education for the sustainable development of regional universities in China.
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Singh, Jasvir Kaur Nachatar. "Leadership challenges and opportunities experienced by international women academics: A case study in Australia." Journal of University Teaching and Learning Practice 19, no. 1 (March 8, 2022): 140–59. http://dx.doi.org/10.53761/1.19.1.09.
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Scholarly articles on international academics have been weighted towards understanding their broad personal and professional challenges related to teaching. Limited research is conducted with international women academics in Australia in, especially, exploring their leadership-related challenges and opportunities. Using an intersectionality lens, this paper addresses this gap by exploring key related challenges and opportunities for international women academics in gaining leadership positions at Australian universities. It draws on qualitative data from semi-structured interviews with seven international women academics. The findings contribute to the body of knowledge in exploring two major challenges faced by international women academics in Australia: 1) administrative-related interruption impacting their research performance; and 2) lack of understanding of university policies and processes. International women academics also cited the opportunities provided to them or gained by them for their overall professional growth at Australian universities. The practical implications of these findings for international women academics and higher education institutions are also considered.
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Eri, Rajaraman, Prasad Gudimetla, Shaun Star, Josh Rowlands, Anit Girgla, Loeurt To, Fan Li, Nhem Sochea, and Umesh Bindal. "Digital resilience in higher education in response to COVID-19 pandemic: Student Perceptions from Asia and Australia." Journal of University Teaching and Learning Practice 18, no. 5 (December 1, 2021): 108–34. http://dx.doi.org/10.53761/1.18.5.7.
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COVID-19 has transformed higher education learning and teaching practices globally. Tertiary students, internationally face both opportunities and challenges in learning and adapting to this paradigm shift in the delivery of education. It remains unclear how students in international contexts are responding to these changes in digital learning during and post-COVID-19. This paper aims to compare student perceptions of digital competence, confidence, and resilience in present times using data from surveys of tertiary students from Australia, Cambodia, China, India, and Malaysia. There are disparities not only in the teaching and learning pedagogies amongst these countries but also in the levels of technological advancement, infrastructure support, and pace of digital innovation in the delivery of courses. These differences have put in focus students’ both digital competencies and resilience as they pursue higher education on various digital learning platforms. Resilience includes the ability to bounce back or adapt from stress (Smith et al., 2008) Digital resilience is students’ tech-savviness and preparedness to adapt to different digital environments as they pursue higher education. This paper examines the perceptions of tertiary undergraduate students from these countries in this emerging new digital learning norm-. A total of 687 tertiary students from the aforementioned countries participated in a survey to questions related to digital competence, confidence in using and/or adapting to digital innovation, and resilience. Statistically significant attributes are identified to help better understand the challenges these culturally diverse students perceive in digital learning environments. This study will reveal barriers that impact the digital transformation of undergraduate students which can be used to recommend necessary teaching and learning support frameworks to enhance their digital competence and resilience. This will help tertiary institutions better equip all stakeholders in adapting to the new normal of higher education in the future.
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Welch, Penny, and Susan Wright. "Editorial." Learning and Teaching 11, no. 3 (December 1, 2018): vi—viii. http://dx.doi.org/10.3167/latiss.2018.110302.
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In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences, academics from Sweden, the United States, Australia and the United Kingdom offer insights into a number of features of undergraduate study – independent study projects, the development of political attitudes, the graduate attributes agenda, general education courses in global studies and the attainment gap between students with different types of entry qualifications.
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Hanim Safitri, Ulfa. "Efforts to Improve Writing Procedure Ability Using Cooking Video In Second Class Students of SMAN 1 Jakenan." Jurnal Pendidikan Indonesia 2, no. 6 (June 25, 2021): 1121–35. http://dx.doi.org/10.36418/japendi.v2i6.200.
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The objectives of the study are 1) to find out the students’ writing ability in procedure text of the twelfth grade students at SMA N 1 Jakenan who are taught with cooking video by “Master Chef Australia” as teaching media. 2) to find out the students’ writing ability in procedure text of the twelfth grade students at SMA N 1 Jakenan who are taught without cooking video by “Master Chef Australia” as teaching media. 3) to find out the significant differences of the students’ writing ability in procedure text of the twelfth grade students at SMA N 1 Jakenan who are taught with cooking video by “Master Chef Australia” as teaching media and those who are taught without cooking video by “Master Chef Australia” as teaching media. In this research, the researcher used quantitative method. The design of this research was pre - experimental design. The researcher took the sample at SMA Negeri 1 Jakenan in solving the problem. Furthermore, the researcher used test to collect the data. In this research, the researcher chose XII MIPA 4 class as the sample. Based on the result, the mean score of pre-test was 60.33 and mean score of post-test was 79.75. Finally the result of the data analysis of the ttest was 11.622. From the ttable of significances 5% with df = 35 was 2.0390 Then, the ttest was higher than ttable(11.622 > 2.030). Therefore, the working hypothesis (Ha) is accepted and the nul hypothesis (Ho) is rejected. It means that the use of cooking video by “Master Chef Australia” can be accepted. In other words, it is effective to improve the students’ writing ability in Procedure Text. It is suggested that teacher can apply this method to improve students’ writing ability in Procedure Text.
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Crowe, Alison, Clarissa Dirks, and Mary Pat Wenderoth. "Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology." CBE—Life Sciences Education 7, no. 4 (December 2008): 368–81. http://dx.doi.org/10.1187/cbe.08-05-0024.
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We developed the Blooming Biology Tool (BBT), an assessment tool based on Bloom's Taxonomy, to assist science faculty in better aligning their assessments with their teaching activities and to help students enhance their study skills and metacognition. The work presented here shows how assessment tools, such as the BBT, can be used to guide and enhance teaching and student learning in a discipline-specific manner in postsecondary education. The BBT was first designed and extensively tested for a study in which we ranked almost 600 science questions from college life science exams and standardized tests. The BBT was then implemented in three different collegiate settings. Implementation of the BBT helped us to adjust our teaching to better enhance our students' current mastery of the material, design questions at higher cognitive skills levels, and assist students in studying for college-level exams and in writing study questions at higher levels of Bloom's Taxonomy. From this work we also created a suite of complementary tools that can assist biology faculty in creating classroom materials and exams at the appropriate level of Bloom's Taxonomy and students to successfully develop and answer questions that require higher-order cognitive skills.
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Sen, Gaurangi, Hing-Wah Chau, Muhammad Atiq Ur Rehman Tariq, Nitin Muttil, and Anne W. M. Ng. "Achieving Sustainability and Carbon Neutrality in Higher Education Institutions: A Review." Sustainability 14, no. 1 (December 26, 2021): 222. http://dx.doi.org/10.3390/su14010222.
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Universities and higher education institutions play an important role in achieving a sustainable future through their teaching and by undertaking cutting edge research to combat climate change. There have been several efforts towards a sustainable future and achieving carbon neutrality at higher education institutions in Australia and around the world. This study has reviewed the sustainability strategies of numerous universities in Australia and has identified as study cases six universities that are committed to and leading the implementation of initiatives to achieve carbon neutrality. The initiatives implemented at the selected universities were classified into eight “sustainability categories”, namely, built environment, energy, food and gardens, GHG emissions, natural environment, resource and waste management, transport, and water. Among the selected leading universities in sustainability, Charles Sturt University and the University of Tasmania (UTAS) are the only universities in Australia certified as carbon neutral. An interesting aspect of this review is the way in which universities are implementing sustainability initiatives in line with their mission and strategies. Despite striving towards the same end goal of achieving carbon neutrality, different institutions offer individually unique approaches towards sustainability. For example, UTAS values the creation, expansion and dissemination of knowledge and the promotion of continual learning, which is clearly demonstrated through its initiatives and policies. The findings in this review are critical in identifying those institutions of higher education which are role models in their strong commitment to achieving carbon neutrality. Such role model universities can pave the way for similar climate action at other universities.
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Keramati, Mohammad Reza, and Robyn M. Gillies. "Advantages and Challenges of Cooperative Learning in Two Different Cultures." Education Sciences 12, no. 1 (December 21, 2021): 3. http://dx.doi.org/10.3390/educsci12010003.
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Cooperative learning (CL) is a teaching and learning pedagogy that has been used widely in school but there is limited information on instructors’ perceptions of CL nor observations of how CL is implemented in higher education settings. In this study, we used an interpretative-qualitative approach to investigate the advantages and challenges of embedding CL in instructors’ teaching in Iran and Australia. Data were collected through interviews and observations and thematic analysis method was used to analyse the data. Results showed that despite challenges such as the lack of familiarity with CL and how it can be implemented in university curricula, issues associated with assessment, and time constraints, CL created an interactive, pleasant, and safe environment for deep learning in both countries. The findings showed that there were challenges in Iran such as a tendency to use traditional approaches to teaching, insufficient understanding of how to establish teamwork, and a lack of up-to-date teaching resources. In Australia, changing courses, working with external students, catering for individual differences, and building positive relationships were some of the challenges of implementing CL. We believe that these challenges can be overcome if university instructors are prepared to address them.
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Sher, Willy, Anthony Williams, and Maria Northcote. "The Lived Experience of Online Educators: Insights from Construction Management." Construction Economics and Building 15, no. 2 (May 30, 2015): 49–62. http://dx.doi.org/10.5130/ajceb.v15i2.4398.
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Academics in higher education institutions often experience the conflicting demands of teaching, research and administration. With the growth of online education these staff are frequently required to design, develop, teach, facilitate and, in some cases, administer online courses. Cumulatively these additional tasks challenge academics, not only in terms of the personal professional development but also in accommodating the range of tasks expected of them. This paper reports the findings of a study which investigated the lived experience of construction management academics teaching at universities in Australia. The study adopted a lived experience research approach that enabled the lives of construction management academics to be investigated through the collection of a mixture of qualitative and quantitative data. The study provides empirical evidence of a range of challenges facing those delivering online courses. Recommendations for online teachers and online course designers emerged from this study with application to both faculty-based and institution-wide practices. The findings are relevant to those in the higher education sector who are involved in online teaching, course design for online delivery and professional development related to online initiatives.
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Baranowski, Artur. "Teaching English with Insta.Ling Online Platform: Case Study in Higher Education Level." Forum Pedagogiczne 9, no. 1 (September 4, 2019): 269–87. http://dx.doi.org/10.21697/fp.2019.1.19.
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The paper presents a study about using Insta.Ling e-learning platform in university teaching process of English language for Biology students. The aim of this study is to estimate its effectiveness and the correlation between the number of repetitions and the number of words memorized. The total number of students involved in this research is 129 (6 student groups and in 3 academic years). They are all students of Cardinal Stefan Wyszynski University, Warsaw. The results allow to assume that Insta.Ling environment is an effective way to learn new vocabulary and regular sessions positively affect the number of vocabulary memorized.
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Khan, Umar Raza, Ghias Mahmood Khan, and Khurram Arbab. "Creating 'COVID-safe' face-to-face teaching: Critical reflections on on-campus teaching during a pandemic." Journal of University Teaching and Learning Practice 18, no. 5 (December 1, 2021): 152–71. http://dx.doi.org/10.53761/1.18.5.9.
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The COVID-19 pandemic of 2019 meant higher education was forced to delivering education online. For most, the transition to emergency remote teaching was a natural next step to support continuity of education. However, there were some examples where education remained on campus. Where after taking all COVID-19 safety measures of social distancing, hand hygiene measures and other health protocols, institutions decided to continue to deliver face-to-face on-campus offerings with limited capacity. The COVID-19 and higher education literature have focused primarily on rapid digitalisation. This manuscript adds value to the literature by focusing on three case studies of on-campus delivery for faceto-face teaching in the classroom and practical lessons during the pandemic in Australia, the United Kingdom, and Pakistan. The changes to the learning process affected students’ interactions with the lecturer, other students, and the equipment they were learning to use. Also, it affected interactions with each other in practical activities due to limited numbers of participants, motivation in learning and achieving learning outcomes. Not only the students, but the lecturer’s capability in delivering the course was affected by fatigue due to spending more time teaching within a ‘COVID-19 safe’ environment. This study will provide important documentation on the effect of COVID-19 on on-campus delivery, as well as opportunities to support greater student engagement in class environments through the sharing of learning equipment, fostering positive motivation, managing learning outcomes, and self-monitoring of lecturer capability in more highly stressful teaching and learning environments practical training affected.
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Odularu, Oluwayemi IbukunOluwa, Mandisa Eunice Puzi, Kholekile Ngqila, and Tolulope Ayodeji Olatoye. "Transformations in Higher Educational Institutions: A Review of the Post-COVID-19 Era." Journal of Culture and Values in Education 5, no. 1 (April 8, 2022): 183–94. http://dx.doi.org/10.46303/jcve.2022.13.
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The COVID-19 epidemic was initially experienced in China, in a city called Wuhan (December 2019), and Europe, the USA and Australia were not left behind. South Africa was the worst-hit country, with a total of 88,914 deaths recorded on October 24, 2021, and like many other countries of the world, it suffered the loss of human lives and livelihoods. In 2021, almost 65,000 South Africans had been lost to the pandemic. This pandemic has destabilised systems and processes that define human existence, thereby wreaking havoc on many facets of human life, with education being predominantly affected. COVID-19 has fostered global readjustments in education with the advent of online teaching or, as referred to in some studies, emergency online education. This paper examined many of the challenges faced by students and lecturers, including adaptation problems among lecturers and students, internet connectivity issues, an unconducive teaching and learning workspace, and associated health risks. This study also reviewed positive developments that took place since the onset of the COVID-19 pandemic, such as the WiSeUp Moodle Training, academic discourse, and capacity development. In addition, it is suggested that researchers carry out further studies on the effects of COVID-19 with reference to teaching and learning. The paper concludes by reviewing the positive and negative teaching and learning outcomes of the transformations that Higher Educational Institutions underwent after the onset of the COVID-19 pandemic.
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Bhatti, Muhammad, Suzanie Mat Saat, Megbel Aleidan, Ghadah Al Murshidi, Mansour Alyahya, and Ariff Juhari. "Are Business Graduates’ Employability Skills and Learning/Teaching Techniques Universal? Exploring the Role of Culture: A Comparative Study among Australia, China, Pakistan, and Saudi Arabia." Sustainability 14, no. 5 (March 6, 2022): 3069. http://dx.doi.org/10.3390/su14053069.
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The purpose of this study is to explore the employability skills required in different countries/cultures and to further explore how cultural differences influence teaching/learning techniques required to equip students with required employability skills. Data were collected from 158 human resource managers working in different organizations and 169 faculty members who were engaged in teaching business graduates in four culturally different countries: Australia, China, Saudi Arabia, and Pakistan. SPSS version 20 was used to calculate the average and compute the values. Results of this study indicated that employability skills for business graduates vary among different counties/cultures but the five employability skills are common regardless of cultural differences: entry-level digital skills, problem-solving skills, organizational skills, decision making, and goal-oriented skills. In addition, the findings of this study also indicated that teaching/learning techniques such as case studies, conventional lectures, and simulations, etc., are not completely culture-sensitive and could be used in almost every country/culture. The findings of this study will be helpful for higher educational institutions, vocational training centers, and other stakeholders to use in determining the most effective teaching/learning techniques to equip the students with the employability skills required in their country/culture including common employability skills and make their graduates more employable.
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Kan, Li, Sheila Degotardi, and Hui Li. "Similar Impact, Different Readiness: A Comparative Study of the Impact of COVID-19 on ECTE Practice." Sustainability 14, no. 21 (October 28, 2022): 14078. http://dx.doi.org/10.3390/su142114078.
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COVID-19 lockdowns forced universities to deliver classes wholly online, resulting in various impacts on higher teacher education institutions (TEIs) that were differently prepared for such a change. However, few studies have explored the impact of the pandemic on the shift of early childhood teacher education programs to online delivery, especially from a cross-national comparative perspective. To address this gap, this study compared how early childhood teacher educators (ECTEs) in one Australian and one Chinese TEI viewed and coped with the challenges caused by online teaching during the lockdowns. A total of 14 ECTEs participated in this triangulated qualitative study: six from the Australian TEI and eight from the Chinese TEI. Thematic analysis was used to analyze the research data. The results indicated that the Australian ECTEs were better prepared for online education than their Chinese counterparts regarding proficiency and advance in using online teaching platforms, trying different kinds of teaching styles, and their online teaching skills, literacy, and competence. However, the coded data showed that the participant Australian and Chinese ECTEs shared similar views on the negative impact of the change, such as producing ineffective interaction, broken social-emotional connections, heavier workloads, and drained staff. The findings suggest that TEIs from Australia and China need to develop contextually appropriate strategies and innovative solutions to cope with the lockdown challenges.
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Ghani, Nazifa Abd, Poh-Chuin Teo, Theresa C. F. Ho, Ling Suan Choo, Beni Widarman Yus Kelana, Sabrinah Adam, and Mohd Khairuddin Ramliy. "Bibliometric Analysis of Global Research Trends on Higher Education Internationalization Using Scopus Database: Towards Sustainability of Higher Education Institutions." Sustainability 14, no. 14 (July 19, 2022): 8810. http://dx.doi.org/10.3390/su14148810.
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Sustainability in education has continued to evolve, which in turn creates a research niche that is able to provide greater opportunities for interaction between Higher Education Institutions (HEIs) and their surroundings. Internationalization of higher education is one of the new forms of engagements in higher education for ensuring sustainability. This study seeks to understand the research in higher education internationalization on publication outcomes, co-authorships between authors and similar countries, and co-occurrences of author keywords. This can provide valuable opportunities in expanding collaborative networks to impart global perspectives into teaching, learning, and research development. For this purpose, a bibliometric analysis was carried out to identify a total of 1412 journal articles from between 1974 to 2020 using information taken from the Scopus database. The research wraps up similarities on the growth of research, with the United Kingdom, United States, Australia, China and Canada emerging as among the countries that publish the most. There is a growing popularity of the term ‘higher education internationalization’ as part of the global new trends of cross-cultural study in transnational education. Finally, this study calls for future research programs with a concern in developing the intercultural communication of graduate students for global competence skills towards sustainability of HEIs.
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Dodd, Rachael H., Kevin Dadaczynski, Orkan Okan, Kirsten J. McCaffery, and Kristen Pickles. "Psychological Wellbeing and Academic Experience of University Students in Australia during COVID-19." International Journal of Environmental Research and Public Health 18, no. 3 (January 20, 2021): 866. http://dx.doi.org/10.3390/ijerph18030866.
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COVID-19 has created significant challenges for higher education institutions and major disruptions in teaching and learning. To explore the psychological wellbeing of domestic and international university students during the COVID-19 pandemic, an online cross-sectional survey recruited 787 university students (18+ years) currently studying at an Australian university. In total, 86.8% reported that COVID-19 had significantly impacted their studies. Overall, 34.7% of students reported a sufficient level of wellbeing, while 33.8% showed low wellbeing and 31.5% very low wellbeing. Wellbeing was significantly higher in postgraduate students compared with undergraduate students. Future anxiety was significantly greater among undergraduate than postgraduate students. Multivariable regression models showed female gender, low subjective social status, negative overall learning experience or reporting COVID-19 having a huge impact on study, were associated with lower wellbeing in the first few months (May–July) of the pandemic. Supporting the health, wellbeing, and learning experiences of all students should be of high priority now and post-pandemic. Strategies specifically targeting female students, and those with low self-reported social status are urgently needed to avoid exacerbating existing disparities.
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IGNACIO, MARIA FE M., and KIMBERLY C. RIVERA. "INTEGRATING ARTS-BASED ACTIVITIES IN TEACHING BIOLOGY." International Multidisciplinary Research Journal 4, no. 2 (July 16, 2022): 287–97. http://dx.doi.org/10.54476/8169731.
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Art and Science are two important aspects of human existence. Science focuses on facts and knowledge on the physical world, while Art plays a vital role in interpreting facts and knowledge to something that can be appreciated. Biology as part of this Science is generally taught with a solid dedication to its disciplinary strength having its own core elements and definitive border. This mixed method study applied a sequential explanatory method to two groups, Art-Based-Activity Group (ABAG) and Non-Art-Based-Activity Group (NABAG). The quantitative data includes the pre-test and post-test results of both ABAG and NABAG in the identified three least mastered topics in Genetics. The collected data suggested that the ABAG has significantly higher scores during the post-test compared to the other group. The content of the artworks showed that art activities helped the students understand difficult lessons more clearly as opposed with traditional methods of teaching critical contents in Biology. Incorporating Art in the delivery of instructions marks a milestone and sets the pursuit to a quality and enjoyable teaching-learning process and experience. Keywords: Chemistry Arts; Chemistry Teaching; Fun Chemistry; Content Analysis
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Gong, Tong, Yuting Wang, Hong Pu, Longlin Yin, and Mi Zhou. "Study on the Application Value of PBL Combined with Situational Simulation Teaching Method in Clinical Practice Teaching of Radiology Department." Computational and Mathematical Methods in Medicine 2022 (August 11, 2022): 1–7. http://dx.doi.org/10.1155/2022/6808648.
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Objective. To study the application value of PBL (Problem-Based Learning) combined with a situational simulation teaching method in clinical practice teaching of radiology. Methods. 120 interns who practiced in the radiology department of our hospital from 2020 to 2021 were randomly divided into a study group and a control group. The research group used PBL combined with the scenario simulation teaching method to carry out clinical practice teaching activities. The control group was carried out according to the conventional teaching plan. After 3 months, the teaching effect and satisfaction of the two groups were compared. Results. The imaging report quality control score, intravenous contrast agent score, and practice test score in the study group were higher than those in the control group. The scores of the small class and special class in the research group were higher than those in the control group, and the difference was statistically significant ( P < 0.05 ). The scores of job competency questionnaire in the research group were higher than those in the control group ( P < 0.05 ). The occupational self-efficacy questionnaire score of the research group was higher than that of the control group ( P < 0.05 ). The nursing practice satisfaction score of the research group was higher than that of the control group ( P < 0.05 ). Conclusion. The value of PBL combined with the scenario simulation teaching method in the teaching of radiology clinical practice is significant, which can improve the work ability of interns and make them more satisfied.
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Shams, S. M. Riad. "A Multi-Campus Approach of Mobility and Quality Assurance of Higher Education." International Journal of Technology and Educational Marketing 3, no. 2 (July 2013): 38–48. http://dx.doi.org/10.4018/ijtem.2013070103.
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The Central Queensland University (CQU), Australia operates multiple campuses, where the students of various campuses undertake the same programs, to the same standards, utilize the same teaching and learning materials that ensure the consistency and transparency across all campuses. A case study is undertaken to recognize how the CQU have been delivering quality higher education concurrently in their multiple campuses. In association with the Campus Group Holdings (CGH), CQU established C Management Services (CMS) in 1994. Underlying the CGH’s management expertise, CMS implement the University’s academic programs in the international campuses. More recently, CQU have acquired the CMS from their partner CGH, where CMS continue to implement academic programs in the international campuses. The findings outline the innovative effort of CQU, which appears as prolific to deliver quality higher education concurrently in multiple campuses, as CQU have earned and sustained five star ratings in various aspects of higher education.
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Dai, Kun, and Jaime Garcia. "Intercultural Learning in Transnational Articulation Programs." Journal of International Students 9, no. 2 (May 15, 2019): 362–83. http://dx.doi.org/10.32674/jis.v9i2.677.
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Many Chinese universities engage in transnational higher education by establishing articulation programs with international partners. Although research has broadly investigated transnational higher education topics, few studies have explored Chinese students’ intercultural learning and adjustment experiences in these programs. This qualitative study explored seven Chinese students’ experiences in two China-Australia articulation programs to add insights to this under-researched topic. The findings indicated that research participants’ intercultural learning experiences were far more complex than the theoretical model of “stress-adaptation-development.” The students’ agency, identity, and belonging underwent dynamic changes due to academic inconsistencies and differences, including the use of technology, assessment, and teaching strategies. This study suggests that it is important for educators to consider educational differences in designing and implementing transnational articulation programs.
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Waters, Melinda, Linda Simon, Michele Simons, Jennifer Davids, and Bobby Harreveld. "A case for scholarly activity in vocational education in Australia." Higher Education, Skills and Work-Based Learning 5, no. 1 (February 9, 2015): 14–31. http://dx.doi.org/10.1108/heswbl-08-2014-0038.
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Purpose – As neoliberal reforms take hold in the vocational education and training (VET) sector in Australia, there is renewed interest in the quality of teaching practice. However, despite the value of practitioner inquiry to the quality of teaching in schools, scholarly practice in higher education, and established links between the quality of teaching and outcomes for learners and between practice-based inquiry and pedagogic innovation in VET, the practices has received little attention. The purpose of this paper is to explore the value of a college-wide culture of scholarly activity to learners, enterprises, VET institutions, educators and the national productivity agenda. Design/methodology/approach – Drawing on the education literature, empirical examples of scholarly activity drawn from the authors’ experiences of working with VET practitioners, this paper asks what constitutes research and inquiry in VET, why should these practices be integral to educative practice and what value do they bring to the sector? In addressing the questions, the authors explore how research and inquiry is defined in the literature and draw on three empirical examples of scholarly activities to provide a national, institutional and individual view. A discussion about the value of scholarly activities to VET stakeholders and how the practices might be fostered and sustained concludes the paper. Findings – The paper concludes that practice-based scholarly activities in VET cultivate rich potential for renewed and innovative pedagogies that improve outcomes for learners, respond to industry demands for innovative skills, build “pedagogic capital” for VET institutions, enrich the knowledge base of policy makers and build resilience and professionalism. The authors conclude by positioning VET educators as scholars in their own right along a continuum of scholarly activity and posing the proposition that when valued, scholarly activities are practices for new times that will build a strong and vibrant profession for the future. Research limitations/implications – This paper brings together the authors’ experiences of working with VET practitioners as the authors engage in scholarly activities. While each vignette was drawn from a formal research project in each case, the paper itself was not structured around a formal research activity, although a small survey was undertaken for vignette 1. This poses limitations to the findings of the study. However, the purpose of the paper is not to be conclusive but to forward an argument for more scholarly activity in VET in order to promote further research and debate. Originality/value – This paper contributes to the current debate in Australia about the quality of teaching in VET and the sectors’ capability to produce “work-ready” graduates. It brings to the fore the value of scholarly activity for educators, learners, industry and communities, VET institutions and the broader national innovation agenda. As such, it has relevance to all VET stakeholders, most particularly policy makers, leaders and practitioners in VET.
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Rioux, Joël, Bronwyn Ewing, and Tom J. Cooper. "Embedding Aboriginal Perspectives and Knowledge in the Biology Curriculum: The Little Porky." Australian Journal of Indigenous Education 47, no. 2 (July 4, 2017): 158–70. http://dx.doi.org/10.1017/jie.2017.12.
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This paper reports on an Action Research project that investigated the integration of Aboriginal and Western knowledge into science learning in a Montessori classroom in regional Queensland, Australia. Drawing on the local knowledge of fauna of community members, the study explored the teaching of science to 12-year 8–9 students in an Aboriginal independent high school in Queensland. The overall study covered 83 lessons that included an initial Short-beaked echidna study. It applied thematic analysis to data to explore the effect of this integrated approach on students’ pride in heritage, cultural knowledge, learning and the Linnaean zoology taxonomy. Results revealed that the contextualisation of Aboriginal and Western science knowledge strengthened students’ Aboriginal personal identity as well as identities as science learners and status of local Aboriginal knowledge.
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Keskin, Zuleyha, and Mehmet Ozalp. "Islamic Studies in Australia’s Universities." Religions 12, no. 2 (February 1, 2021): 99. http://dx.doi.org/10.3390/rel12020099.
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Islamic studies is an in-demand discipline area in Australia, including both classical Islamic studies and contemporary Islamic studies. While the field of classical Islamic studies has evolved over the centuries alongside the needs of the societies it serves, it has, nevertheless, remained within a well-established Islamic framework. This type of knowledge is sought by many, especially Muslims. Contemporary Islamic studies also plays a critical role in understanding Islam and Muslims in the contemporary context. The higher education sector in Australia contributes to this knowledge base via the Islamic studies courses it offers. This article discusses the positioning of the higher education sector in fulfilling Islamic educational needs, especially in the presence of other non-accredited education institutions such as mosques and madrasas. Despite the presence of other educational institutions, the higher educational sector appeals to a large pool of students, as evidenced by the number of Islamic studies courses offered by fourteen Australian universities. The teaching of classical Islamic studies in the higher education sector is not without its challenges. These challenges can be overcome and have been overcome to a large degree by the Centre for Islamic Studies and Civilisation (CISAC), Charles Sturt University (CSU). CISAC was used as a case study, as it is the largest Islamic studies department offering the greatest number of classical Islamic studies focused courses with the highest number of Islamic studies students in Australia. This article, overall, demonstrates that there is an ongoing need for Islamic studies to be taught, both in a classical and contemporary capacity, in the higher education sector.
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Granbom, Martin, and Marianne Granbom. "Students’ Explanation: Wider Variety of Teaching Methods Increases Motivation and Give Higher Results in Biology." Nordic Studies in Science Education 15, no. 2 (April 9, 2019): 193–205. http://dx.doi.org/10.5617/nordina.5918.
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By planning and teaching a specific topic, in an Upper Secondary School biology course in a highly formative way the effect on student learning was studied. Within given frames, students planned working methods and examination form within the topic of Gene technology. For the examination students also phrased learning goals and assessment criteria. The design resulted in higher summative grades on the topic compared to traditionally taught topics within the same course. In this study, students were interviewed in focus groups, one year after graduation to investigate student view on the intervention. One important outcome is that students appreciate variation in teaching more than the content itself. There was also a positive reaction to students planning working methods, but students wanted the teacher to perform different kinds of controlling actions. Findings are discussed in the context of formative methods with intentions of improving practical teaching methods.
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Mehmood, Nasir, Muhammad Anwer, and Ahmed Tatlah. "Effect of Combined Teaching Strategies on Higher Order Thinking Skills (HOTS) of Biology Students." Global Regional Review IV, no. I (March 30, 2019): 312–19. http://dx.doi.org/10.31703/grr.2019(iv-i).33.
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In this age of globalization, learning priorities of the learners have been under dramatic changes and teachers have to develop combination of such strategies which can engage the learners of the 21st century. The objectives of this study were to examine the effect of combined teaching strategies on low and high achievers higher order thinking skills in biology at secondary level, conducted in a public school of Punjab province. The researcher used the combined teaching strategies which comprised of KWLH charts, hands on activities, multimedia integration and cooperative learning to cover the contents from 10th grade text book of Biology, for a period of 8 weeks. In this experimental research posttest only, design was adopted. The HOTS of biology students were assessed through 50 multiple choice items. After the intervention, experimental group exhibited promotion in HOTS of the biology students as compared to their counterparts. The results of t-test showed that these combined teaching strategies not only promote the HOTS of high achievers but were effective for the low achievers as well.
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Setyoko, Setyoko, Fatchur Rohman, and Hadi Suwono. "Development of Animals Ecology Module for Macrozoobentos Community at Higher Institution." Jurnal Pendidikan Biologi Indonesia 3, no. 1 (March 31, 2017): 80. http://dx.doi.org/10.22219/jpbi.v3i1.3908.
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Development of animal ecology module with a material of macrozoobenthos community in higher education aimed to develop teaching materials based on the needs of students of Biology Education. The study was conducted from January to March 2014. This research is a development research of module material. Module development is based on study results at the stage of Structure of Macrozoobenthos Community in the Mangrove area of Bukit Batu Beach of Bengkalis Regency. Research and development of animal ecology module are conducted by following 4D model steps. The results of module material development of macrozoobenthos community are used as teaching materials of animal ecology at Biology Education Dept., FTTE- Islamic University of Riau. Results of animal ecology module development obtained was based on expert validation of animal ecology material expert, teaching material, and field practitioners which amounted to 92.59%, 94.86%, and 92.4%, respectively with qualification of excellent and unnecessary to be revised. A test result of small group which was conducted by 30 respondents of students of Biology education, FTTE- Islamic University of Riau amounted to 78.4% with qualification of good and unnecessary to be revised. Module of animal ecology can be used as proper teaching materials by Biology Education student.
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Coleman, Jackie, and Jacqueline Coleman. "Realising the Pedagogical Potential of Multilingual Pre-service Primary Teachers." Exchanges: The Interdisciplinary Research Journal 2, no. 1 (August 27, 2014): 35–52. http://dx.doi.org/10.31273/eirj.v2i1.100.
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This paper reports on a small, qualitative study undertaken by an early career researcher in an Australian university into the meanings which multilingual and bilingual pre-service teachers attach to their linguistic ‘funds of knowledge’ (Moll, Amanti, Neff and Gonzalez, 1992) in relation to their university studies, and to their emerging identities as teachers. Current pedagogical best practice in Australia indicates that drawing on students’ existing funds of knowledge in teaching and learning results in increased intellectual quality, such as higher order thinking skills, and higher academic outcomes. However, the participants in this study did not conceptualise their linguistic abilitiesas having any value in relation to their higher education. They also appeared to tacitly accept reported institutional and pedagogical practices,which marginalisedthese abilities both as tools for learning and for informing their developing identities as teachers. On the basis of these findings, broad preliminary recommendations are made as to how the learning experiences of bilingual andmultilingual pre-service primary teachers, and of their monolingual peers, may be improved at this university.The study’s findings point to the need for a larger-scale research study into this under-investigated aspect of pre-service teacher education in Australia. Photo credit: By Fluss (Own work) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
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Makhanbet, K. N., and Z. A. Askarova. "The Effectiveness of Using Videolecture in Teaching Biology." Iasaýı ýnıversıtetіnіń habarshysy 123, no. 1 (March 15, 2022): 229–39. http://dx.doi.org/10.47526/2022-1/2664-0686.20.
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This article discusses the issues of effective use of video lectures in teaching biology, the methodological foundations of its creation and improving the effectiveness of teaching using video tutorials. Due to the transition of the educational process to a distance learning format due to the epidemic situation in the country, dependence on the use of video lectures in education has increased. The main purpose of the study is to identify the advantages and disadvantages of using video lectures in higher educational institutions of Kazakhstan and to improve the quality of education through the use of video lectures. The research work was carried out for 3rd year students of the specialty «Biology» of al-Farabi Kazakh National University. When studying the effectiveness of video lectures in teaching biology, video tutorials were filmed using various information technologies. The use of these technologies in the biology course contributes to the development of students' level of training and skills in the use of ICT. During the theoretical analysis, positive and negative aspects of the use of video lectures were identified. The positive aspects-the ability to effectively use time management and review the video lecture at any time – showed the importance of obtaining information for students. The negative aspects are affected by the passivity of students when watching video lectures, as well as the lack of direct contact with the lecturer. The results of this study are important both for the development of psychodidactics of the university and for the development of a system of video lectures for individual training courses.
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Mallia, Catherine, Patricia Logan, and Rafael Freire. "Exploring the Use of Alternatives to Animals in Undergraduate Education in Australia." Alternatives to Laboratory Animals 46, no. 3 (July 2018): 145–76. http://dx.doi.org/10.1177/026119291804600307.
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The replacement, reduction and refinement of animal use in education is part of the regulatory legislation in Australia, and requires the use of alternatives to animals where appropriate. The aims of this study were: a) to explore the extent of the replacement of animals when teaching life sciences to Australian undergraduate students; b) to understand which alternative models were being used, and the learning objectives covered; and c) to gain some insight into the circumstances facilitating the use of alternatives to animals in education. An anonymous online survey, consisting of open and closed questions, was conducted among faculty members that used either animal or alternative models in their teaching. A total of 27 faculty members participated, from eight universities. Human anatomy and physiology had the highest number of survey participants who had replaced animals entirely with alternative models. These subjects also had the highest number of participants that were using animal models. According to the participants, most learning objectives were met effectively by both types of model. Participants who only used alternatives were influenced by ethical considerations significantly more than those who used animal models and alternatives. We concluded that, while some participants have replaced animals successfully, others in the same field are still employing them, and that there appears to be a range of barriers to the wider adoption of alternatives to animal use.
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Gunasekara, Asanka, Kristina Turner, Chorng Yuan Fung, and Con Stough. "Impact of lecturers’ emotional intelligence on students’ learning and engagement in remote learning spaces: A cross-cultural study." Australasian Journal of Educational Technology 38, no. 4 (November 4, 2022): 112–26. http://dx.doi.org/10.14742/ajet.7848.
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Higher education institutions have recently transitioned from face-to-face to online teaching and learning environments. However, academic staff lack sufficient training in applying emotional intelligence (EI) skills and strategies in online learning environments. Although literature addressing academics’ EI is sparse, some studies have suggested that lecturers’ EI greatly influences teaching and learning. This study used the concept of EI to understand students’ perceptions of how lecturers’ EI impacted their learning and engagement in an online learning environment. We conducted four online focus group interviews of 14 students pursuing a bachelor’s degree at two campuses of an Australian university, one in Melbourne and the other in Malaysia. Four main themes were identified using thematic analysis. Students discussed their perceptions and experiences on (a) vulnerabilities, coping and empathy; (b) relationships with lecturers, trust and safety; (c) communication, tone and voice; and (d) managing emotions of lecturers. Our findings suggest that lecturers’ EI impacted students’ learning and engagement in online learning spaces. However, the impact differs between Australia and Malaysia due to cultural differences. Drawing on the findings, we present online education good practices grounded in the theory of EI. Lecturers delivering online courses should consider employing these practices for effective teaching. Implications for practice or policy: Higher educational institutions need to support lecturers in developing the necessary EI skills to engage students in online learning. Lecturers need to make meaningful attempts to develop positive relationships with students in online forums to support students’ engagement. Lecturers working in online learning environments need to support students to develop friendships and connections with their peers. Lecturers need to include regular discussion breaks during online lectures to allow students to share their opinions and experiences.
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Keep, Melanie, Anna Janssen, Deborah McGregor, Melissa Brunner, Melissa Therese Baysari, Deleana Quinn, and Tim Shaw. "Mapping eHealth Education: Review of eHealth Content in Health and Medical Degrees at a Metropolitan Tertiary Institute in Australia." JMIR Medical Education 7, no. 3 (August 19, 2021): e16440. http://dx.doi.org/10.2196/16440.
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Background With the increasing use of digital technology in society, there is a greater need for health professionals to engage in eHealth-enabled clinical practice. For this, higher education institutions need to suitably prepare graduates of health professional degrees with the capabilities required to practice in eHealth contexts. Objective This study aims to understand how eHealth is taught at a major Australian university and the challenges and suggestions for integrating eHealth into allied health, nursing, and medical university curricula. Methods Cross-disciplinary subject unit outlines (N=77) were reviewed for eHealth-related content, and interviews and focus groups were conducted with the corresponding subject unit coordinators (n=26). Content analysis was used to identify themes around challenges and opportunities for embedding eHealth in teaching. Results There was no evidence of a standardized approach to eHealth teaching across any of the health degrees at the university. Where eHealth content existed, it tended to focus on clinical applications rather than systems and policies, data analysis and knowledge creation, or system and technology implementation. Despite identifying numerous challenges to embedding eHealth in their subjects, unit coordinators expressed enthusiasm for eHealth teaching and were keen to adjust content and learning activities. Conclusions Explicit strategies are required to address how eHealth capabilities can be embedded across clinical health degrees. Unit coordinators require support, including access to relevant information, teaching resources, and curriculum mapping, which clearly articulates eHealth capabilities for students across their degrees. Degree-wide conversations and collaboration are required between professional bodes, clinical practice, and universities to overcome the practical and perceived challenges of integrating eHealth in health curricula.
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Abdulrahman Nami Alshaikh, Asma. "The Reality of Using Virtual Labs in Teaching Advanced Biology Curricula in Developing Higher-Order Thinking Skills (HOTS) among Female Teachers at Secondary Level in Al-Kharj." Education Research International 2022 (July 5, 2022): 1–12. http://dx.doi.org/10.1155/2022/8605202.
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Over the last few years, the use of the web and virtual technologies in school education has become widespread. This study aimed at identifying the reality of using virtual laboratories (VLs) in teaching advanced biology curricula in developing higher-order thinking skills (HOTS) among female students at the secondary level in Al-Kharj district, Saudi Arabia. The study adopted descriptive methodology. Fifty-four biology female teachers at the secondary level in Al-Kharj completed a questionnaire consisting of four dimensions: the awareness of the virtual laboratories’ importance in developing higher-order thinking skills, the use of virtual laboratories in developing higher-order thinking skills, obstacles to using virtual laboratories in teaching advanced biology curricula, and the requirements for using virtual laboratories in teaching advanced biology curricula to develop higher-order thinking skills. The results showed the awareness of the VLs’ importance in developing higher-order thinking skills achieved with a large degree, using VLs with a middle degree, the impediments of using VLs in developing higher-order thinking skills with a large degree, and the requirements for using VLs in teaching biology for developing higher-order thinking skills with a very large degree. The results also showed statistically significant differences between the responses of the female teachers according to the number of training workshops in VLs. There were no statistically significant differences with regard to the academic degree and the years of experience. The study recommended a reconsideration of technological infrastructure in schools where VLs are used in teaching and learning.
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Casey, Mavourneen G., Michael David, and Diann Eley. "Diversity and consistency: a case study of regionalised clinical placements for medical students." Australian Health Review 39, no. 1 (2015): 95. http://dx.doi.org/10.1071/ah14033.
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Objective A major challenge for medical schools is the provision of clinical skills training for increasing student numbers. This case study describes the expansion of the clinical school network at The University of Queensland (UQ). The purpose of the study was to investigate consistency in medical education standards across a regional clinical teaching network, as measured by academic performance. Methods A retrospective analysis of academic records for UQ medical students (n = 1514) completing clinical rotations (2009–2012) was performed using analysis of covariance (ANCOVA) for comparisons between clinical school cohorts and linear mixed-effects modelling (LEM) to assess predictors of academic performance. Results In all, 13 036 individual clinical rotations were completed between 2009 and 2012. ANCOVA found no significant differences in rotation grades between the clinical schools except that Rural Clinical School (RCS) cohorts achieved marginally higher results than non-RCSs in the general practice rotation (5.22 vs 5.10–5.18; P = 0.03) and on the final clinical examination (objective structured clinical examination; 5.27 vs 5.01–5.09; P < 0.01). LEM indicated that the strongest predictor of academic performance on clinical rotations was academic performance in the preclinical years of medical school (β = 0.38; 95% confidence interval 0.35–0.41; P < 0.001). Conclusions The decentralised UQ clinical schools deliver a consistent standard of clinical training for medical students in all core clinical rotations across a range of urban, regional and rural clinical settings. Further research is required to monitor the costs versus benefits of regionalised clinical schools for students, local communities and regional healthcare services. What is known about the topic? To help meet the demand of increasing numbers of students, Australian medical schools locate clinical training outside the traditional tertiary hospitals. However the viability of maintaining teaching standards across regional and rural locations is uncertain. What does this paper add? Maintaining teaching standards outside established urban teaching hospitals and across a diverse range of urban, regional and rural clinical settings is viable. What are the implications for practitioners? Decentralised clinical teaching networks provide consistent quality of clinical placements while diversifying exposure to different patient populations and clinical environments. These important outcomes may not only alleviate the strain on clinical teaching resources, but also help address the maldistribution of doctors in Australia.
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Antwi-Boasiako, Charles, Yaw A. Kusi-Mensah, Charles Hayfron-Benjamin, Robert Aryee, Gifty Boatemaah Dankwah, Kwawukume Lim Abla, Ebenezer Owusu Darkwa, Felix Abekah Botchway, and Eric Sampene-Donkor. "Serum Potassium, Sodium, and Chloride Levels in Sickle Cell Disease Patients and Healthy Controls: A Case-Control Study at Korle-Bu Teaching Hospital, Accra." Biomarker Insights 14 (January 2019): 117727191987388. http://dx.doi.org/10.1177/1177271919873889.
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The activity of Na+-K+ ATPase is altered in sickle cell disease (SCD), which affects serum electrolyte levels. This alteration is associated with several complications in sickle cell patients. This study evaluated the serum levels of sodium, potassium, and chloride in patients with SCD. The study was a case-control cross-sectional study involving 120 SCD patients in the steady state and 48 ‘healthy’ controls. The SCD patients were made up of 69 HbSS patients and 41 HbSC patients. Serum electrolyte levels (Na+, K+, and Cl−) were measured using a Flame Atomic Absorption Spectrometer (Variant 240FS; Varian Australia Pty Ltd). Serum sodium levels were significantly lower in the sickle cell patients, compared with their ‘healthy’ counterparts ( P = .0001). Although the study found significantly higher serum levels of potassium in the SCD patients ( P = .0001), there was no significant difference in serum chloride levels between patients with SCD and the controls ( P = .098). Serum sodium and chloride levels were not significantly different in both HbSS and HbSC patients ( P = .197 and P = .553, respectively). The level of serum potassium in the HbSS patients was, however, significantly higher compared with those with the HbSC genotype ( P = .0001). There is higher efflux of K+ from the intracellular into the extracellular space in HbSS patients, which may lead to red cell membrane dysfunction and associated complications.
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Shin, Jungsuk. "A Comparative Study on the Educational Effect between the Class Using Havruta and Debate Class: Focusing on Core Competencies of 3C." Korean Society of Culture and Convergence 44, no. 7 (July 31, 2022): 243–58. http://dx.doi.org/10.33645/cnc.2022.7.44.7.243.
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This study conducted the debate class and class using Havruta targeting the students who were taking a general education course called <Thought and Expression 1> in C university. In the results of comparing the improvement of self-directed competency, creative/convergent competency, and considerate/collaborative competency, the class using Havruta showed the higher educational effects than debate class.
Such results of this study must be originated from the fact in which Havruta could induce students’ active participation in class more than debate; Havruta could improve the bond and consciousness of collaboration between students; and the Havruta teaching method develops ‘thinking power’. However, the class using Havruta caused pressure and resistance because of its unfamiliar teaching method in which the whole process should be designed and proceeded by students. In order to solve this, it would be necessary to develop various teaching models and effective learning materials for classes using Havruta.
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Matawali, Azlinah, Sitty Nur Syafa Bakri, Nur Ramziahrazanah Jumat, Iziana Hani Ismail, Sazmal Effendi Arshad, and Wardatul Akmam Din. "The preliminary study on inverted problem-based learning in biology among science foundation students." International Journal of Evaluation and Research in Education (IJERE) 8, no. 4 (December 1, 2019): 713. http://dx.doi.org/10.11591/ijere.v8i4.20294.
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<span>The emergent of Science, Technology, Engineering and Mathematics (STEM) Education in Malaysia has embarked challenges in higher education system. Conventional teaching methods often cause lower learning gain, fear and bad perceptions among students. The old initiative may also be the cause of students’ demotivation, lower interest in learning a subject or even dropouts. This study was conducted to evaluate the effectiveness of an inverted classroom by using the problem-based method in Biology subject among science foundation students. Students were divided into two groups; experimental (EG) and control (CG) group. A topic in Biology had been selected, and an assessment paper was given to both groups before and after the intervention session. The EG would experience self-learning through given materials and asked to conduct a problem-based learning study case. Meanwhile, the CG would obey the conventional teaching method before given a similar study case. The result reported significant improvement in assessment marks for EG group compared to the CG group. The students’ comparison between the pre- and post-test implies that they have shown positive improvement in understanding the content of the subject tested. This finding will serve as a primary platform to improvise and enhance teaching and learning methodology in biology subject for foundation level.</span>
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Skyba, Yurii, and Lebedynets Hanna. "Students’ assessment tools of professional activities of scientific and pedagogical workers of higher education institutions: foreign and domestic experience." International Scientific Journal of Universities and Leadership, no. 8 (November 20, 2019): 108–18. http://dx.doi.org/10.31874/2520-6702-2019-8-2-108-118.
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Considering the external and internal challenges, including accession of Ukraine to the European Higher Education Area and the European Research Area, the adoption of the Laws of Ukraine «On Education» (2017), «On Scientific and Technical Activities» (2016), «On Higher Education» (2014) the systematic reforming higher education began. One of the directions of reforming higher education is to increase the requirements for the professional level of scientific and pedagogical workers, since only a highly qualified specialist is able to provide a high level of training for the applicants for higher education and, accordingly, to prepare a competitive specialist.
The article is aimed to identify the tools for students to evaluate the professional activities carried out by the scientific and pedagogical workers in foreign and domestic higher education institutions. To achieve the aim and solve the set tasks, we used a complex of methods of scientific research: theoretical analysis of academic literature - to clarify the achievements of the scientists on a particular topic of research; structural and system analysis - to identify the tools of evaluation used by the students to assess professional activity of scientific and pedagogical workers of foreign and domestic higher education institutions; comparative method - to carry out a comparative analysis of the content of domestic and foreign instruments for evaluating the professional activities carried out by scientific and pedagogical workers. Summarizing the results of the study indicates that there is a positive experience in the market economies, including the United Kingdom, Australia, and the United States of America (USA) regarding the involvement of students in evaluating the professional performance of teaching staff. The reasonability of engaging students in evaluating the professional work of students' teaching staff is primarily due to the fact that they most often contact with the teaching staff and they are the direct consumers of their services. Based on an analysis of the best university practices in the UK, Australia, and the United States for assessing students' professional work and their personal qualities, it has been established that the main tools are: an online assessment system; student ratings; feedback from students to improve teaching and learning, including student letters prepared from the whole group or course; feedback from alumni (including masters and PhD students, as well as graduate assistants) and more. The analysis of domestic practices showed that instruments such as anonymous questionnaires and student rankings are mostly used to evaluate the professional activities of academic staff of higher education institutions and their personal qualities. The introduction of foreign experience of the use of various tools for assessing the professional activities of the scientific and pedagogical workers in domestic higher education institutions will contribute to the self-reflection of their own professional activities, the development of a trajectory of professional development focused on the areas that require professional development and improvement of quality.
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Striuk, A. M., and S. O. Semerikov. "Professional competencies of future software engineers in the software design: teaching techniques." Journal of Physics: Conference Series 2288, no. 1 (June 1, 2022): 012012. http://dx.doi.org/10.1088/1742-6596/2288/1/012012.
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Abstract The article is devoted to one of the competence components of a mobile-oriented environment for professional and practical training of future software engineers. It is shown that the introduction of higher education standard 121 “Software Engineering” for the first (bachelor) level of higher education in Ukraine has generated a number of training quality assurance problems associated primarily with the low level of detailed competencies and program learning outcomes. By solving these problems, the detailed design of the system of professional competencies for future software engineers is developed. The article deals with the approaches to developing one of the most important special professional competences of future software engineers – the ability to participate in software design, including modeling (formal description) of its structure, behavior, and processes of functioning. Based on a historical and genetic review of the software engineering training practice of future software engineers in the USA, UK, Canada, Australia, New Zealand and Singapore, recommendations for choosing forms of training organization, selection of training content, ways of students’ and teachers’ activities in software engineering, modeling and designing tools; assessment of the appropriate competence formation level are formulated. The example of organizing design training in conditions close to industrial-studio training is considered. The problems of transition from architectural to detailed design and project implementation are shown. Prospects for further development of this study are to substantiate the third (after requirements engineering and design engineering) engineering component of software engineering – the software construction.