Relevant bibliographies by topics / Distance education – Western Australia

Academic literature on the topic 'Distance education – Western Australia'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Distance education – Western Australia"

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Trotman, Janina. "Women Teachers in Western Australian “Bush” Schools, 1900-1939: Passive Victims of Oppressive Structures?" History of Education Quarterly 46, no. 2 (2006): 248–73. http://dx.doi.org/10.1111/j.1748-5959.2006.tb00067.x.

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Demography, distance, and die expansion of settlements created problems for the State Department of Education in Western Australia and other Australian states in the nineteenth and early twentieth centuries. Educational administration in Canada and parts of the United States faced similar issues with regard to the provision of schools. A common response was the establishment of one-teacher rural schools, frequently run by young, and sometimes unclassified, female teachers. In the United States locally elected school boards were the primary source of regulation, but in late nineteenth-century Western Australia such local boards had been stripped of their powers and were answerable to the newly established, highly centralized Education Department. Formal regulated teachers. The masculinized system of the Department and its inspectorate. All the same, however, the local community still exerted informal controls over the lives of teachers working and living in small settlements.
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Anae, Nicole. "“Brave Young Singers”: children's poetry-writing and 1930s Australian distance education." History of Education Review 43, no. 2 (September 30, 2014): 209–30. http://dx.doi.org/10.1108/her-01-2013-0002.

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Purpose – There has been virtually no explication of poetry-writing pedagogy in historical accounts of Australian distance education during the 1930s. The purpose of this paper is to satisfy this gap in scholarship. Design/methodology/approach – The paper concerns a particular episode in the cultural history of education; an episode upon which print media of the 1930s sheds a distinctive light. The paper therefore draws extensively on 1930s press reports to: contextualise the key educational debates and prime-movers inspiring verse-writing pedagogy in Australian education, particularly distance education, in order to; concentrate specific attention on the creation and popular reception of Brave Young Singers (1938), the first and only anthology of children's poetry written entirely by students of the correspondence classes of Western Australia. Findings – Published under the auspices of the Australian Council for Educational Research (ACER) with funds originating from the Carnegie Corporation, two men in particular proved crucial to the development and culmination of Brave Young Singers. As the end result of a longitudinal study conducted by James Albert Miles with the particular support of Frank Tate, the publication attracted acclaim as a research document promoting ACER's success in educational research investigating the “experiment” of poetry-writing instruction through correspondence schooling. Originality/value – The paper pays due critical attention to a previously overlooked anthology of Australian children's poetry while simultaneously presenting an original account of the emergence and implementation of verse-writing instruction within the Australian correspondence class curriculum of the 1930s.
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Forlin, Chris, and Gay Tierney. "Accommodating Students Excluded from Regular Schools in Schools of Isolated and Distance Education." Australian Journal of Education 50, no. 1 (April 2006): 50–61. http://dx.doi.org/10.1177/000494410605000105.

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In Western Australia there is a relatively small number of students whose behaviour is so severe that they are precluded from participating in regular schools. One alternative education placement for these students has been to enrol them in the Schools of Isolated and Distance Education (SIDE) program. This research reviews the enrolment of excluded students at SIDE as perceived by the personnel who provide this service. A number of key issues emerge that pertain specifically to student learning, communication, attitude and the lack of availability of appropriate alternative programs for these students.
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Hosie, Peter. "Realistic uses of AUSSAT for distance education in Western Australian primary and secondary schools." Distance Education 9, no. 1 (March 1988): 27–47. http://dx.doi.org/10.1080/0158791880090103.

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Pfautsch, Sebastian, and Tonia Gray. "Low factual understanding and high anxiety about climate warming impedes university students to become sustainability stewards." International Journal of Sustainability in Higher Education 18, no. 7 (November 6, 2017): 1157–75. http://dx.doi.org/10.1108/ijshe-09-2016-0179.

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Purpose This study, from Western Sydney University, aims to assess the disposition of students towards climate warming (CW) – a key component of sustainability. CW is a global reality. Any human born after February 1985 has never lived in a world that was not constantly warming, yet little is known about how higher education students perceive their future in a warming world. Design/methodology/approach An online survey, split into three parts, was used to deliver benchmark data on (I) personal information, (II) factual knowledge and (III) sentiments related to CW. Findings Gender and age of students significantly influenced their perception of CW. While self-rated understanding of CW was generally high, factual knowledge about CW was low. Few students recognized that CW was already under way, and that it was mainly caused by human activity. The most prominent emotions were fear, sadness and anger, foretelling widespread disempowerment and fear for the future. Research limitations/implications The study was based on a single dataset and survey response was relatively low. However, respondents mirrored the composition of the student community very well. Originality/value This is the first study revealing large psychological distance to the effects of CW in university students from Australia. Combined with the impression of despondence, the present study suggests that higher education in Australia, and possibly elsewhere, is not providing the prerequisite tools tomorrow’s leaders require for meeting societal, environmental and economic challenges caused by CW. Practical ways to erase these blind spots in sustainability literacy are provided, drawing upon established and novel concepts in higher education.
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Evans, Terry. "Distance Education in Australia." European Journal of Engineering Education 20, no. 2 (January 1995): 233–34. http://dx.doi.org/10.1080/0304379950200213.

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Powles, Margaret, and John Anwyl. "Clienteles for distance education in Australia." Distance Education 8, no. 2 (September 1987): 208–26. http://dx.doi.org/10.1080/0158791870080205.

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Taylor, Peter C. "Illuminating Primary Distance Education in Australia." PLET: Programmed Learning & Educational Technology 22, no. 4 (November 1985): 320–26. http://dx.doi.org/10.1080/1355800850220405.

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Green, Lelia. "Imagining Rural Audiences in Remote Western Australia." Culture Unbound 2, no. 2 (June 11, 2010): 131–52. http://dx.doi.org/10.3384/cu.2000.1525.1029131.

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In 1979, Australia’s then-Communication Minister Tony Staley commented that the introduction of satellite communications to the bush would “dispel the distance – mental as well as geographical – between urban and regional dwellers, between the haves and the have-nots in a communication society” (Staley 1979: 2225, 2228-9). In saying this, Staley imagined a marginalised and disadvantaged audience of “have-nots”, paying for their isolation in terms of their mental distance from the networked communications of the core. This paper uses ethnographic audience studies surveys and interviews (1986-9) to examine the validity of Staley’s imaginations in terms of four communication technologies: the telephone, broadcast radio, 2-way radio and the satellite. The notion of a mental difference is highly problematic for the remote audience. Inso-far as a perception of lack and of difference is accepted, it is taken to reflect the perspective and the product of the urban policy-maker. Far from accepting the “distance” promulgated from the core, remote audiences see such statements as indicating an ignorance of the complexity and sophistication of communications in an environment where the stakes are higher and the options fewer. This is not to say that remote people were not keen to acquire satellite services – they were – it is to say that when they imagined such services it was in terms of equity and interconnections, rather than the “dispelling of distance”.
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Park, Sam Chul. "A Decentralized Distance Education System in Australia." Korean Comparative Education Society 29, no. 1 (March 30, 2019): 29–50. http://dx.doi.org/10.20306/kces.2019.29.1.29.

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Dissertations / Theses on the topic "Distance education – Western Australia"

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Sharplin, Elaine Denise. "Quality of worklife for rural and remote teachers : perspectives of novice, interstate and overseas-qualified teachers." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0211.

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[Truncated abstract] It is essential to attract, recruit and retain quality teachers in rural and remote schools for provision of quality education to rural and remote students. A robust body of research confirms that teacher quality contributes to quality of education (Darling-Hammond, 2000; Hay McBer, 2000; Kaplan & Owings, 2002; OECD, 2002; Ramsay, 2000). Staffing histories of rural and remote schools identify persistent difficulties in recruiting and retaining teachers, but previous research has failed to address the experiences and perspectives of rural and remote teachers from the earliest phases of appointment, tracking their experiences over time. In times and places of persistent teacher shortages, teacher quality of worklife issues are paramount. Factors impacting on teacher quality of worklife may impact on teacher retention, staffing levels and ultimately the quality of education for children. For these reasons, this study aimed to develop substantive theory about the experiences of teachers commencing appointments in rural and remote schools by investigating the perspectives of novice, interstate and overseas-qualified teachers. The study sought to develop understandings of rural and remote teachers quality of worklife. In order to achieve this aime, the experiences of 29 teachers were examined, in four categories of teachers likely to be appointed to rural and remote locations: young novices; mature-aged novices; interstate; and overseas-qualified teachers in a qualitative collective case study. ... Awareness of the variety of factors in multiple environments, and the complex interplay between them, helps to account for the diversity of perspectives and quality of worklife outcomes for rural and remote teachers. Two theories were generated from ten propositions. The first theory, Quality of Worklife for Rural and Remote Teachers: Person-Environment Fit to Multiple Environments, identified protective and risk factors associated with workrole, workplace, organisation, geographic and socio-cultural community environments. The theory recognises spillover between work and non-work life experiences, impacting on quality of teacher worklife; however, factors directly associated with worklife impacted most significantly on quality of worklife. The second theory, Processes of Adaptation to Multiple Rural and Remote Environments, identified processes (teacher expectations, evaluations of environments, responses to environments) and coping strategies (direct-action, palliative and avoidant) as leading to one of four outcomes: integration; resilient integration; disequilibrium; and withdrawal. The case study findings offer original understandings of experiences of teachers newly appointed to rural and remote schools, through the development of theory about multiple environments teachers encounter and processes of adaptation associated with their relocation to rural and remote areas. The findings have implications for theory, policy and practice, and contribute new dimensions to the general quality of worklife literature.
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Wakholi, Peter. "African cultural education : African migrant youth in Western Australia /." Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20050705.104626.

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McKenna, Tarquam. "Heteronormativity and rituals of difference for gay and lesbian educators." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0129.

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This research provides an ethnographic and phenomenological study of how lesbian and gay educators in Western Australia employed adaptive rituals of conformity and nonconformity within their educational culture. This thesis depended on these educators telling their own story and it became a more complex study of their perception of and adaptation to homophobic distancing and repression. Through private interviews and collaboration with the co-participants in the research the study makes sense of the roles lesbian and gay educators enact in the educational culture in Western Australia around the time of Law Reform in 2002. The study is not an historical account but presents data from a specific historical context as a contribution to knowledge of how lesbian and gay educators view themselves and construct themselves in educational settings. The stories of everyday experience of Western Australian lesbian and gay educators present layers of gestured meanings, symbolic processes, cultural codes and contested sexuality and gender ideologies thereby reconstructing the reality of lesbian and gay educators. The research provides a range of embodied narratives and distinctive counter-narratives experienced by this group of educators in Western Australia. The study demonstrates that there are social practices in schooling that assist in the recognition and construction of their own gender identity even though the law in Western Australia at the time of writing, precluded the public promotion of lesbian and gay activities, and by association, silenced what many take to be their preferred mode of public behaviours. More importantly the study maps the extremely subtle processes involved in generating and expressing homophobia resulting in a sense of double invisibility, a constitutive silencing of personhood, which makes even the identification of rituals problematic. The very different stories reveal various interpretive strategies of belonging to the dominant homophobic culture, furthering our understanding of the contemporary identity formation issues of a hitherto invisible and silenced group of educators.
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Renner, William 1966. "The open learning initiative : a critical analysis of change in Australian higher education, 1990-1997." Monash University, School of Political and Social Inquiry, 2003. http://arrow.monash.edu.au/hdl/1959.1/9353.

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au, p_wakholi@yahoo com, and Peter Wakholi. "African Cultural Education: A dialogue with African migrant youth in Western Australia." Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20050705.104626.

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African Cultural Education: A dialogue with African migrant youth in Western Australia’, examines cultural issues that concern a specific group of African migrant youths. The ten youth participants three of whom are male and seven female share their concerns and desires about issues relating to their cultural identity. As a minority group in a predominantly Eurocentric society they are faced with cultural challenges, which influence their being namely: Racism and the pressure to assimilate. The thesis adopts an Afrikan1 Centred Cultural Democracy approach: which proposes that African people must construct a ‘new’ African identity and must begin to perceive and interpret the world in its entirety from an African psychological, spiritual, and cultural frame of reference. This approach requires an ongoing critical assesement of both subjective lived experience and objective conditions. Through the Ujamaa circle process the youth participants along with the facilitator examined challenges to their cultural identities and alternative liberatory options. Growing up in a culturally alienating Eurocentric culture, they felt the need for an African cultural space, in which they could explore issues affecting them as African descendants. In particular racism and assimilation were of major concern to them. They were of the opinion that there should be an ongoing African Cultural Education Program to facilitate cultural re-evaluation and continuity. It is the study’s conclusion that cultural education for a minority African migrant group in a dominant Eurocentric culture is essential for their identities and continued root-cultural connectedness. Within the African Cultural Education conceptual framework, in addition to African cultural re-evaluation, it is possible to critically explore oppressive and domineering practices of the mainstream culture. It is also possible that the African migrant youth may become equipped with alternative worldviews from an African perspective, which will enable him/her to make informed judgement and response towards inappropriate mainstream attitudes and values. Participation in the arena of cultural politics will therefore be based on informed practice.
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Gillan, Kevin P. "Technologies of power : discipline of Aboriginal students in primary school." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0183.

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This study explored how the discursive practices of government education systemic discipline policy shape the behaviour of Aboriginal primary school students in an urban education district in Western Australia. First, this study conducted a Foucauldian genealogical discourse analysis of the historical and contemporary discursive forces that shaped systemic discipline policy in Western Australian government schools between 1983 and 1998 to uncover changing discursive practices within the institution. This period represented a most turbulent era of systemic discipline policy development within the institution. The analysis of the historical and contemporary discursive forces that shaped policy during this period revealed nine major and consistent discursive practices. Secondly, the study conducted a Foucauldian genealogical discourse analysis into the perspectives of key interest groups of students, parents and Education Department employees in an urban Aboriginal community on discipline policy in Education Department primary schools during the period from 2000 to 2001; and the influence of these policies on the behaviour of Aboriginal students in primary schools. The analysis was accomplished using Foucault's method of genealogy through a tactical use of subjugated knowledges. A cross section of the Aboriginal community was interviewed to examine issues of consultation, suspension and exclusion, institutional organisation and discourse. The study revealed that there are minimal consistent conceptual underpinnings to the development of Education Department discipline policy between 1983 and 1998. What is clear through the nine discursive practices that emerged during the first part of the study is a strengthened recentralising pattern of regulation, in response to the influence of a neo-liberal doctrine that commodifies students in a network of accountability mechanisms driven by the market-state economy. Evidence from both genealogical analyses in this study confirms that the increasing psychologisation of the classroom is contributing towards the pathologisation of Aboriginal student behaviour. It is apparent from the findings in this study that Aboriginal students regularly display Aboriginality-as-resistance type behaviours in response to school discipline regimes. The daily tension for these students at school is the maintenance of their Aboriginality in the face of school policy that disregards many of their regular cultural and behavioural practices, or regimes of truth, that are socially acceptable at home and in their community but threaten the 'good order' of the institution when brought to school. This study found that teachers and principals are ensnared in a web of governmentality with their ability to manoeuvre within the constraints of systemic discipline policy extremely limited. The consequence of this web of governmentality is that those doing the governing in the school are simultaneously the prisoner and the gaoler, and in effect the principle of their own subjection. Also revealed were the obscure and dividing discursive practices of discipline regimes that contribute to the epistemic violence enacted upon Noongar students in primary schools through technologies of power.
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Reid, Bryan. "Implementing curriculum change within a state education department region : analysis and conceptualization." Murdoch University, 1986. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060829.160229.

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The major aim of this study was to develop a conceptual model representing the implementation process of a curriculum change occurring in a State Education Department region. This development had its genesis in the now extensive body of literature related to the organizational phenomenon of planned change. Since its early development in the 1960ts, the study of planned change occurring i n organizations has grown in sophistication, encompassing a steadily evolving number of theoretical constructs. Such a construct, of recent origin, was that of perceiving implementation of the innovation as a discrete process within the total planned change process. Although stillinits infancy, this concept has attracted a steadily growing body of research, The present study co-ordi nated some of these findings to form the basis for a four-stage model representing the implementation process under a special set of circumstances. The application of the model was tested under field conditions. A longitudinal case study design was adopted because this was ideally suited to test the assumption of implementationas a process. The design was divided in to four sections : concepts related to the decision to change; concepts related to the effect the rationale for implementation had on teachers' behaviour; concepts related to the sequence of involvement of implementers; and finally, concepts related to the measurementof the degree of implementation for teachers and pupils. Field work was applied inarural educational region of the State of Western Australia. This region was established in 1979 as part of an Australia-wide trend. I t is well documented that at the commencement of the 19701s, Austral ian governmentcontrol led education systems were highly centralized. By the beginning of the 1980ts, all were facing major change, each incorporating some form of decentral ization. In Western Australia, a shift in power from central authorities to Regional Superintendents occurred. With the increase i n power, the Regions received more duties and became more complex organizations. To meet the demand of testing a complex theoretical model in the intricate field setting of a State Education Department region, a wide range of data-gathering techniques was used. Questionnaires were employed, some specifically designed to suit this study and some selected from other research. The breadth and depth of the data collected was extended by the use of interviews, both focused and unstructured. Information from a wide variety of perspectives was gathered by using direct observation. This was applied to the testing of the theoretical model and also used to validate data drawn from other sources. Content analysis techniques were also used to triangulate the findings from questionnaire and interview techniques. The findings of the analysis of the data,within a matrix of hypotheses and sub-hypotheses, provided powerful statistical evidence indicating that the innovation was judged as being implemented by the teachers and the pupils. Data collected were also analysed as part of the research plan incorporating four major hypotheses and twenty six sub-sections. Each sub-section has been investigated empirically. This strategy was used to test the applicability of the conceptual model as a technique to represent the process of implementation followed by an innovation in Oral English introduced into a rural region of a State Education Department. The model proved to be a very effective device, aiding in the comprehension of an implementation process that occurred under the particular conditions described in the thesis.
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Reilly, Lucy. "Progressive modification : how parents deal with home schooling their children with intellectual disabilities." University of Western Australia. Graduate School of Education, 2007. http://theses.library.uwa.edu.au/adt-WU2008.0035.

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While home schooling is by no means a new phenomenon, the last three decades have seen an increasing trend in the engagement of this educational alternative. In many countries, including Australia, a growing number of families are opting to remove their children from the traditional schooling system for numerous reasons and educate them at home. In response to the recent home schooling movement a research base in this area of education has emerged. However, the majority of research has been undertaken primarily in the United States of America and the United Kingdom, with very few studies having examined home schooling in Australia. The existing corpus of research is also relatively small and incomplete. Also, certain categories of home schoolers and the processes involved in their undertaking of this modern version of a historically enduring educational alternative have been overlooked. In particular, children with disabilities appear to be one of the home schooling groups that have attracted very little research world wide. This group constituted the focus of the study reported in this thesis. Its particular concern was with generating theory regarding how parents deal with educating their children with intellectual disabilities from a home base over a period of one year. Data gathering was largely carried out through individual, face-to-face semi-structured interviewing and participant observation in the interpretivist qualitative research tradition. However, informal interviews, telephone interviews and documents were also used to gather supplementary data for the study. Data were coded and analysed using the open coding method of the grounded theory model and through the development and testing of propositions. The central research question which guided theory generation was as follows: 'How do parents within the Perth metropolitan area in the state of Western Australia deal with educating their children with intellectual disabilities from a home base over a period of one year?' The central proposition of the theory generated is that parents do so through progressive modification and that this involves them progressing through three stages over a period of one year. The first stage is designated the stage of drawing upon readily-available resources. The second stage is designated the stage of drawing upon support networks in a systematic fashion. The third stage is designated the stage of proceeding with confidence on the basis of having a set of principles for establishing a workable pattern of home schooling individualised for each circumstance. This theory provides a new perspective on how parents deal with the home schooling of their children with intellectual disabilities over a period of one year. A number of implications for further theory development, policy and practice are drawn from it. Several recommendations for further research are also made.
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au, marnev@cygnus uwa edu, and Neville James Green. "Access, equality and opportunity? : the education of Aboriginal children in Western Australia 1840-1978." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20071218.141027.

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This thesis is a history of schooling for Indigenous children in Western Australia between the commencement of the first Aboriginal school in Perth in 1840 and 1978. The thesis represents the view that, for most of this period, and regardless of policy, education for Indigenous children was directed towards changing their beliefs and behaviours from being distinctly Aboriginal to recognizably European. Four major policies for Aborigines provide the framework for the thesis, these being amalgamation (1840-1852), protection (1886-1951), assimilation (1951-1972) and self-determination (1973- ). The amalgamation of the Indigenous popuIation with the small colonial society in Western Australia was a short-lived policy adopted by the British Colonial Office. Protection, a policy formalised by Western Australian legislation in 1886, 1905 and 1936, dominated Aboriginal affairs for the first half of the 2ofh century. Under this policy the Indigenous population was regarded as two distinct groups - a diminishing traditional population to be segregated and protected and an increasing part-Aboriginal population that was to be trained and made 'useful'. In 1951 Western Australia accepted a policy of assimilation, coordinated by the Commonwealth government, which anticipated that all people of Aboriginal descent would eventually be assimilated into the mainstream Australian society. This policy was replaced in 1973 by one of Aboriginal community self-determination, an initiative of the Commonwealth government and adopted throughout Australia. The attempts at directed cultural change were evident in the 'Native' schools that opened in Perth, Fremantle and Guildford in the 1840s where it was assumed that the separation of children from their families and a Christian education would achieve the transition from a 'savage to civilized' state. For another century the education of Indigenous children on missions and in government settlements was founded upon similar assumptions. The thesis acknowledges that the principal change agents, such as the Chief Protectors of Aborigines, mission administrators and the teachers in direct contact with the children, seriously underestimated both the enduring nature of Indigenous culture and the prejudice in Australian society. Between 1912 and 1941 a few government schools in the southern districts of Western Australia refused to admit Aboriginal children. The exclusion of these children is examined against a background of impoverished living conditions, restrictive legislation and mounting public pressure on the State and Commonwealth governments for a change in policy. The change did not begin to occur until 1951 when the Commonwealth and States agreed to a policy of assimilation. In Western Australia this policy extended education to all Aboriginal children. The thesis explores the provision of government teachers to Aboriginal schools in remote areas of Western Australia between 1951 and 1978. The final chapter examines Indigenous perceptions of independent community schools within the fust five years of the policy of self-determination and contrasts the objectives and management of two schools, Strelley in the Pilbara and Oombulguni in the Kimberley.
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Gardiner, Diane. "A historical analysis of the construction of education as an area of study at university-level in Western Australia." University of Western Australia. Graduate School of Education, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0183.

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[Truncated abstract] This thesis develops an understanding of how, historically, Education as an area of study (Education) has been constructed at each of the five universities in the State of Western Australia. The motivation for the study was the claim made by some academics that historically Education has been marginalised in certain universities in the UK, the USA and Australia, and that this marginalisation was intensified by a negative attitude towards its association with teacher preparation. Very little evidence, however, has been put forward to support this claim, thus highlighting a major neglected area of research. This thesis is a response to such neglect in relation to the situation in one state in Australia. The focus of the thesis is on the 'preactive curriculum' as represented in the plans and syllabi that outline what was included in programs and courses. An 'internal' analysis of relevant documents was conducted along with an 'external' analysis which considered the broader social, economic and political context. It was recognised that a study of the 'interactive curriculum' also needs to be conducted to gain insights into how the 'preactive curriculum' was mediated by lecturers and students. From the outset, however, it was deemed that this would constitute a further major study in itself. ... The most prominent were the 'academic', 'integrated', 'vocational', 'technical', 'pragmatic' and 'professional' orientations. The content of Education at the five universities also varied. Such variation offered breadth of opportunity for students. It also meant that, collectively, the universities served the needs of the State and their students by providing relevant and flexible curricula beyond what would have been possible in a 'one size fits all' model. Furthermore the claim that there was tension regarding the inclusion of 'Education' as an area of study within Australian universities generally, is not upheld for the Western Australian context. While this thesis contributes to an understanding of how, historically, Education as an area of study has been constructed in one State in Australia, much further research remains to be done in this field of curriculum history. In particular, future research could focus on the way in which Education, along with other areas of university study, have been constructed in the other states of Australia and overseas. The identification of areas of contestation and omissions from courses are also worthy of consideration. Finegrained studies of this nature could collectively make an important contribution to the understanding of the history of developments in the university curriculum at a macro level. Such work would, in the fullness of time, contribute to new understandings about institutionalised learning at tertiary level and provide historical insights to inform current practice as universities continue to try to find their way in a global society.
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Books on the topic "Distance education – Western Australia"

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McGregor, A. L. Networks for learning: A review of access and equity in post-compulsory education in rural and remote areas of the State of Western Australia. West Perth, WA: Western Australian Office of Higher Education, 1991.

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McGregor, A. L. Networks on trial: An evaluation of the Western Australian Learning Network Centres Project. West Perth, WA: Western Australian Office of Higher Education, 1992.

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Campbell, Jenny. Across the distance, 1909-2009: Celebrating 100 years of the Distance Education Centre Victoria. Thornbury: Distance Education Centre Victoria, 2009.

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Western Australia. Ministerial Review of Schooling in Rural Western Austalia. Schooling in rural Western Australia: Report. [East Perth, Western Australia]: Ministerial Review of Schooling in Rural Western Australia, 1994.

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Western Australian Higher Education Council. Planning for higher education in Western Australia. West Perth, WA: Western Australian Higher Education Council, 1991.

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Alberta. Alberta Advanced Education and Career Development. Program Services Branch. Report on western Canadian distance learning in post-secondary education: Prepared for the western ministers of education and advanced education. [Alberta]: The Branch, 1993.

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Lopes, Elaine. The education of children in geographically remote regions through distance education: Perspectives and lessons from Australia. Charlotte, NC: Information Age Pub., 2011.

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Qayyum, Adnan, and Olaf Zawacki-Richter, eds. Open and Distance Education in Australia, Europe and the Americas. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0298-5.

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European Centre for the Development of Vocational Training., ed. Distance education in Western Europe: A selective annotated bibliography of current literature. Berlin: European Centre for the Development of Vocational Training, 1986.

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Harry, Keith. Distance education in Western Europe: A selective annotated bibliography of current literature. Berlin: CEDEFOP, European Centre for the Development of Vocational Training, 1985.

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Book chapters on the topic "Distance education – Western Australia"

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Latchem, Colin. "Australia." In Open and Distance Education in Australia, Europe and the Americas, 9–24. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0298-5_2.

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Naidu, Som. "Australia—Commentary." In Open and Distance Education in Australia, Europe and the Americas, 25–27. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0298-5_3.

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Qayyum, Adnan, and Olaf Zawacki-Richter. "Distance Education in Australia, Europe and the Americas." In Open and Distance Education in Australia, Europe and the Americas, 121–31. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0298-5_14.

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Hawkins, Rhonda. "The Experience of University of Western Sydney, Australia." In Mergers and Alliances in Higher Education, 287–307. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13135-1_14.

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Nichol, Raymond. "Colonialism and Western Education in Melanesia and Australia." In Growing up Indigenous, 83–89. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-373-0_5.

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Swartz, Rebecca. "Civilising Spaces: Government, Missionaries and Land in Education in Western Australia." In Education and Empire, 73–100. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-95909-2_3.

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Qayyum, Adnan, and Olaf Zawacki-Richter. "Open and Distance Education in a Digital Age." In Open and Distance Education in Australia, Europe and the Americas, 1–8. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0298-5_1.

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Jackson-Barrett, Elizabeth, and Libby Lee-Hammond. "Education for Assimilation: A Brief History of Aboriginal Education in Western Australia." In Sámi Educational History in a Comparative International Perspective, 299–316. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24112-4_17.

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Thompson, C. A. "Gaining an Appreciation of Differing Ethnic Influences on General Practice in Western Australia." In Advances in Medical Education, 308–10. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_94.

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Gaskell, Anne. "United Kingdom." In Open and Distance Education in Australia, Europe and the Americas, 85–98. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0298-5_10.

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Conference papers on the topic "Distance education – Western Australia"

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Wang-Peng. "Distance education service system in western underdeveloped regions." In 2010 International Conference on Optics, Photonics and Energy Engineering (OPEE 2010). IEEE, 2010. http://dx.doi.org/10.1109/opee.2010.5508060.

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Ngwenya, Elkana. "Sunday school-work times of teachers in Tasmania, Australia." In 2010 4th International Conference on Distance Learning and Education (ICDLE). IEEE, 2010. http://dx.doi.org/10.1109/icdle.2010.5606022.

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Byrne, Graeme, and Lorraine Staehr. "International Internet Based Video Conferencing in Distance Education: A Low-Cost Option." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2451.

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Higher education institutions in Australia are increasingly embracing the Internet as a tool to support academic programs offered in the Asian region. The purpose of this study is to describe a low cost internet-based international video conferencing system and to assess staff attitudes toward its use to deliver lectures and tutorials to Hong Kong. The students are enrolled in undergraduate business programs at a regional campus of an Australian university. The video conferencing system is used to deliver around 50% of the course content with the remainder delivered in “face-to-face” mode requiring the lecturer concerned to travel to Hong Kong. To evaluate the use of the videoconferencing system, semi-structured interviews were conducted with staff involved in the program. The results revealed an overall positive attitude toward the technology itself, but revealed some shortcomings in its effectiveness as a teaching tool.
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Sha, Zhu. "A Comparative Analysis of Chinese Cultural Values and Western Cultural Values from the Perspective of “Power Distance”." In Proceedings of the 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icelaic-18.2018.168.

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Sila Ahmad, Kham, Fay Sudweeks, and Jocelyn Armarego. "Learning English Vocabulary in a Mobile Assisted Language Learning (MALL) Environment: A Sociocultural Study of Migrant Women." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2166.

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This paper reports on a case study of a group of six non-native English speaking migrant women’s experiences learning English vocabulary in a mobile assisted language learning (MALL) environment at a small community centre in Western Australia. A sociocultural approach to learning vocabulary was adopted in designing the MALL lessons that the women undertook. The women provided demographic information, responded to questions in a pre-MALL semi-structured interview, attended the MALL lessons, and completed a post-MALL semi-structured interview. This study explores the sociocultural factors that affect migrant women’s language learning in general, and vocabulary in particular. The women’s responses to MALL lessons and using the tablet reveal a positive effect in their vocabulary learning. A revised version of this paper was published in Interdisciplinary Journal of e-Skills and Life Long Learning Volume 11, 2015
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Miliszewska, Iwona, John Horwood, and Albert McGill. "Transnational Education through Engagement: Students' Perspective." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2609.

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A Computer Science degree is offered by Victoria University both locally in Australia and transnationally in Hong Kong. The degree includes a compulsory final year project subject. The project, a team effort, involves the design and implementation of a real- life computer application for an external client. The project model in Hong Kong was modified to accommodate a variety of time, distance, and cultural constraints, but its core components of group context, project-based problems, and outside focus remained unchanged. Australian teachers responsible for the program consider these three project components essential to transforming computing students into competent graduates. Do Hong Kong students support this view? This paper reports on a study of the students’ perceptions of the project experience and the relative importance of its three components. The paper concludes by considering the implications of the study on the project model.
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Wallace, Ruth, Shelley Beatty, Jo Lines, Catherine Moore, and Leesa Costello. "The power of peer-review: A tool to improve student skills and unit satisfaction." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11116.

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Providing higher education students with opportunities to participate in peer-review feedback activities may facilitate interaction between students and enhance academic skills. Such activities are reported to help students transition from passive to active learners whilst increasing social connectedness and developing employability skills. This research aimed to evaluate student perceptions of a peer-review of assessment process offered in an undergraduate Health Science unit at Edith Cowan University in Western Australia, and their subsequent unit satisfaction. Before students began the peer-review process, a sample assignment was used to coach them on how to provide constructive feedback. They subsequently prepared a draft of their assignment for peer-review, and then reviewed the work of another student. Pre- and post-surveys were administered to assess students’ perceptions about the usefulness of the peer-review activity. Thirty-two students completed the pre-survey wherein 94% (n=30) reported the peer-review coaching helped them prepare their own assignment and 85% (n=27) reported learning how to provide constructive written feedback. Twenty-one students completed the post-survey, 76% (n=16), reporting they modified their own assignment as an outcome of their peer-review participation. Many respondents also reported improvements in their critical thinking (76%; n=16) and written communication skills (62%; n=13). Overall unit satisfaction increased exponentially.
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Hodder, M. S., D. J. White, and M. J. Cassidy. "Centrifuge Modelling of Riser-Soil Stiffness Degradation in the Touchdown Zone of a Steel Catenary Riser." In ASME 2008 27th International Conference on Offshore Mechanics and Arctic Engineering. ASMEDC, 2008. http://dx.doi.org/10.1115/omae2008-57302.

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Steel catenary risers (SCRs) are economical to assemble and install compared to conventional vertical risers. However, accurate evaluation of the fatigue life of an SCR remains a major challenge due to uncertainty surrounding the interaction forces at the seabed within the touchdown zone (TDZ). Fatigue life predictions are heavily dependant on the assumed stiffness between the riser and the seabed and therefore an accurate assessment of seabed stiffness — or more specifically the nonlinear pipe-soil resistance — is required. During the lifespan of an SCR, vessel motions due to environmental loading cause repeated penetration of the riser into the seabed within the TDZ. This behaviour makes assessment of seabed stiffness difficult due to the gross deformations of the seabed and the resulting soil remoulding and water entrainment. This paper describes a model test in which the movement of a length of riser pipe was simulated within the geotechnical beam centrifuge at the University of Western Australia. The model soil was soft, lightly over-consolidated kaolin clay with a linearly increasing shear strength profile with depth, typical of deepwater conditions. The pipe was cycled over a fixed vertical distance from an invert embedment of 0.5 diameters to above the soil surface. This range represents a typical vertical oscillation range of a section of riser within the TDZ during storm loading. The results indicate a significant degradation in the vertical pipe-soil resistance during cyclic vertical movements. Due to the cyclic degradation in soil strength, the component of the vertical resistance created by buoyancy was significant, particularly due to the influence of heave. A new approach to the interpretation of heave-enhanced buoyancy was used to extract the separate influences of soil strength and buoyancy, allowing the cyclic degradation in strength to be quantified. During cycling, the soil strength reduced by a factor of 7.5 relative to the initial penetration stage. This degradation was more significant than the reduction in soil strength during a cyclic T-bar penetration test. This contrast can be attributed to the breakaway of the pipe from the soil surface which allowed water entrainment. This dramatic loss of strength and therefore secant stiffness, and the significance of the buoyancy term in the total vertical pipe-soil resistance, has implications for the fatigue assessment of SCRs.
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Thiel, Michael, Haifeng Wang, Dzevat Omeragic, Jean-Michel Denichou, and Barry Goodin. "SIDE FAULT MAPPING ENABLED BY 2D TRANSVERSE INVERSION ON NEW DEEP DIRECTIONAL RESISTIVITY MEASUREMENTS." In 2021 SPWLA 62nd Annual Logging Symposium Online. Society of Petrophysicists and Well Log Analysts, 2021. http://dx.doi.org/10.30632/spwla-2021-0019.

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Faulting is one type of structural trap for hydrocarbon reservoirs. With more and more fields moving toward the brownfield or mature operations stage of life, the opportunity to target bypassed or attic oil in the vicinity of bounding fault(s) is becoming more and more attractive to operators. However, without an effective logging-while-drilling (LWD) tool to locate and map a fault parallel to the well trajectory, it has been challenging and potentially high risk to optimally place a well to drain oil reserves near the fault. Operators often plan these horizontal wells at a significant distance away from the mapped fault position to avoid impacts to the well construction and production of the well. Often, the interpreted fault position, based on seismic data, can have significant lateral uncertainty, and uncertainties attached to standard well survey measurements make it challenging to place the well near the fault. This often results in the wells being placed much farther from the fault than expected, which is not optimal for maximizing recovery. In other cases, due to uncertainty in the location of the fault, the wells would accidentally penetrate the side faults and cause drilling and other issues. Conventional remote boundary detection LWD tools do not assist with locating the fault position, as they only detect formation boundaries above or below the trajectory and not to the side. In this paper, the authors propose a novel approach for mapping features like a fault parallel to the well trajectory, which was previously impossible to map accurately. This new approach utilizes a new class of deep directional resistivity measurements acquired by a reservoir mapping-while-drilling tool. The deep directional resistivity measurements are input to a newly devised inversion algorithm, resulting in high-resolution reservoir mapping on the transverse plane, which is perpendicular to the well path. These new measurements have a strong sensitivity to resistivity in contrast to the sides of the wellbore, making them suitable for side fault detection. The new inversion in the transverse plane is not limited to detecting a side fault; it can also map any feature on the transverse plane to the well path, which further broadens the application of this technology. Using the deep directional resistivity data acquired from a horizontal ultra-ERD well recently drilled in the Wandoo Field offshore Western Australia, the authors tested this approach against the well results and existing control wells. Excellent mapping of the main side fault up to 30 m to the side of the well was achieved with the new approach. Furthermore, the inversion reveals other interesting features like lateral formation thickness variations and the casing of a nearby well. In addition, the methodology of utilizing this new approach for guiding geosteering parallel to side fault in real time is elaborated, and the future applications are discussed.
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