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Journal articles on the topic 'Internet in higher education Australia'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

Binsahl, Haifa, Shanton Chang, and Rachelle Bosua. "Cross-Cultural Digital Information-Seeking Experiences." Journal of International Students 10, no. 4 (November 15, 2020): 872–91. http://dx.doi.org/10.32674/jis.v10i3.1573.

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The number of Saudi female international students (SFISs) pursuing higher degrees in Western countries has increased dramatically. Many are faced with unusual challenges, especially acting without a male’s permission, interacting with males, and using an open, free Internet. This article proposes that SFISs experience a “digital shift” whereby their cultural, educational, and digital backgrounds impact their information-seeking behavior in Australia. The study used a qualitative interpretivist methodology, interviewing a diverse group of SFISs studying in Australia, to better understand this impact on their everyday information needs and use of information sources. Findings indicate that SFISs’ imperfect online search skills, exacerbated by English language deficiency, increase their challenges. Recommendations for supporting SFISs are offered for institutions and service providers.

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Ma, Leo F. H., and Ling Ling Yu. "Ubiquitous Learning for Distance Education Students: The Experience of Conducting Real-Time Online Library Instruction Programs through Mobile Technology." International Journal of Librarianship 4, no. 1 (July 30, 2019): 93. http://dx.doi.org/10.23974/ijol.2019.vol4.1.107.

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Library services for Hong Kong-based students enrolled in distance learning programs on information studies, offered by the Charles Sturt University (CSU), Australia in collaboration with the School of Professional and Continuing Education of the University of Hong Kong (HKUSPACE), were supported by the University of Hong Kong Libraries utilizing a face-to-face format for many years. With the advancement of internet technology, new e-learning software, mobile technology and ever-growing online resources, CSU and HKUSPACE course administrators considered that online library instruction programs could be supported and delivered by the librarians of CSU at Australia remotely to Hong Kong students. Several real-time, online instruction programs were initiated since late 2013. The successful launching of the programs provides evidence to support the provision of online library instruction through not only personal computers, but also mobile devices. Based on a qualitative analysis, it was concluded that delivering library instruction programs by internet and mobile technology to distance learning students in higher education is achievable. More library services can be planned by making use of this successful experience.

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Arambewela, Rodney, Dilanthi Koralagama, and Shyamali Kaluarachchi. "Use of ICT and Student Learning in Higher Education." International Journal of People-Oriented Programming 2, no. 2 (July 2012): 37–49. http://dx.doi.org/10.4018/ijpop.2012070103.

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The use of Information and Communication Technologies (ICT) in Higher Education (HE) and the capabilities of the internet have added value to university teaching and learning. It has also tested the resolve of universities to maximise the benefits of technology integration amidst increasing class sizes, student expectations, cultural diversity and mobility of students. Understanding how students learn and devising appropriate student centred instruction and learning are considered essential to the successful implementation of ICT and allied technologies in teaching and learning. Supported by the findings of an empirical study conducted in an Australian university on student learning orientations and perceptions of course delivery, this article discusses the challenges faced by universities in the integration of technology in teaching for better learning outcomes. The study indicates that technology and learning contexts have a profound influence on student learning orientations of deep or surface learning and students seem to have mixed feelings about the impact of technology in teaching and learning.

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McCrabb, Sam, Amanda L. Baker, John Attia, Zsolt J. Balogh, Natalie Lott, Kerrin Palazzi, Justine Naylor, et al. "Who is More Likely to Use the Internet for Health Behavior Change? A Cross-Sectional Survey of Internet Use Among Smokers and Nonsmokers Who Are Orthopedic Trauma Patients." JMIR Mental Health 4, no. 2 (May 30, 2017): e18. http://dx.doi.org/10.2196/mental.7435.

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Background eHealth presents opportunities to provide population groups with accessible health interventions, although knowledge about Internet access, peoples’ interest in using the Internet for health, and users’ characteristics are required prior to eHealth program development. Objective This study surveyed hospital patients to examine rates of Internet use, interest in using the Internet for health, and respondent characteristics related to Internet use and interest in using the Internet for health. For patients who smoke, preferences for types of smoking cessation programs for use at home and while in hospital were also examined. Methods An online cross-sectional survey was used to survey 819 orthopedic trauma patients (response rate: 72.61%, 819/1128) from two public hospitals in New South Wales, Australia. Logistic regressions were used to examine associations between variables. Results A total of 72.7% (574/790) of respondents had at least weekly Internet access and more than half (56.6%, 357/631) reported interest in using the Internet for health. Odds of at least weekly Internet usage were higher if the individual was born overseas (OR 2.21, 95% CI 1.27-3.82, P=.005), had a tertiary education (OR 3.75, 95% CI 2.41-5.84, P<.001), or was a nonsmoker (OR 3.75, 95% CI 2.41-5.84, P<.001). Interest in using the Internet for health increased with high school (OR 1.85, 95% CI 1.09-3.15, P=.02) or tertiary education (OR 2.48, 95% CI 1.66-3.70, P<.001), and if household incomes were more than AUS $100,000 (OR 2.5, 95% CI 1.25-4.97, P=.009). Older individuals were less interested in using the Internet for health (OR 0.98, 95% CI 0.97-0.99, P<.001). Conclusions Online interventions may be a potential tool for health care in this hospitalized population. Trial Registration Australian New Zealand Clinical Trials Registry (ANZCTR): ACTRN12614001147673; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=366829&isReview=true (Archived by WebCite at http://www.webcitation.org/6qg26u3En)

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Ostini, Jenny, Helen Partridge, Kate Kelly, Sue Owen, and Sandra Jeffries. "Narratives of Access: A Critical Exploration of How Institutional Interactions with Students Affect Regional Student Participation in Higher Education." Student Success 11, no. 2 (May 26, 2020): 60–71. http://dx.doi.org/10.5204/ssj.v11i2.1334.

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This article examines the narratives that drive university staff understanding of the concerns and experiences of regional and remote students at five universities in Australia. Interviews were conducted with thirty university staff members over a period of three months in 2018. Reflexive thematic analysis of the stories told by staff of supporting regional students found that staff used the lens of access to create meaningful stories for themselves and others in how they supported students. Access is defined as a multi-faceted term encompassing access to people, Internet, study materials and equipment and study environments. Access is facilitated by a sense of belonging or identity as a student and limited by the lack of this. Our analysis of “belongingness” draws on Bourdieu’s concepts of habitas to start to unpick the interactions between higher education institutions and the student that develop student identities as scholars and centres the narrative on the student as a person, wrestling to gain many forms of access within complex social situations.

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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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E. Fluck, Andrew, Olawale Surajudeen Adebayo, and Shafi'i Muhammad Abdulhamid. "Secure E-Examination Systems Compared: Case Studies from Two Countries." Journal of Information Technology Education: Innovations in Practice 16 (2017): 107–25. http://dx.doi.org/10.28945/3705.

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Aim/Purpose: Electronic examinations have some inherent problems. Students have expressed negative opinions about electronic examinations (e-examinations) due to a fear of, or unfamiliarity with, the technology of assessment, and a lack of knowledge about the methods of e-examinations. Background: Electronic examinations are now a viable alternative method of assessing student learning. They provide freedom of choice, in terms of the location of the examination, and can provide immediate feedback; students and institutions can be assured of the integrity of knowledge testing. This in turn motivates students to strive for deeper learning and better results, in a higher quality and more rigorous educational process. Methodology : This paper compares an e-examination system at FUT Minna Nigeria with one in Australia, at the University of Tasmania, using case study analysis. The functions supported, or inhibited, by each of the two e-examination systems, with different approaches to question types, cohort size, technology used, and security features, are compared. Contribution: The researchers’ aim is to assist stakeholders (including lecturers, invigilators, candidates, computer instructors, and server operators) to identify ways of improving the process. The relative convenience for students, administrators, and lecturer/assessors and the reliability and security of the two systems are considered. Challenges in conducting e-examinations in both countries are revealed by juxtaposing the systems. The authors propose ways of developing more effective e-examination systems. Findings: The comparison of the two institutions in Nigeria and Australia shows e-examinations have been implemented for the purpose of selecting students for university courses, and for their assessment once enrolled. In Nigeria, there is widespread systemic adoption for university entrance merit selection. In Australia this has been limited to one subject in one state, rather than being adopted nationally. Within undergraduate courses, the Nigerian scenario is quite extensive; in Australia this adoption has been slower, but has penetrated a wide variety of disciplines. Recommendations for Practitioners: Assessment integrity and equipment reliability were common issues across the two case studies, although the delivery of e-examinations is different in each country. As with any procedural process, a particular solution is only as good as its weakest attribute. Technical differences highlight the link between e-examination system approaches and pedagogical implications. It is clear that social, cultural, and environmental factors affect the success of e-examinations. For example, an interrupted electrical power supply and limited technical know-how are two of the challenges affecting the conduct of e-examinations in Nigeria. In Tasmania, the challenge with the “bring your own device” (BYOD) is to make the system operate on an increasing variety of user equipment, including tablets. Recommendation for Researchers: The comparisons between the two universities indicate there will be a productive convergence of the approaches in future. One key proposal, which arose from the analysis of the existing e-examination systems in Nigeria and Australia, is to design a form of “live” operating system that is deployable over the Internet. This method would use public key cryptography for lecturers to encrypt their questions online. Impact on Society : If institutions are to transition to e-examinations, one way of facilitating this move is by using computers to imitate other assessment techniques. However, higher order thinking is usually demonstrated through open-ended or creative tasks. In this respect the Australian system shows promise by providing the same full operating system and software application suite to all candidates, thereby supporting assessment of such creative higher order thinking. The two cases illustrate the potential tension between “online” or networked reticulation of questions and answers, as opposed to “offline” methods. Future Research: A future design proposition is a web-based strategy for a virtual machine, which is launched into candidates’ computers at the start of each e-examination. The new system is a form of BYOD externally booted e-examination (as in Australia) that is deployable over the Internet with encryption and decryption features using public key cryptography (Nigeria). This will allow lecturers to encrypt their questions and post them online while the questions are decrypted by the administrator or students are given the key. The system will support both objective and open-ended questions (possibly essays and creative design tasks). The authors believe this can re-define e-examinations as the “gold standard” of assessment.

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Staples, Lauren G., Nick Webb, Lia Asrianti, Shane Cross, Daniel Rock, Rony Kayrouz, Eyal Karin, Blake F. Dear, Olav Nielssen, and Nickolai Titov. "A Comparison of Self-Referral and Referral via Primary Care Providers, through Two Similar Digital Mental Health Services in Western Australia." International Journal of Environmental Research and Public Health 19, no. 2 (January 14, 2022): 905. http://dx.doi.org/10.3390/ijerph19020905.

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Digital mental health services (DMHSs) deliver mental health information, assessment, and treatment, via the internet, telephone, or other digital channels. The current study compares two DMHSs operating in Western Australia (WA)—The Practitioner Online Referral System (PORTS) and MindSpot. Both provide telephone and online psychological services at no cost to patients or referrers. However, PORTS is accessed by patients via referral from health practitioners, and is designed to reach those who are financially, geographically, or otherwise disadvantaged. In contrast, MindSpot services are available to all Australian residents and patients can self-refer. This observational study compares characteristics and treatment outcomes for patients of PORTS and MindSpot in WA. Eligible patients were people who resided in WA and registered with either clinic from January 2019 to December 2020. Results showed that PORTS patients were more likely to be older, male, and unemployed. They were less likely to report a tertiary education and were more likely to live in areas with higher levels of socioeconomic disadvantage. Despite these differences, treatment outcomes were excellent for patients from both clinics. Results provide further evidence for the accessibility, acceptability, and effectiveness of DMHSs regardless of referral pathway or patient characteristics.

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Sandu, Nitirajsingh, and Ergun Gide. "Analysis of the Main Factors Affecting the Adoption of Cloud based Interactive Mobile Learning in the Australian Higher Education Sector." International Journal of Interactive Mobile Technologies (iJIM) 12, no. 4 (August 30, 2018): 43. http://dx.doi.org/10.3991/ijim.v12i4.9200.

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<p>Today, every business depends on Information Technology (IT) for the efficient service delivery and cost-effective application of technological resources. Modern technologies are being adopted to overcome business pressure, streamline existing procedures and service delivery cost-efficiency for maximising profit due to the increase in global competition and shifts in the customer expectations. Cloud computing (CC) is an Internet-centric computing service that utilises and provides IT services to organisations through the provisioning of resources through the Internet using web-centric software and gadgets without the assistance of any private IT architecture within the firm. Cloud based interactive mobile learning platform is the result of such exploration and this practice of learning is improving with the time. New technologies such as smart mobile devices, Cloud computing and wireless connectivity are opening new opportunities of learning for students. </p><p>Thus, the aim of this paper is to evaluate the main factors affecting the adoption of Cloud based interactive mobile learning for the Australian Higher Education sector. In this research, a survey data collection technique with existing students using Mobile application for learning and also a literature review process were conducted. Research outcome shows that the use of Artificial intelligence and Machine learning can make learning more efficient and these technologies need to be integrated in applications designed for Australian Higher Education sector. It is expected that the research outcome will help interactive mobile application developers and higher education providers to better understand the requirements of students while providing an interactive learning platform for them. </p>

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Foster, Jonathan K., and Jonathan K. Foster. "A UK PhD in Psychology: The British Psychological Society Guidelines." European Psychologist 8, no. 1 (March 2003): 39–47. http://dx.doi.org/10.1027//1016-9040.8.1.39.

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This paper first presents the author's impressions of the UK PhD in psychology, with respect to the author's experience of 9 years' teaching at the Universities of Oxford (1987-1989) and Manchester (1992-1999). In the second section of the paper, he discusses the Guidelines for the Assessment of the PhD in Psychology and Related Disciplines, endorsed by the British Psychological Society. Reference is also made to the Australian and North-American PhD systems, based on the author's experience working at the University of Toronto (1990-1992) and the University of Western Australia (2000-present). Several current trends are identified for the UK PhD in psychology, including the tendency for the UK PhD to become more programmatic, better regulated, and more formalized. A final point concerns the development of the international “market” in PhD graduates, facilitated via media such as the internet. The author agrees with the majority of the recommendations made by the BPS PhD Guidelines. However, based on his recent UK teaching experience, he is somewhat sceptical concerning whether these Guidelines will—realistically—be implemented within the current political and managerial climate existing in the UK higher education sector.

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Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.

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Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.

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Kang, Melissa, Rachel Skinner, and Tim Usherwood. "Interventions for young people in Australia to reduce HIV and sexually transmissible infections: a systematic review." Sexual Health 7, no. 2 (2010): 107. http://dx.doi.org/10.1071/sh09079.

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Background: Like young people in other developed countries, sexually active young Australians can have an increased risk of acquiring sexually transmissible infections (STIs). This paper reviews intervention programs that aim to reduce the incidence and transmission of HIV and STIs among young people in Australia. Methods: Articles were identified from seven databases. Intervention studies conducted in Australia that included young people aged 12–25 years were reviewed. A two-dimensional matrix consisting of ‘setting’ and ‘intervention type’ was developed to categorise each study. Results: Forty-two studies met the inclusion criteria, and the majority were uncontrolled intervention studies. Of these, 23/42 studies measured participation in chlamydia ± other STI testing and found that the highest participation rates took place in non-clinical and non-general practice health care settings. Four studies facilitated access to testing indirectly, through the internet or other media. Ten studies involved the provision of education and measured its impact on factors such as knowledge, attitudes and/or behaviour. Three studies involved novel immunisation strategies for either hepatitis B or human papillomavirus vaccines. Two studies evaluated the impact of enhanced STI surveillance programs on prevalence rates. Conclusions: Proactive STI testing in non-clinical and some health settings appears feasible and achieves higher testing rates than in general practice; however, more evaluation of testing strategies in general practice settings is required. New technologies such as the internet and SMS are useful adjuncts for influencing behaviours such as condom use and STI testing. Media campaigns that promote STI testing can have a positive impact on testing rates.

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Garde, Sebastian, David Harrison, Mohammed Huque, and Evelyn JS Hovenga. "Building health informatics skills for health professionals: results from the Australian Health Informatics Skill Needs Survey." Australian Health Review 30, no. 1 (2006): 34. http://dx.doi.org/10.1071/ah060034.

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Objective: To ascertain health professionals? perceptions of health informatics skills required in their roles. Design: A paper-based survey with a stratified random sample of Australian health professionals and a web-based survey open to all Australian health professionals were conducted. Measurement: A questionnaire on the health professionals? perceived degree of competency required for a total of 69 specific skills in five skill categories based on the International Medical Informatics Association?s (IMIA) set of recommendations on education and IMIA?s scientific map. Results: 462 health professionals responded to the paper-based questionnaire, and 167 respondents to the Internet questionnaire. Internet respondents reported higher required degrees of competency for specific health informatics and information technology skills than paper respondents, while paper respondents valued clinical skills higher than the Internet respondents. Conclusion: Health professionals increasingly use information technology (IT), and some also deploy, research or develop health care IT. Consequently, they need to be adequately educated for their specific roles in health informatics. Our results inform developers of educational programs while acknowledging the diversity of roles in health informatics and the diversity of pathways towards a professional health informatics qualification.

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Crawford, Nicole, Sherridan Emery, and Cathy Stone. "Mature-aged students' experiences of learning online in regional and remote Australia: an ecological systems perspective." Widening Participation and Lifelong Learning 24, no. 2 (July 1, 2022): 30–57. http://dx.doi.org/10.5456/wpll.24.2.30.

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University students who live and work in regional, rural and remote areas face challenges in studying at a distance from their institution's metropolitan or satellite campus. For mature-aged students in particular, relocating to a city campus is unrealistic, due to their family and employment commitments, and travel time and costs. A pragmatic alternative embraced by high proportions of mature-aged students is to study online. However, learning online has welldocumented difficulties. This article explores the online learning experiences of mature-aged university students in regional and remote Australia via students' individual stories in the form of three vignettes . Bronfenbrenner's ecological systems model is employed to analyse the vignettes for systemic and structural factors that condition the students' experiences. This theoretical frame affords new insights into the challenges of learning online. We found that influences beyond the actions of individual students and staff, such as students' internet access and the casualisation of the university workforce, help explain why staff working 'on the ground' may not always be able to provide 'quality' curriculum and support for online students. Placing experiences of individual students within larger contexts uncovers how institutional elements and broader higher education policy can influence the learning for students studying online.

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Chiu, Wei-Ling, Millicent Kuczynska-Burggraf, Melanie Gibson-Helm, Helena Teede, Amanda Vincent, and Jacqueline Boyle. "What Can You Find about Polycystic Ovary Syndrome (PCOS) Online? Assessing Online Information on PCOS: Quality, Content, and User-Friendliness." Seminars in Reproductive Medicine 36, no. 01 (January 2018): 050–58. http://dx.doi.org/10.1055/s-0038-1667186.

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Background Polycystic ovary syndrome (PCOS) is a common yet complex condition, where education is vital. It predominantly affects reproductive-aged women, the age group with peak use of the Internet, now a major source of health information. Women with PCOS are dissatisfied with care, and the lack of useful online information is a key concern. Methods Using a rigorous and systematic methodology, we examined the quality, information content, and user-friendliness of online information about PCOS. Internet searches were conducted in Australia and the United Kingdom in December 2015 using Google, Bing, and Yahoo with different browsers, operating systems, and domain names. A total of 75 Web sites were evaluated and categorized. Results The majority of Web sites were commercial (41%) and not-for-profit (76%) and were aimed at women only. Less than a third of the Web sites were externally accredited. Commercial Web sites and Web sites targeting only women had the lowest quality scores, while professional-society Web sites and Web sites targeting only HPs scored the highest in quality. Accredited Web sites had higher quality and user-friendliness scores than nonaccredited Web sites. Conclusion The majority of PCOS Web sites were commercially derived, targeted women, and were not accredited. There is a significant lack of quality, easy-to-read, evidence-based information online for women with PCOS.

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Smith, A., and E. Smith. "Learning for Success: Distance Education Students’ use of their Learning Materials." Journal of University Teaching and Learning Practice 3, no. 1 (January 1, 2006): 40–55. http://dx.doi.org/10.53761/1.3.1.5.

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This paper reports the results of a research project investigating the use that Distance Education (DE) students at university make of the learning materials that are supplied to them. The research is based on a survey of 998 DE students enrolled in ten undergraduate subjects spread across all five Faculties at Charles Sturt University (CSU) in New South Wales, Australia. CSU is Australia’s largest DE provider of higher education. The project addressed the following questions: • The extent to which DE undergraduate students use their learning materials. • The extent to which students undertake the learning activities that are often incorporated in learning materials. • The extent to which students obtain learning materials beyond the printed learning materials, especially their use of library facilities and the internet to research topics in their study programs. • The way in which DE undergraduate students approach their study and the study strategies that they adopt. The paper reports the major conclusions from the survey. It was found that the majority of students read most or all of the learning materials that were sent to them. They relied heavily upon the prescribed textbooks, did some additional reading as recommended, to a limited extent carried out additional reading beyond that recommended, and worked through the provided learning materials in a methodical manner. They generally completed, in their minds if not always on paper, the study tasks embedded in the learning materials. Those students that read less and paid less attention to study tasks tended to study in a way that was focused on passing assessment tasks. Overall the study provides a strong argument for the retention of printed learning materials as students seem to work well with them, and the more effectively students use them the better they seem to perform.

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Livingstone, Katherine M., Gavin Abbott, Karen E. Lamb, Kate Dullaghan, Tony Worsley, and Sarah A. McNaughton. "Understanding Meal Choices in Young Adults and Interactions with Demographics, Diet Quality, and Health Behaviors: A Discrete Choice Experiment." Journal of Nutrition 151, no. 8 (May 24, 2021): 2361–71. http://dx.doi.org/10.1093/jn/nxab106.

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ABSTRACT Background Our understanding of meal choices is limited by methodologies that do not account for the complexity of food choice behaviors. Discrete choice experiments (DCEs) rank choices in a decision-making context. Objectives This study aimed to rank the relative importance of influences on meal choices in young adults and examine interactions by subgroups. Methods Adults (18–30 y) living in Australia were recruited via social media to complete an Internet-based DCE and survey. Participants were presented with 12 choice sets about a typical weekday meal, consisting of 5 attributes (taste, preparation time, nutrition content, cost, and quality). Diet quality (Dietary Guideline Index) was calculated from brief dietary questions. Conditional logit models ranked meal attributes, including interactions by sex, education, area-level disadvantage, diet quality, and weight status. Results In total, 577 adults (46% female, mean ± SD age 23.8 ± 3.8 y) completed the DCE and survey. Nutrition content was the most important influence on meal choice (B: 1.48; 95% CI: 1.31, 1.64), followed by cost (B: –0.75; 95% CI: –0.87, –0.63), quality (B: 0.58; 95% CI: 0.49, 0.67), taste (B: 0.55; 95% CI: 0.45, 0.65), and preparation time (B: –0.42; 95% CI: –0.52, –0.31). Females, those with higher diet quality, and those with a BMI (in kg/m2) <25 had higher preferences for better nutrition content. Females had higher preferences for better taste and lower preferences for higher-cost meals. Participants with higher education had higher preferences for better nutrition content. Participants living in higher area-level disadvantage areas had higher preferences for longer preparation time. Conclusions Nutrition content was the most important influence on young adults’ meal choices. Preferences differed by sex, socioeconomic position, diet quality, and weight status. Findings show the suitability of DCEs for understanding food choice behaviors in young adults and support the need for meal-based interventions to be tailored according to demographic and health characteristics.

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AETI BHANU PRASAD and M.RAMCHANDER. "PREDICTING GRADUATE ADMISSIONS USING MACHINE LEARNING TECHNIQUES." international journal of engineering technology and management sciences 6, no. 6 (November 28, 2022): 159–63. http://dx.doi.org/10.46647/ijetms.2022.v06i06.025.

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Many students in today's educational environment seek to continue their education after completing an engineering or graduate degree programme. Some people are interested in higher education in the sense that they wish to complete their M. Tech through the GATE entrance exam or another admission exam for a school. Some students desire to pursue an MBA through the Common Admission Test (CAT) or through the entrance exam for their chosen educational institution, while others seek to pursue a master's degree at an international university. Higher education often implies we have numerous possibilities, including Canada, the United States, the United Kingdom, Germany, Italy, Australia, etc. Graduate Records Examination (GRE) and TOEFL/IELTS (Test of English as a Foreign Language/International English Language Testing System) scores are required of students who choose to pursue master's degrees overseas. One of the most important things students must think about is preparing their SOP (Statement of Purpose) and LOR (Letter of Recommendation) once they have taken the tests. If the student was applying for a scholarship, the LOR and SOP are crucial. The pupils must next decide which institutions they wish to attend or apply to; we cannot apply to all universities because doing so would incur significant application expenses. The student's lack of knowledge about the institution he could be admitted to is now a concern. There are certain internet blogs that may be helpful in these situations, but they are not always correct and don't take all the relevant elements into account. There are also some consulting firms that will demand a lot of our time and money and occasionally provide inaccurate information. Our objective is to create a machine learning model that will estimate a student's likelihood of admission to a certain university based on their test results and other relevant data.

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Liu, Chang, Melinda McCabe, Andrew Dawson, Chad Cyrzon, Shruthi Shankar, Nardin Gerges, Sebastian Kellett-Renzella, Yann Chye, and Kim Cornish. "Identifying Predictors of University Students’ Wellbeing during the COVID-19 Pandemic—A Data-Driven Approach." International Journal of Environmental Research and Public Health 18, no. 13 (June 22, 2021): 6730. http://dx.doi.org/10.3390/ijerph18136730.

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Background: The COVID-19 pandemic has posed risks to public mental health worldwide. University students, who are already recognised as a vulnerable population, are at elevated risk of mental health issues given COVID-19-related disruptions to higher education. To assist universities in effectively allocating resources to the launch of targeted, population-level interventions, the current study aimed to uncover predictors of university students’ psychological wellbeing during the pandemic via a data-driven approach. Methods: Data were collected from 3973 Australian university students ((median age = 22, aged from 18 to 79); 70.6% female)) at five time points during 2020. Feature selection was conducted via least absolute shrinkage and selection operator (LASSO) to identify predictors from a comprehensive set of variables. Selected variables were then entered into an ordinary least squares (OLS) model to compare coefficients and assess statistical significance. Results: Six negative predictors of university students’ psychological wellbeing emerged: White/European ethnicity, restriction stress, perceived worry on mental health, dietary changes, perceived sufficiency of distancing communication, and social isolation. Physical health status, emotional support, and resilience were positively associated with students’ psychological wellbeing. Social isolation has the largest effect on students’ psychological wellbeing. Notably, age, gender, international status, and educational level did not emerge as predictors of wellbeing. Conclusion: To cost-effectively support student wellbeing through 2021 and beyond, universities should consider investing in internet- and tele- based interventions explicitly targeting perceived social isolation among students. Course-based online forums as well as internet- and tele-based logotherapy may be promising candidates for improving students’ psychological wellbeing.

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ANDONE, Ioana, Aurelian ANGHELESCU, Cristina DAIA, and Gelu ONOSE. "Current synthetic overview on spinal cord injury epidemiological data." Romanian Journal of Medical Practice 10, no. 2 (June 30, 2015): 117–23. http://dx.doi.org/10.37897/rjmp.2015.2.6.

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Aim. To have updated information on the epidemiology of spinal cord injury (SCI) is required for developing an adequate and effective related health policy strategies and consequent contextual decisions making regarding this category of patients and also for planning and implementing SCI prevention education and measures. Accordingly, the rationale of this article is to provide a systematic overview of the literature regarding SCI epidemiology. Material and methods. We reviewed epidemiological published reports and searched on internet specifically databases, from different centres, worldwide, about SCI, collecting descriptive data for properly estimating the incidence, prevalence, and/ or causes of SCI. Results. The global annual incidence rate is considered to be 23 cases of Traumatic Spinal Cord Injury (TSCI) per million (179,312 new cases per annum – results provided by World Health Organisation’s (WHO) in 2007). Prevalence per million inhabitants varies quite largely among statistics in different countries (from 280 in Finland to 681 in Australia, 755 in the United States of America or maybe even more, and even bigger in Canada). Men more commonly suffer from this kind of pathology and the direction of SCI evolution is to have a higher cord lesion level (more tetraplegics than paraplegics) and age at injury. Conclusion. Even if the results of this literature review showed that the SCI incidence and prevalence are rising, they did not suffer significant changes in the last three decades of time. The prevalence surveys remain poor, mainly because a basic requirement for having correct and appropriately updated figures would need national and or regional electronic dedicated registers of evidence, and this is not a situation frequent enough. But the incidence studies from USA and Europe have been increased in the last years. This article asserts the need for improving the SCI data standardised collection in many countries, especially in the ones from low developed or emergent areas.

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Hoque, Zahirul, Kate Mai, and Esin Ozdil. "Accounting as rhetorical devices during the COVID-19 pandemic: evidence from Australian universities." Journal of Public Budgeting, Accounting & Financial Management 34, no. 6 (March 9, 2022): 168–92. http://dx.doi.org/10.1108/jpbafm-09-2021-0137.

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PurposeThis paper has two purposes. First, it aims to explore how Australian universities used calculative rhetoric and practices through accounting numbers to persuade employees and legitimize their financial recovery plans to alleviate the financial hardship caused by the COVID-19 pandemic. Second, it aims to analyze how the accounting-based solutions were legitimized through a well-blended pathos, logos and ethos rhetoric.Design/methodology/approachBuilding on a rhetorical theory of diffusion, we employed a qualitative research design within all 37 Australian public universities involving Internet-based documentary analysis.FindingsThis study finds that in an urgent crisis like the fiscal crisis caused by COVID-19, universities again found rescue in accounting tools, in particular budgets, as a rhetorical device to justify their operational and strategic choices such as job-cuts, programs closures and staff pay-cuts. However, in this crisis, the same old accounting-based solutions were even more quickly to be accepted by being delivered in management’s colorful blending of pathos–logos–ethos rhetoric.Research limitations/implicationsWhile this study is constrained to Australian public universities’ financial responses, its findings have implications for university decision-makers and higher education policymakers across the globe when it comes to university management using calculative devices in persuading employees to work their way through financial hardship caused by an extreme health crisis-like COVID-19 pandemic.Originality/valueThis study adds more evidence that the use of budgets as a calculative tool continues to play a key role in organizations in the construction, mobilization and preservation of certain strategic and operational choices during volatilities. Especially, the same way of creating calculative-based solutions can be communicated via the colorful blending of different rhetoric to make it acceptable.

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22

Dawkins, John S. "Higher Education in Australia." Higher Education Policy 1, no. 2 (July 1988): 46–48. http://dx.doi.org/10.1057/hep.1988.32.

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Shah, Mahsood, and Chenicheri Sid Nair. "International higher education in Australia." Perspectives: Policy and Practice in Higher Education 15, no. 4 (October 2011): 129–31. http://dx.doi.org/10.1080/13603108.2011.597888.

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Stone, Diana L. "Private higher education in Australia." Higher Education 20, no. 2 (September 1990): 143–59. http://dx.doi.org/10.1007/bf00143698.

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Ho, Jean K., Frank Moriarty, Jennifer J. Manly, Eric B. Larson, Denis A. Evans, Kumar B. Rajan, Elizabeth M. Hudak, et al. "Blood-Brain Barrier Crossing Renin-Angiotensin Drugs and Cognition in the Elderly: A Meta-Analysis." Hypertension 78, no. 3 (September 2021): 629–43. http://dx.doi.org/10.1161/hypertensionaha.121.17049.

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Hypertension is an established risk factor for cognitive decline and dementia in older adults, highlighting the potential importance of antihypertensive treatments in prevention efforts. Work surrounding antihypertensive treatments has suggested possible salutary effects on cognition and neuropathology. Several studies have specifically highlighted renin-angiotensin system drugs, including AT1-receptor blockers and angiotensin-converting-enzyme inhibitors, as potentially benefiting cognition in later life. A small number of studies have further suggested renin-angiotensin system drugs that cross the blood-brain barrier may be linked to lower dementia risk compared to their nonpenetrant counterparts. The present meta-analysis sought to evaluate the potential cognitive benefits of blood-brain barrier crossing renin-angiotensin system drugs relative to their nonpenetrant counterparts. We harmonized longitudinal participant data from 14 cohorts from 6 countries (Australia, Canada, Germany, Ireland, Japan, United States), for a total of 12 849 individuals at baseline, and assessed for blood-brain barrier crossing potential within antihypertensive medications used by cognitively normal participants. We analyzed 7 cognitive domains (attention, executive function, language, verbal memory learning, recall, mental status, and processing speed) using ANCOVA (adjusted for age, sex, and education) and meta-analyses. Older adults taking blood-brain barrier-crossing renin-angiotensin drugs exhibited better memory recall over up to 3 years of follow-up, relative to those taking nonpenetrant medications, despite their relatively higher vascular risk burden. Conversely, those taking nonblood-brain barrier-penetrant medications showed better attention over the same follow-up period, although their lower vascular risk burden may partially explain this result. Findings suggest links between blood-brain barrier crossing renin-angiotensin drugs and less memory decline.

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Wexler, Geoff. "Higher Education in Orthodontics in Australia." British Journal of Orthodontics 19, no. 4 (November 1992): 343–44. http://dx.doi.org/10.1179/bjo.19.4.343.

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Simon, David S. "Accounting in higher education in Australia." Accounting Education 1, no. 2 (June 1992): 133–36. http://dx.doi.org/10.1080/09639289200000023.

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Gibson, Chris. "Geography in Higher Education in Australia." Journal of Geography in Higher Education 31, no. 1 (January 2007): 97–119. http://dx.doi.org/10.1080/03098260601033050.

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Meek, V. Lynn, and Fiona Q. Wood. "Higher education governance and management: Australia." Higher Education Policy 11, no. 2-3 (June 1998): 165–81. http://dx.doi.org/10.1016/s0952-8733(98)00005-1.

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Constantinides, Efthymios, and Marc C. Zinck Stagno. "Higher Education Marketing." International Journal of Technology and Educational Marketing 2, no. 1 (January 2012): 41–58. http://dx.doi.org/10.4018/ijtem.2012010104.

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The importance of the Internet as commercial platform is by now universally recognized, and businesses increasingly adopt online marketing channels at the cost of traditional ones. The social media, being second generation (Web 2.0) internet applications, allow interaction, one-to-one communication, customer engagement, and user generated content. The interest of higher education institutions in social media as part of the marketing toolkit is increasing, but little is known about the potential of these channels in higher education marketing strategies. Even less is known about the role of social media as influencers of future students in the choice of study and university. This article presents the results of a study identifying the role and importance of social media on the choice of future students for a study and university in comparison with the traditional university marketing channels in the Netherlands. The study identifies and describes three market segments among future students based on their use of the social media.

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Woodhouse, David, and Terry Stokes. "Australia: Evaluation and Quality in Higher Education." Research in Comparative and International Education 5, no. 1 (January 2010): 18–31. http://dx.doi.org/10.2304/rcie.2010.5.1.18.

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Shah, Mahsood, Hai Yen Vu, and Sue-Ann Stanford. "Trends in private higher education in Australia." Perspectives: Policy and Practice in Higher Education 23, no. 1 (September 24, 2018): 5–11. http://dx.doi.org/10.1080/13603108.2018.1521348.

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Harrold, Ross. "Evolution of Higher Education Finance in Australia." Higher Education Quarterly 46, no. 4 (October 1992): 321–37. http://dx.doi.org/10.1111/j.1468-2273.1992.tb01606.x.

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Hayden, Martin, and Peter Carpenter. "From school to higher education in Australia." Higher Education 20, no. 2 (September 1990): 175–96. http://dx.doi.org/10.1007/bf00143700.

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35

Matthews, Jermey N. A. "Internet startups look to reinvent higher education." Physics Today 66, no. 3 (March 2013): 26–28. http://dx.doi.org/10.1063/pt.3.1911.

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Coombs, Steven J., and Jillian Rodd. "Using the Internet to Deliver Higher Education." Computers in the Schools 17, no. 3-4 (July 2001): 67–90. http://dx.doi.org/10.1300/j025v17n03_05.

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Samokhvalova, Alexandra. "Branding Higher Education: The Case of Malaysian Higher Education Promotion on The Internet." Kajian Malaysia 35, no. 2 (2017): 87–104. http://dx.doi.org/10.21315/km2017.35.2.5.

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Hardwick-Franco, Kathryn Gay. "Flexible education in Australia." Higher Education, Skills and Work-Based Learning 8, no. 3 (August 13, 2018): 259–73. http://dx.doi.org/10.1108/heswbl-02-2018-0019.

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Purpose The purpose of this paper is twofold: first, to explore the extent to which the South Australian flexible learning option (FLO) secondary school enrolment strategy supports some of the most vulnerable and disengaged students to simultaneously engage in secondary- and higher-education, skills and work-based learning; second, to explore the degree to which this FLO enrolment strategy addresses the United Nations (UN) principles of responsible management education and 17 sustainable development goals. Design/methodology/approach The approach includes a practice perspective, field-notes and documents analysis. Findings This paper finds the flexibility inherent in the FLO enrolment strategy goes some way to addressing inequity in education outcomes amongst those who traditionally disengage from education and work-based learning. Findings also highlight ways in which the FLO enrolment strategy addresses some of the UN principals and 17 goals. Research limitations/implications This paper supports the work of HESWBL by calling for future research into the long-term benefits of flexible education strategies that support HESWBL, through exploring the benefits to young people, from their perspective, with a view to providing accountability. Social implications The paper offers an example of a way a practice perspective can explore an education strategy that addresses “wicked problems” (Rittel and Webber, 1973). Currently, “wicked problems” that pervade member countries of the Organisation for Economic Co-operation and Development include intergenerational poverty, under-education and unemployment. Originality/value This paper is valuable because it explores from a practice perspective, how a secondary education enrolment strategy supports vulnerable students engage in their secondary schooling, while simultaneously supporting students achieve higher education, skills and work-based learning.

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Ninnes, Peter. "Acculturation of International Students in Higher Education: Australia." Education and Society 17, no. 1 (January 1, 1999): 73–101. http://dx.doi.org/10.7459/es/17.1.07.

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Walker, W. G. "Private higher education: challenges for Australia and beyond." Journal of Education Policy 3, no. 3 (July 1988): 261–72. http://dx.doi.org/10.1080/0268093880030305.

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Barr, Nicholas. "Higher Education in Australia and Britain: What Lessons?" Australian Economic Review 31, no. 2 (June 1998): 179–88. http://dx.doi.org/10.1111/1467-8462.00064.

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Sealey, Tim N. "Socio-economic position and higher education in Australia." Australian Educational Researcher 38, no. 1 (February 2011): 43–56. http://dx.doi.org/10.1007/s13384-010-0004-6.

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Power, Colin, and Frances Robertson. "Factors influencing participation in higher education in Australia." Australian Educational Researcher 15, no. 1 (March 1988): 85–98. http://dx.doi.org/10.1007/bf03219403.

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Ahmed, Sara. "Doing Diversity Work in Higher Education in Australia." Educational Philosophy and Theory 38, no. 6 (January 2006): 745–68. http://dx.doi.org/10.1111/j.1469-5812.2006.00228.x.

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White, Kate. "Women and leadership in higher education in Australia." Tertiary Education and Management 9, no. 1 (January 2003): 45–60. http://dx.doi.org/10.1080/13583883.2003.9967092.

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Ferris, James M. "HIGHER EDUCATION "REFORM" IN AUSTRALIA: AN OUTSIDER'S VIEW." Australian Journal of Public Administration 51, no. 3 (September 1992): 333–41. http://dx.doi.org/10.1111/j.1467-8500.1992.tb02619.x.

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Le Claire, Kenneth A. "Higher education choice in Australia: Processes and impediments." Higher Education 17, no. 3 (May 1988): 333–49. http://dx.doi.org/10.1007/bf00163795.

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Gross, Michael J., Pierre Benckendorff, Judith Mair, and Paul A. Whitelaw. "Hospitality higher education quality: Establishing standards in Australia." Journal of Hospitality and Tourism Management 30 (March 2017): 4–14. http://dx.doi.org/10.1016/j.jhtm.2017.01.007.

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Ene, Andreea Bianca. "Distance Education in Romanian Higher Education." HOLISTICA – Journal of Business and Public Administration 9, no. 1 (May 1, 2018): 65–70. http://dx.doi.org/10.1515/hjbpa-2018-0005.

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Abstract The global diffusion of Internet involves economic, political and demographic factors that can predict in real time. In this article, we demonstrate that according to data provided by EUROSTAT, the number of people looking for a job in Romania it is correlated with specific query terms using Google Trends. Search engine data is used to “predict the present” values of different economic indicators. The obtained results are compared with the classical method of developing the economic indicators, with official EUROSTAT employment data. In this paper, we demonstrate that the new methods to extract the economic indicators from web technologies are accurate.

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Niu, Xiaowei. "Internet-assisted English Teaching in Higher Vocational Education." Journal of Physics: Conference Series 2066, no. 1 (November 1, 2021): 012080. http://dx.doi.org/10.1088/1742-6596/2066/1/012080.

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Abstract The rapid development of information technology has brought opportunities and challenges to English teaching. Online teaching has become a trend in language teaching, and it is also the core of the ongoing reform of English teaching. It not only changes the traditional English classroom thinking and teaching methods, but also changes the students’ learning environment and learning methods. At present, many experts and scholars at home and abroad have conducted research on the teaching activities of English network. Researchers have also put in a lot of effort and research to study how to use online platforms to help teach English. This article focuses on the study of multimedia-assisted English teaching in higher vocational education based on the Internet. First, it uses the literature research method to explain the problems in multimedia-assisted English teaching in higher vocational education, then puts forward some relevant suggestions for improvement, and finally uses the questionnaire method to analyze the multimedia A survey on the status quo of English teaching in higher vocational colleges was conducted. The results of the survey showed that the multimedia construction in schools is still good at this stage. Among them, computer equipment accounts for the most, reaching about 39%, and then the slide projector, accounting for about 32%. Regarding whether multimedia teaching can replace traditional teaching, 55% of teachers think that it can be partially replaced, and 31% of teachers think that the two should be combined.

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