Journal articles on the topic 'Science – Study and teaching (Higher) – Australia'

The internationalized higher education in Engineering has made the sustainable future of Chinese regional universities prosper in the recent decade. The teaching practices of engineering courses pose many challenges in Sino–foreign joint undergraduate programs. The design-based learning (DBL) approach addresses students learning challenges in the joint undergraduate program facilitated by the Wuhan University of Science and Technology (WUST) in central China along with Deakin University (DU), Australia. Following the seven general principles of DBL, a project of process planning was performed for teaching and learning in the Manufacturing Technology course. An implicit meta-cognitive competence was developed through performing the engineering project tutoring, diverse learning tasks and normative assessment criteria. The DBL pedagogy succeeds in bridging the diverse knowledge systems in the specialized courses of Manufacturing Technology between Chinese and Australian programs in Mechanical Engineering. Many achievements and awards won by the students demonstrate a satisfactory result in the case study on the teaching practice towards DBL. The pedagogy towards DBL truly improves the teaching quality of the courses in joint programs and further strengthens the internationalized engineering education for the sustainable development of regional universities in China.

AbstractWithin higher education there is widespread support for developing students’ interdisciplinary skills. Despite this, evidence for, and practice of, cross-faculty interdisciplinary sustainability learning remains in its infancy. Recent articles have shown that Australia is no exception. This article provides a case study of interdisciplinary learning and teaching within a cross-faculty Education for Sustainability (EfS) undergraduate subject involving science, arts, business, and health students at an Australian university. A description of the subject and its theoretical context provides a platform for presenting the findings of a mixed method enquiry into how pedagogy supports interdisciplinary sustainability learning. The sequential explanatory research design involved a post-subject quantitative survey analysed using SPSS, augmented by qualitative student journal data (n = 67) using phenomenological analysis within NVivo. The study found that students, regardless of discipline background, valued the processes and pedagogy used to promote interdisciplinary collaboration and awareness. The experience left students feeling more skilled and confident of their ability to contribute to future interdisciplinary sustainability collaboration. This case study, replete with a subject description, theoretical context for an innovative pedagogical approach and study results, provides higher education professionals with a template for deliberative curriculum and pedagogy that promote interdisciplinary knowledge, skills and confidence that may contribute to transformative learning that supports EfS goals. The article presents a strong case for future EfS curriculum frameworks and strategic education policy to include deliberative interdisciplinary pedagogy. It also challenges higher education institutions to create flexible systems that facilitate cross-faculty interdisciplinary learning that is necessary for preparing students for the future.

While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy.

ABSTRACT Background: The availability of higher education courses/degrees in exercise and sports science has increased exponentially over the last 20 years. Graduates of these courses/degrees have many career possibilities; however, the distribution of the occupations is relatively unknown. Therefore, the purpose of this study was to gain an in-depth understanding of exercise and sports science graduates in Australia. Methods: Australian exercise and sports science graduates (n = 747) completed an online survey about their occupation and employment conditions, career progression, and satisfaction. Results: Approximately 70% of graduates were employed in the exercise and sports science workforce (57% full time, 25% part time, and 18% casual). Their occupations were predominately accredited exercise physiologists (29%), personal trainers/fitness leaders (9%), and teaching/research academics (8%). A total of 42% had a postgraduate qualification, and 40% had a clear progression pathway in their exercise and sports science role. Graduates were predominately extremely satisfied (35%) or somewhat satisfied (48%) with their current situation, and half (49%) planned to remain in their occupation for more than 10 years. Conclusion: Despite most graduates obtaining exercise and sports science employment, many are part time or casual and still seeking full-time work. The workforce is highly educated and well supported, but many occupations lack a clear developmental pathway.

Abstract Open Educational Resources (OER) in higher education cannot be put into practice without considering institutional contexts, which differ not only globally but also within the same country. Each institutional context provides educators with opportunities or limitations where Open Educational Practices (OEP) and OER for teaching and learning are involved. As part of a broader research project, and as a follow-up to national perspectives, an international comparison was conducted, based on institutional cases of nine different higher education systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey). Aspects regarding the availability of infrastructure and institutional policies for OER, as well as the existence of measures directed at OER quality assurance and at the promotion of the development and use of OER were covered. The resulting theoretical contribution sheds light on an international comparative view of OER and points towards country-specific trends, as well as differences among institutions. These aspects could provide an impetus for the development of institutional guidelines and measures. In line with international literature on the topic, recommendations are derived to promote/ enhance the use of OER in teaching and learning in higher education at the institutional level.

In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences, academics from Sweden, the United States, Australia and the United Kingdom offer insights into a number of features of undergraduate study – independent study projects, the development of political attitudes, the graduate attributes agenda, general education courses in global studies and the attainment gap between students with different types of entry qualifications.

Cooperative learning (CL) is a teaching and learning pedagogy that has been used widely in school but there is limited information on instructors’ perceptions of CL nor observations of how CL is implemented in higher education settings. In this study, we used an interpretative-qualitative approach to investigate the advantages and challenges of embedding CL in instructors’ teaching in Iran and Australia. Data were collected through interviews and observations and thematic analysis method was used to analyse the data. Results showed that despite challenges such as the lack of familiarity with CL and how it can be implemented in university curricula, issues associated with assessment, and time constraints, CL created an interactive, pleasant, and safe environment for deep learning in both countries. The findings showed that there were challenges in Iran such as a tendency to use traditional approaches to teaching, insufficient understanding of how to establish teamwork, and a lack of up-to-date teaching resources. In Australia, changing courses, working with external students, catering for individual differences, and building positive relationships were some of the challenges of implementing CL. We believe that these challenges can be overcome if university instructors are prepared to address them.

The purpose of this study is to investigate and explore the degree of success of the implementation of online learning in conventional higher education institutions instead of face-to-face learning during the spread of the Covid-19 Pandemic during the 2019/2020 academic year, via exploring the undergraduate students' perceptions of the application of the online learning system at Ajman University in UAE, and Griffith University in Australia. In the study, the descriptive approach was used. A questionnaire consisting of 40 items was designed and distributed to 630 students from Ajman University and 675 students from Griffith University, who were randomly selected from different faculties of the two universities during the 2019/2020 academic year during the COVID-19 pandemic. The results of the study revealed that students' a moderate satisfaction with the University's readiness, training, and technical support for online learning and the university's teaching and learning process during the COVID-19 pandemic, with female students finding them more satisfaction than male students. Disciplines and computer skills also showed an impact on such satisfaction, with Pharmacy & Health Science College students at Ajman University and Architecture, Art, and Design discipline students at Griffith University, and those with excellent computer skills in both Universities. In addition, the results showed positive attitudes of students towards the use of online learning at the two universities during the COVID-19 pandemic.

Background With the increasing use of digital technology in society, there is a greater need for health professionals to engage in eHealth-enabled clinical practice. For this, higher education institutions need to suitably prepare graduates of health professional degrees with the capabilities required to practice in eHealth contexts. Objective This study aims to understand how eHealth is taught at a major Australian university and the challenges and suggestions for integrating eHealth into allied health, nursing, and medical university curricula. Methods Cross-disciplinary subject unit outlines (N=77) were reviewed for eHealth-related content, and interviews and focus groups were conducted with the corresponding subject unit coordinators (n=26). Content analysis was used to identify themes around challenges and opportunities for embedding eHealth in teaching. Results There was no evidence of a standardized approach to eHealth teaching across any of the health degrees at the university. Where eHealth content existed, it tended to focus on clinical applications rather than systems and policies, data analysis and knowledge creation, or system and technology implementation. Despite identifying numerous challenges to embedding eHealth in their subjects, unit coordinators expressed enthusiasm for eHealth teaching and were keen to adjust content and learning activities. Conclusions Explicit strategies are required to address how eHealth capabilities can be embedded across clinical health degrees. Unit coordinators require support, including access to relevant information, teaching resources, and curriculum mapping, which clearly articulates eHealth capabilities for students across their degrees. Degree-wide conversations and collaboration are required between professional bodes, clinical practice, and universities to overcome the practical and perceived challenges of integrating eHealth in health curricula.

Students as Partners (SaP) is about students and staff working together in teaching and learning. It is guided by the values of partnership. Knowing how students understand these values, particularly students new to the ideas and language of SaP, would enrich the scholarly conversation about partnership practices. To that end, our study asked students unfamiliar with SaP, “what values and attitudes do you think are necessary for students and academics to work as collaborative partners on teaching and learning?” We captured 173 written responses from students in a biomedical sciences degree program in an Australian university. Thematic analysis revealed four key values: respect, communication, understanding, and responsibility/commitment. We discuss the results through the lens of reciprocity and power, emergent consumerist culture in higher education, and the disciplinary context of science. In conclusion, we encourage dialogue between staff and students to illuminate and affirm the values of partnership that define SaP.

This study aimed to identify factors influencing student engagement in online and blended courses at one Australian regional university. It applied a data science approach to learning and teaching data gathered from the learning management system used at this university. Data were collected and analysed from 23 subjects, spanning over 5500 student enrolments and 406 lecturer and tutor roles, over a five-year period. Based on a theoretical framework adapted from Community of Inquiry (CoI) framework by Garrison et al. (2000), the data were segregated into three groups for analysis: Student Engagement, Course Content and Teacher Input. The data analysis revealed a positive correlation between Student Engagement and Teacher Input, and interestingly, a negative correlation between Student Engagement and Course Content when a certain threshold was exceeded. The findings of the study offer useful suggestions for future course design, and pedagogical approaches teachers can adopt to foster student engagement.

Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.

Good critical thinking is important to the development of students and a valued skill in commercial markets and wider society. There has been much discussion regarding the definition of critical thinking and how it is best taught in higher education. This discussion has generally occurred between philosophers, cognitive psychologists and education researchers. This study examined the perceptions around critical thinking of 470 chemistry students from an Australian University, 106 chemistry teaching staff and 43 employers of chemistry graduates. An open-ended questionnaire was administered to these groups, qualitatively analysed and subsequently quantified. When asked to define critical thinking respondents identified themes such as ‘analysis’, ‘critique’, ‘objectivity’, ‘problem solving’, ‘evaluate’ and ‘identification of opportunities and problems’. Student respondents described the smallest number of themes whereas employers described the largest number of themes. When asked where critical thinking was developed during the study of chemistry students overwhelmingly described practical environments and themes around inquiry-based learning. When teaching staff were asked this question they commonly identified critiques, research, projects and practical environments to some extent. This research highlights that there is only limited shared understanding of the definition of critical thinking and where it is developed in the study of chemistry. The findings within this article would be of interest to higher education teaching practitioners of science and chemistry, those interested in development of graduate attributes and higher order cognitive skills (HOCS) and those interested in the student and employer perspectives.

Students from three undergraduate programs at James Cook University, Queensland, Australia, studying combined first-year anatomy and physiology courses, showed different academic achievement in physiology. Physiotherapy students were more active and social when completing learning tasks and achieved significantly higher grades in physiology compared with students enrolled in Sport and Exercise Science and Occupational Therapy programs. To promote academic engagement and achievement by all three groups, discussion questions, case studies, and study guides were included. The aim of this study was to investigate the effectiveness of using these modified resources to promote active learning, enhance academic social interactions, and provide a supportive learning environment. The occupational therapy students showed increased academic achievement (from 57.9 to 66.5%) following implementation of the new resources, but there was no change in the already high-performing physiotherapy students (73.1%) and, more concerningly, the sport and exercise science students (from 54.6 to 56.7%). Fewer sport and exercise science students had prior learning in chemistry (30.4% of participants) and also spent little time outside class studying (8 h/wk), compared with the physiotherapy cohort (70.0% chemistry; 13 h/wk studying). Findings of this research demonstrate that creating a supportive and active learning environment are important factors in promoting the learning of physiology for some cohorts. Background knowledge, academic self-regulatory skills, and the experience of teaching staff are factors that must be considered when endeavoring to increase student academic achievement. Future studies should examine the effect of students’ academic self-regulation and the use of remedial chemistry classes when learning physiology.

Virtual learning is a popular teaching modality, and it has been reported in research that there is no significant difference in academic outcome as compared with face-to-face courses. Not all researchers agree with this assertion and some claim it is more difficult to teach math-oriented subjects online. Given that educational psychology theories are effective for teaching quantitative topics in the face-to-face modality, this study proposes and tests methods for virtual learning. Constructivism learning theory is applied using knowledge management principles to teach an online masters-level research methods course at an Australian university. Asynchronous and synchronous tools are used in the VLE, and contrasted in a controlled experiment. The hypothesis is student grades will be significantly higher when the constructivist instructional method is applied to the synchronous VLE.

The article considers the current problem of improving the education system, namely the application of the concept of STEAM as an innovative approach, which is today the subject of mass interest of both researchers and teachers-practitioners. Thanks to STEAM-education, teachers have the opportunity to develop students in several subject areas - computer science, physics, technology, engineering, art and mathematics. The necessity of introducing the concept of STEAM-education into the system of training pre-service teachers, which continues the implementation of STEM ideas, caused by the transition of society to the digital age, is substantiated. STEAM approaches in the educational process are considered. The experience of such developed countries as the USA, Finland, Australia, Great Britain, Israel, Korea, Singapore was analyzed and it was found out that they implement state programs in the field of STEAM education. In Finland, a LUMA center has been opened, in Spain teachers use STEAM-Makerspace to improve the knowledge of high school students in the field of geometry, in Australia the program STEAM Professionals in Schools has been implemented that brings together teachers with STEAM professionals to improve STEAM teaching practice and provide STEAM training at Australian schools. Possibilities of realization of three main ways of introduction of STEAM-education into the learning process, such as STEAM-project, STEAM-lesson, Maker-space are covered which can be effectively introduced into the educational process of higher education institutions. The implementation of the STEAM approach using the example of training pre-service mathematics teachers is considered. The author notes the important role of teachers who are ready to implement the ideas of STEAM-education in this process. The results of experimental work on the implementation of the concept of STEAM-education within the project activities of students using the example of the project "Ukrainian embroidery" are presented. The purpose and activity of students are revealed, the research tasks which they carried out are described. The result of the study was the development of a program that "embroiders", simulates the process of embroidery in different techniques, implementing different approaches to bypass the embroidery scheme. In addition, a set of tools was created in the GeoGebra package for research and design of various ornaments based on traditional elements of Ukrainian embroidery.

The Master of Nursing Science (MNSc) has been developed as a Graduate Entry to Nursing (GEN) programme. It is an accelerated, intensive two-year degree involving the completion of 1100 clinical practice hours to meet New Zealand Nursing Council registration requirements, together with achieving a level of critical thinking that will support excellence in clinical practice. GEN programmes are well known to attract diverse, motivated graduates often with successful careers that want a change of direction (Stacey, Pollock & Crawford, 2016; Pellico, Terrill, White & Rico, 2012). In 2019 the MNSc was in its first iteration, therefore the three lecturers involved had scope to consider the design and delivery of the learning to best support student understanding and engagement. Together with institutional teaching and learning development mentors we brainstormed different approaches to teaching and learning. There is dearth of evidence regarding the development of clinical reasoning and critical thinking for post-graduate nursing students in Australasia. The aim was to develop teaching approaches that encouraged students to engage with the content and foster the development of critical thinking and clinical reasoning. Meyers and Nulty’s (2009) adoption of Biggs (2003) 3P Model of learning and teaching influenced the development of content across multiple discrete units of study. An evolving case study approach supported with podcasts was developed. The first evolving case study focused on a client with a rural New Zealand address and health status common to his age group and life experience. The podcasts aligned with the weekly development of the case. International content experts participated in topics as varied the management of analgesia, history of consent, and assisted dying and others. To iteratively explore and understand the effectiveness of this teaching approach the authors concurrently undertook research. Informed by educational design research (EDR) methodology we explore the process of constructing an authentic learning experience for students. Educational design research (EDR) evolved from design-based research and is recognised as being practical and eminently suitable to explore a small teaching and learning project (Jetinikoff, 2015; McKenney & Reeves, 2018). The aims of this research were to 1) explore and describe the process of constructing an authentic learning experience enabled by technology; and 2) understand and reflect on student learning using an evolving case-study with podcasted content. The research team is currently undertaking the reflection, adaption, and evaluation stage of the EDR methodology. The results of this and the theory stage will be resented at SoTEL. In this presentation, the analysis of the teaching teams’ reflections will be explored. Key to our discussion with the audience will be sharing our reflections and in turn seeking their advice to explore how to engage students in technology enhanced delivery in a fast-paced course. References: Biggs, J.B. (2003). Teaching for quality learning at university. (2nd ed.). Maidenhead: Open University Press. Jetnikoff, A. (2015). Design based research methodology for teaching with technology in English. English in Australia, 50(3), 56-60. McKenney, S., & Reeves, T. (2018). Conducting Educational Design Research (2nd ed.). Routledge: https://ebookcentral.proquest.com/lib Meyers, N. M., & Nulty, D. D. (2009). How to use (five) curriculum design principles to align authentic learning environments, assessment, students approaches to thinking and learning outcomes. Assessment & Evaluation in Higher Education, 34, (5), 565–577. Pellico, L.H., Terrill, E., White, P., & Rico, J. (2012). Integrative review of graduate entry programs. Journal of Nursing Education, 51(1), 29-37. http://dx.doi:10.3928/01484834-20111130-01. Stacey, G. Pollock, K., & Crawford, P. (2016). The rules of the game in graduate entry nursing: A longitudinal study. Nurse Education Today, 36, 184-189. http://dx.doi:10.org/10/1016/j.nedt.2015.09.016

Estimates of daily smoking as high as 15 percent by Year 10 students (average age 15) suggest there is an urgent need to focus attention on the formulation of school-based cessation programs for young smokers, as an adjunct to existing prevention focused programs which serve the majority of young non-smokers. The purpose of this study was to gather recommendations from student smokers (in the middle high school years, about 15 years of age) which may be used in the design of school-based smoking cessation programs. This study investigated the opinions of 2865 smoking and nonsmoking Year 10 students drawn from twenty-one metropolitan high schools in Brisbane, Australia. The majority of students, including smokers, were supportive of school-based smoking cessation programs. Smokers reported a preference for the program to be voluntary, to be accessible during school time, and facilitated by other students or non-teaching personnel. A clear preference for individualized attempts to quit over more structured or group programs was evident. The majority of smokers reported that they preferred to quit on their own. They, however, also recognized the value of assistance from a supportive friend or being in a group of students who helped one other. In general, male and female students expressed the same preferences regarding methods of quitting. Males, however, appeared more difficult to motivate and more skeptical of quitting programs. Specific ideas for identifying students who may have higher support needs when quitting are provided.

This case study critically reflects upon the development of a scholarship of technology enhanced learning (SOTEL) research cluster in clinical sciences higher education. The research cluster has grown from an initial community of practice established in 2015 in the context of Paramedicine education (Cochrane, Cook, Aiello, Harrison, & Aguayo, 2016), to a collaborative transdisciplinary research cluster that now encompasses: the School of Clinical Sciences, Journalism, the Centre for Teaching And Learning, the AppLAB, and international research partners (Cochrane, 2019; Cochrane et al., 2018). The MESH360 research cluster (initially standing for the Multiple Environment Simulation VR Hub, but now covering the growing body of immersive reality enhanced learning projects) focuses upon the common domain of the exploration of immersive reality to enhance higher education to develop student creativity, critical thinking, and problem-solving capabilities. The research cluster is built upon the shared ontology, epistemology, and research methodology of the wider SOTEL research cluster hub (https://sotel.nz/about-the-cluster/). We established an ecology of resources to support the research cluster (Cochrane & Narayan, 2018), and encourage open educational practice via social media, publishing in open access channels, and regular project showcases. Outcomes from the MESH360 research cluster include: innovative curriculum design, journal articles, conference proceedings, 2 Vice Chancellors teaching innovation awards, a Prime Minister’s research scholarship, and award of a variety of internal project funding. The activity of the research cluster is curated in a ResearchGate Project at https://www.researchgate.net/project/MESH360 and on social media via the #MESH360 hashtag. While the activity of the MESH360 has been predominantly within the Faculty of Health and Environmental Sciences, we are seeing wider impact into Schools within the other Faculties at the university, and potential national and international collaborations. The SOTEL model includes the following main elements: An online hub - The SOTEL Research Cluster https://sotel.nz/ An annual Symposium showcasing SOTEL in practice https://sotel.nz The Pacific Journal of Educational Technology (PJTEL) The CMALT cMOOC and the MOSOMELT cMOOC A weekly webinar series Brokering international TEL networks such as the ASCILITE Mobile Learning Special Interest Group A series of TEL workshops and showcases The presentation will outline the above elements of the SOTEL Research Cluster. We believe the MESH360 research cluster model can be applied to a wide variety of higher education domains. References Cochrane, T. (2019). How AUT is Designing Authentic Student Learning Experiences with Immersive Reality. Paper presented at the 2nd New Zealand Digital Campus and Blended Learning Transformation From K6 to Higher education: Immersive AR/VR, blended learning innovations and next generation learning spaces, Stamford Plaza, Auckland, New Zealand. https://tinyurl.com/SOTELprojects Cochrane, T., Cook, S., Aiello, S., Harrison, D., & Aguayo, C. (2016, 28-30 November). Designing Virtual Reality Environments for Paramedic Education: MESH360. Paper presented at the Show Me The Learning. Proceedings ASCILITE 2016 Adelaide, University of South Australia, Adelaide, Australia. Cochrane, T., & Narayan, V. (2018, 25-29 June, 2018). The Scholarship of Technology Enhanced Learning: Reimagining SOTL for the Social Network Age. Paper presented at the EdMedia: World Conference on Educational Media and Technology 2018, Amsterdam, Netherlands. Cochrane, T., Stretton, T., Aiello, S., Britnell, S., Cook, S., & Narayan, V. (2018). Authentic Interprofessional Health Education Scenarios using Mobile VR. Research in Learning Technology, 26, 2130. doi:http://dx.doi.org/10.25304/rlt.v26.2130

This study aims to describe the understanding of geography literacy and student experience with landscape recognition observations using an ethnometodology perspective. The subject of this study was the chairman of each landscape recognition practice group student geography education program from University of Jember. The results of this study that geography literacy has a dimension of relevance to geographic skills in representing contextual phenomena and places from landscape recognition observation activities. The results of both observational studies provide research experience, motivation, critical and scientific thinking skills for students represented in the mapping of the area. Keywords: Geography Literacy, Student Experience, Ethnometodology References Bogdan, R. And Biklen, S.K.(1998). Qualitative Research for Education: An introduction to theories and methods. Boston: Allyn and Bacon, Inc. Boogart II, Thomas A. (2001). The Powwer of Place: From Semiotics to Ethnogeography, Middle States Geograher, 2001, 34: 38-47. Boyle, A., Maguire, S., Martin, A., Milsom, C., Nash, R., Rawlinson, S., Turner, A., Wurthmann, S. & Conchie, S.(2007). Fieldwork is Good: The Student Perception and the Affective Domain, Journaal of Geography in Higher Education, 31(2), 299-317. Chappell, Adrian.(2007). Using Teaching Observations and Reflective Practice to Challenge Conventions and Conceptions of Teaching in Geography, Journal of Geography in Higher Education, 32(2), 257-268. Comber, Barbara.(2017). Literacy Geography and Pedagogy: Imagining Translocal Research Alliances for Educational Justice, Journal Literacy Research: Theory, Method, and Practice, Sagepub, University of South Australia, 66, 53-72. Cotton, Debby R.E., Stokes, Alison, & Cotton, Peter A.(2010).Using Observational Methods to Research the Student Experience, Journal of Geography in Higher Education, 34(3), 463-473. Denzin, Norman K. And Lincoln Yvonna S. (2008). Strategies of Qualitative Inquiry. California: Sage Publications, Inc. Fatchan, Achmad. (2015). Methodology Research Qualitative of Ethnography and Ethnometodology Approaches for Social Sciences. Yogyakarta: Ombak. Guertin, L., Stubbs, C., Millet, C., Lee, T., & Bodek, M.(2012). Enchancing Geographic and Digital Literacy with a Student Generated Course Portfolio in Google Earth, Journal of College Science Teaching, 42(2), 32-37. Hunter, Nancee.(2016). Assesing Sense of Place and Geo-literacy Indicatorc as Learning Outcomes of an International Teacher Professional Development Program, Dissertation, Porland State University. Johnston, B. And Webber, S. (2003). Information Literacy in Higher Education: a review and case study, Studies in Higher Education, 28 (3), 335-352. Levinson, S.C.(2003). Space in Language and Cognition: Explorations in Cognitive Disversity. New York: Cambridge University Press. Lloyd, Annemaree.(2006). Information Literacy Landscapes: an emerging picture, Journal of Documentation, 62 (5), 570-583. Miles, Matthew B, Huberman, A. Michael, and Saldana, Johnny.(2015). Qualitative Data Analysis A Methods Sourcebook. Thousand Oaks, CA: Sage Publications. Minca, Claudio.(2013). The Cultural Geographies of Landscape, Hungarian Geographical Bulletin 62(1), 47-62. National Research Council.(2005). Learning to Think Spatially. GIS as a Support System in the K12 Curriculum. Washington DC: National Research Council and National Academies Press. Ottati, Daniela F.(2015). Geographical Literacy, Attitudes, adn Experiences of Freshman Students: A Qualitative Study at Florida International University, Dissertation. Miami: Florida International University. Patton, M.Q.(2002). Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oasks CA: Sage Publications. Stokes, A. & Boyle, A.P.(2009). The Undergraduate Geoscience Fieldwork Experience: Influencing Factors and Implications for Learning, in: S.J. Whitmeyer, D.W. Mogk & E.J. Pyle (Eds) Field Geology Education-Historical Perspectives and Modern Approach, 461, Geological Society of America, 313-321. Turner, S., & Leydon, J.(2012). Improving Geography Literacy among First Year Undergraduate Students: Testing the Effectivess of Online Quizzes, Journal of Geography, 111(2), 54-66.

STEM education has become the normative base for teaching natural sciences, physical-mathematical disciplines and engineering sciences in a number of coun-tries. This technique has become the basis for a series of reforms for secondary and higher education in the USA, Australia, and some other countries. The meth-od involves the integration of training in the fields of mathematics, technical spe-cialties, scientific research and engineering. The widespread use of this technique and its active research throughout the world over the past ten years is due to the need to improve the quality of technical education and the ever-increasing rate of technological progress. This research is devoted to studying the impact of the STEM education introduction for 3rd year students of technical and pedagogical departments for improving the quality of training. The study involved two groups of students from two universities in Russia and China. The sample consisted of 316 people from each university, and the same amount was for control group to verify the results. The two study groups underwent training using two different STEM methodologies - “amalgam” and “interconnect”, which involve varying degrees of integration of various academic subjects within the coordinated STEM education. Both study groups used online-education integrated with STEM that helped to significantly increase the involvement of students in the learning pro-cess. All three groups passed pre-tests and post-tests on the learning outcomes before and after the introduction of the STEM education. The average grades re-ceived by students on studied disciplines show that the STEM education increas-es the academic performance with the statistical error of the study exceeded. The introduction of the “interconnect” method, which implies a greater integration of subjects during the training, showed provably higher results than the “amalgam” method. However, this study cannot be used to assess the quality and capabilities of each of these methods, since such an assessment requires additional research.

A Review of: Burke, L. “Models of Reference Services in Australian Academic Libraries.” Journal of Librarianship and Information Science 40.4 (2008): 269-86. Objective – To investigate the current organizational models for reference work in Australian academic libraries, and how these reference services are staffed. Design – Mixed methods. Setting – Academic universities in Australia. Subjects – Forty Council of Australian University Librarians (CAUL) member libraries. Methods – A literature study was undertaken to (1) find a definition of reference services and (2) explore the development of reference service models over time. Statistics from the CAUL member libraries were studied for trends in student population and number of academic and library staff. A web-based survey, with questions based on the findings in the literature study, was then distributed to the 40 Australian university libraries in 2006. Respondents were asked when the library commenced different reference services in five areas: formats in which the library received and responded to reference queries, information literacy, subject specialization, liaison activities, and collection development. Respondents also answered questions about the organization of the reference department, including: whether they had a separate or integrated model; the size of the reference collections; if they had a librarian dedicated to supporting students studying in remote or distant mode; if the interlibrary loans department was part of the suite of reference services; and if they had a mission or statement of purpose for their reference services department. Main Results – Based on the literature study, the working definition of reference services (1) for the project was “all activities which assist in providing relevant and appropriate information services to patrons” (270), including: • All interactions with patrons to assist them in their searches for information in all media types. • All training by librarians of patrons to be able to access information for themselves. • Activities to help the library stay informed of relevant developments, such as establishing and maintaining relationships with patrons. The literature study also revealed (2) a shift from the traditional reference service model, focused on the reference desk and the services delivered from that location, to new models involving “consolidation of reference service points, establishment of tiered reference, reference by appointment, reorganization of reference departments, and limiting services to primary users” (271). The core aspects of reference services have changed little over time, including face-to-face reference work, print collection development, bibliographic instruction, and attending meetings. In some aspects, however, there has been a shift in emphasis, e.g., in bibliographic instruction from the teaching of tools to the teaching of information literacy. In addition, reference work has come to include “going out to users,” or academic liaison work, as well as research consultation as a general way to assist undergraduate student in getting started on assignments and projects. The Web-based survey (n=40, response rate 87.5%) showed that 32.4% of libraries have an integrated inquiry point which incorporates information queries and other queries that are not necessarily related to traditional library reference services (272, Table 1). This survey result supports the findings of the literature study in showing a trend of library services moving away from the traditional reference desk. A majority of the responding libraries still retained a separate reference department, but a significant number of libraries have developed departments incorporating reference services with other library services. Those that retained the separate department varied in how they described services to patrons, the most common name being Information Services, a more user-friendly and descriptive name. In staffing the reference service, the respondents were asked to indicate the classification level of their staff using the Higher Education Worker (HEW) scale (an Australian salary scale, based on competencies, minimum 1 / maximum 10). Staff spans a variety of levels (4-10), the most common level being HEW6, a level where all libraries had staff. This indicates that a large part of reference staff in Australian academic libraries are highly qualified. The shift in higher education, resulting in greater numbers of students and fewer staff (including librarians), has in many libraries resulted in a more flexible organization of reference services, and the utilization of staff from other sections of the library for manning the reference service point. There is also evidence of how the changing student population leads to changing demands for library facilities and services, e.g. a decrease in the traditional complex reference questions, as well as in over the counter loan transactions, and an increase in more general queries. Conclusion – Reference services in Australian academic libraries are becoming more flexible and integrated (although the definition for integrated is still unclear), in part as the result of client demand, and in part due to decreased funding. The author sees an emerging role for reference librarians in helping patrons to navigate the increasingly complex information environment, and to assist in developing the skills to critically evaluate the information they access for authoritativeness and appropriateness.

The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. Although, the application of the MHLP learning model has limitations such as the distance from the house that is far away, the number of meetings that are only once a week, the number of food and toy sellers passing by, disturbing children's concentration, and the risk of damage to goods at home. The implication of this research can be the basis for evaluating MHLP as an adaptive strategy that requires the attention of related parties, including policy makers, school principals, and teachers for the development of new, more effective online learning models. Keywords: Moving Home Learning Program (MHLP), Children Remote Teaching References:Abdollahi, E., Haworth-Brockman, M., Keynan, Y., Langley, M. J., & Oghadas, S. M. (2020). Simulating the effect of school closure during COVID-19 outbreaks in Ontario , Canada. BMC Medicine, 1–8. https://doi.org/https://doi.org/10.1186/s12916-020-01705-8 Arends, R. I., & Kilcher, A. (2010). 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In the 21st century, sustainability and indicators of world-class universities have come within the scope of an academic cottage industry. The complex problem of university sustainability implies a big challenge for countries and educators to implement important strategies in an integrated and comprehensive way. This paper highlights and analyzes the sustainability indicators of universities included as newly formed world-class universities (NFWCUs) in the top 100 from 2010 and 2018. The integration of three global ranking scales—the Academic Ranking of World Universities (ARWU), the Quacquarelli–Symonds World University Ranking (QS) and the Times Higher Education World University Rankings (THEs)—allows us to minimize the impact of the methodology used. This study integrates regression analysis by using statistical grouping, case studies and normative analysis. Our principal findings are as follows: among the commonly ranked top 100 universities in 2018, the ARWU, QS and THE counted 57, compared with 47 in 2010. Thus, comparing 2010 and 2018 shows that 44 of the universities appeared simultaneously in ARWU, QS and THE rankings and maintained a sustainable position in any ranking system in the family of top 100 groups. Three lower-ranked NFWCUs in the hybrid list for 2010 lost their ranking and did not appear in the group of top 100 universities in 2018, which are covered by some catch-up and young universities. The NFWCUs were from US, Australia, China, Singapore, Germany and Belgium. By systematic comparison, the US and UK continued to dominate the stability of NFWCUs in 2010 and 2018. The key sustainability indicators include a high concentration of talent, abundant resources to offer a rich learning environment and conduct advanced research. Generally, the factors were negatively associated with ranking suggesting that a higher score result in top ranking and vice versa. Teaching, research, citation and international outlook were negatively correlated with THE ranking in 2018. Similarly, Alumni and PUB were negatively associated with ARWU ranking in 2018. All factors except international student ratio were significantly correlated in QS ranking either in 2010 or 2018, where negative association was observed. The significant contribution of our study is to highlight that for the sustainability of universities, it is necessary to have an increasing emphasis on the effectiveness and efficiency of government-supported research, stability of investments and more approaches to employ international initiatives. The results also confirm the appropriate governance, developing global students and place emphasis on science and technology as additional factors in the approaches of pathways to NFWCUs, with delivery of outstanding educational programs and comprehensive internationalization as a key indicator for performance improvement and global university ranking systems.

As new digital technologies increasing become standard in tertiary education context, tertiary institutes are tailoring courses to a much more diverse population ranging over wide geographical areas (Heggart & Yoo, 2018; Owayid & Uden, 2014). The use of online technologies, together with compatible digital devices, enables users to access course content and resources from any location at anytime (Ding, Xiong, & Liu, 2015). To account for changes in educational provision, changes to teaching and learning will occur too as institutes increasingly offer online or blended programmes. At Foundation Level 3 face-to-face lectures and tutorials were the main modes of delivery. However, with the adoption of Google Classroom, different opportunities for teaching and learning presented themselves, especially since all teaching and learning resources are accessible online. The study arises as the organisations use of Google Classroom (GC) as its learning management system (LMS) and the wider Google Suite for Educations (G-Suite) Applications (Apps) had recently been introduced to a range of Foundation Level courses across the regions. The transition from traditional classroom delivery with printed materials to a blended environment, combining face-to-face with online materials, created an ideal opportunity to investigate participants’ learning experiences. In addition, the Foundation Level 3 course offered a student cohort with diverse G-Suite experience, learning needs, digital literacy skills, experience and confidence. This provided the opportunity to investigate benefits and challenges for teachers and students when introduced to a new teaching and learning environment. The key aim of the research was to; Examine how Foundation Level 3 students’ and teachers’ experience learning with the newly introduced Google Classroom. The methodology adopted an interpretivist paradigm and incorporated the use of a mixed method design of student surveys and focus group interviews together with individual staff interviews. The findings indicated that the integration of G-Suite Apps to a blended learning environment led to an increase in communication and collaboration for all participants. Students identified increased autonomy when accessing and retrieving digital materials which led to a more self-directed learning approach. Teachers felt their practice had changed as course assessments were designed to maximise the functionality of the different G-Suite Apps. Managing and tracking students online was also an easy and efficient use of time. The research indicated the importance of digital literacy skills for all participants which were closely linked to academic performance. The study helped to reflect on current practices to gain a deeper understanding, so we, as educators, are able to better shape pedagogical practice and enhance students’ learning experiences. A brief overview of the benefits, challenges and recommendations gained from the study will be presented. References Ding, J., Xiong, C., & Liu, H. (2015). Construction of a digital learning environment based on cloud computing. British Journal of Educational Technology, 46(6), 1367-1377. https://doi.org/10.1111/bjet.12208 Heggart, K. R., & Yoo, J. (2018). Getting the most from Google Classroom: A pedagogical framework for tertiary educators. Australian Journal of Teacher Education, 43(3). http://doi.org/10.14221/ajte.2018v43n3.9 Owayid, A. M., & Uden, L. (2014). The usage of Google Apps services in Higher Education. Communication in Computer and Information Science, 96-104. https://doi.org/10.1007/978-3-319-10671-7_9

Higher education for sustainable development (HESD) plays a key role in achieving the United Nations’ 17 Sustainable Development Goals (SDGs). This research study specifically examined HESD in terms of eLearning initiatives in Australian private higher education providers from the perspective of teachers. A qualitative structured interview method was adopted wherein 10 teachers were interviewed in order to gain an understanding of their general knowledge of HESD, their attitudes and experience towards HESD, their teaching practices related to HESD, and their understandings of strategy as well as planning initiatives for their institution. The main findings suggest that (1) teachers in private higher education providers tend to have a limited knowledge of sustainability concepts and limited experience in teaching sustainability; (2) eLearning can be a valuable approach in teaching sustainability, but this approach presents teachers with challenges such as student engagement; and (3) private higher education providers require proper resources and governance frameworks in order for any sustainability initiative to be successful. This research highlights the resourcing aspect of private higher education providers in training staff, developing learning materials, and developing practical guidelines to achieve the SDGs by 2030.

This article highlights the processes of education reform in the People's Republic of China (PRC) associated with the transition to a new stage of civilizational development, from an industrial to an information digital society. The main purpose of this study is to analyze the new stage of education reform in China. The following methods were used in the article: an empirical research method, such as analysis of open sources, official documents, publications in the state media of the People's Republic of China, as well as expert assessments of scientists from Russia, Singapore, Australia and island China. The method of qualitative analysis – in-depth interview was also applied. It was noted that there is a continuous search for new approaches to education that would be competitive in the global market, but at the same time taking into account national specifics. One of the main documents referred to by the authors in the study is "Opinions on standardization of the development of educational institutions off-campus", published in July-August 2021 from the General Staff of the State Council of the People's Republic of China. These documents were adopted in order to optimize the education system of the People's Republic of China, which was strongly influenced by the COVID-19 pandemic. The main goal of the "Opinions" is the need to improve the quality of school and higher education, as well as the standardization of extracurricular education in the centers of additional education. These measures are aimed at improving the quality of education in the country. The article provides brief reviews of articles by foreign scientists and highlights the main points of the laws with the main excerpts from a number of provisions on the role of teachers in China. The adoption of new reforms in China, as well as the situation with COVID-19 in the world, affected the activities of foreigners working in kindergartens and additional education centers, who remained inside the country during the pandemic. This law imposed a complete ban on the activities of educational institutions, thereby leaving foreigners without a basic source of income abroad. This article presents a number of in-depth interviews with young professionals with experience in teaching foreign languages in China. The interview was conducted on the condition of complete anonymity, all the names in the article have been changed. It was found that the information received from the respondents has a certain value, as it allows us to assess how the reforms in the field of education have affected not only the Chinese themselves, but also foreigners working in China. During the interview, the main conclusions were drawn, presented in the form of graphs and diagrams that allow you to visually assess the results of the study. This article covers the events that have been taking place in China since the summer of 2021 to the present day, this is its scientific novelty, since "Opinions" have introduced a number of significant changes into the Chinese education system that have not yet been fully studied, and their impact on Chinese society has not been fully revealed.

In dieser Untersuchung werden beispielhaft die Lebenswege und Karrieren von Berliner Geowissenschaftlerinnen im Zeitraum von 1906 bis 1945 nachgezeichnet und analysiert. Ähnlich wie an anderen deutschen bzw. westlichen Universitäten, aber im Gegensatz zu Russland, begann die Tätigkeit von Frauen in den Geowissenschaften spät, und das Fach wurde auch relativ selten gewählt, hauptsächlich wegen der zu geringen Berufschancen. Aber die besondere Situation in Berlin mit mehreren sich ergänzenden Institutionen und dem daraus resultierenden breiten Spektrum an geowissenschaftlichen Disziplinen, sowie ausgezeichneten Professoren, ließ dennoch Raum für eine Ausbildung in diesem Bereich und erlaubte, wenn auch in bescheidenem Maße, eine gewisse Karrieremöglichkeit. <br><br> Während der hier untersuchten 40 Jahre haben weniger als 20 Frauen in den Geowissenschaften und benachbarten Gebieten promoviert. Mehrere dieser Frauen blieben in dem von ihnen gewählten Fach weiterhin aktiv und wurden erfolgreich. Zwei Frauen gelang eine akademische Karriere — eine als Universitätsprofessorin, die auch Schülerinnen hatte. Andere arbeiteten an staatlichen Institutionen, wie z. B. dem Geologischen Landesamt. Wenige Frauen blieben nach ihrer Verheiratung beruflich aktiv, wenn auch nicht offiziell angestellt, sondern als Ehefrauen. Andere arbeiteten als "Ersatz" für die im Kriege stehenden Männer. Einige waren aus persönlichen und politischen Gründen, insbesondere während der NS-Zeit, gezwungen, die Geowissenschaften zu verlassen, konnten aber teilweise auf anderen Gebieten erfolgreich arbeiten. <br><br> This paper documents the lives and careers of women geoscientists at the Berlin Friedrich-Wilhelms-University from 1906 through 1945. Traditionally, in Germany, women had difficulties to be accepted in geosciences (except for geography/geology teachers), because of strong links between geology and mining, a field dominated clearly by men. In western European countries, as well as in the U.S.A. and Australia, the situation was similar in that women started late and in small numbers to study geology. This was, however, in contrast to Russia and later the Soviet Union where women were relatively early accepted even as university teachers. <br><br> The data for this paper were gathered from Berlin University institutions, such as the historical archive and the library of the Palaeontological Institute, and in addition personal contacts were used. Women who had studied either geography, geology/palaeontology, geophysics, mineralogy or botany/palaeobotany are subject of this study. Only those are considered who had strong affiliations to geosciences proper, in all 17 women. <br><br> During the first half of the 20th century the Berlin Friedrich-Wilhelms-University, founded in 1810, was one of the most important institutions concerning higher education in Germany, especially for women. The official opening of this university for women students was in 1908, somewhat later than at other German universities. Once admitted, however, the number of dissertations completed by women was relatively high, and, 30% of all habilitations (advanced degree which allows teaching at universities) in Germany and 50% of all habilitations in the natural sciences were accomplished at Berlin between 1918/19 to 1932. <br><br> The geosciences were, together with medicine, chemistry, physics, botany and zoology, very strong scientifical and in teaching. Geoscientists of international reputation worked at large institutions, affiliated or being part of the University, such as the Prussian (later German) Geological Survey, the Institute of Geology and Palaeontology at the Museum of Natural History or the Institute and Museum of Oceanography, and were the advisers and reviewers of women Diploma and PhD students. <br><br> doi:<a href="http://dx.doi.org/10.1002/mmng.20030060103" target="_blank">10.1002/mmng.20030060103</a>

In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.

This presentation focuses on a transdisciplinary approach to innovative and collaborative learning practices driven by technology. It highlights two salient elements associated with industry practices and processes in relation to learning and educational contexts: empowerment of individuals and communities of practice through technology, and a broader consideration of industrial approaches to the concept of learning and teaching enhanced within a digital environment. More precisely, this presentation will feature some of the key theoretical frameworks used in three different settings of learning and teaching in France with regards to the life-long learning approach thanks to Social and Emotional Learning (SEL) (WEF, 2016). It will also discuss the positive effect of the Internet and its affordances (Southerton & Taylor, 2020) on reducing the differences between theoretical and applied knowledge via professional-focused communities (Danvers, 2003). Thus, it will briefly explain that spatial and cognitive learning proximities (Lave & Wenger 1991; Fruchter, 2001) can be reduced by virtue of technology (Anders, 2016; Antonczak, 2019; Glazewski & Hmelo-Silver, 2019) and that ‘computer-supported collaborative learning’ methods can facilitate social and shared problem-solving (Sawyer, 2005; Levallet & Chan, 2018; Presicce et al., 2020) without the ‘restriction of time and place’ (Cheng et al., 2019, 489). Additionally, it will point out some aspects of problem-solving through ‘emancipatory learning and social action’ (Merriam, 2001, 9) through the use of ‘actual’ content and ‘actionable feedback’ (Woods & Hennessy, 2019) enhanced by digital tools and tactics. Next, it will focus on three case studies by concisely presenting key specifics for each of the courses, including the various digital tools used and followed by some quick interim reflections. Then it will summarise the challenges and the barriers encountered across the different practices such as virtual delivery, the size of the students' groups and some connectivity considerations. It will be followed by the principal advantages and opportunities, like the professionalisation dimension through interactive and authentic learning enhanced by affordances. And it will conclude with some managerial recommendations as experiential and practical methods (knowledge codification) thanks to industry-based teaching supported by digital technologies. The presentation will close with the overall conclusion in relation to digital technology and some of the key 21st-century career skills. In general, the findings will be of interest to academics, practitioners and policymakers. The added value of this transdisciplinary investigation is that it improves research on collaborative innovation and collective knowledge by creating a bridge between the fields of Education and Business. 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Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching workload, and the impact of online teaching. The “ASSET” support framework is developed from these conversations with the AUAA’s to help them become an “asset” to the university during these times of disruptive change instead of allowing the system to “gazump” them.

This study aims is to examine several factors that influence people to choose the profession as a science teacher. The motivation is important factor that influence individual to have a good performance in their activities. Descriptive qualitative methodology through the semi-structured interview method is chosen to get the meaningful information of this study. The data was collected from four experienced science teachers who come from different countries which are Australia, America, Africa, and Philippines. The study found that several factors that motivated participants to be a teacher are family member, aspiration, role models, previous teaching experiences, teaching as powerful and manageable job, and educational background. However, all participants found interactions with their students have motivated them to be good and professional science teachers. Keywords: Motivation, science teacher, descriptive study

Review by Nevad KahteranThe Teaching and Study of Islam in Western Universities as Routledge publication should be applauded in this cacophony in the post-9/11 world with the rise of interest in Islam and Islamic matters across the globe, necessitating an explanation of the authentic teaching of this religion anew in light of the challenges of the present-day situation not only in New Zealand, Australia and Pacific region, including the Canadian context there as well, but world-wide. Among many other efforts taken in the meantime, something similar was done in the European context as earlier Brill's edition of Muslims in the Enlarged Europe: Religion and Society, ed. By Brigitte Maréchal, Stefano Allievi, Felice Dassetto and Jørgen Nielsen (Brill, Leiden-Boston, 2003) with its speacial stress on After September 11: Islam in General and European Muslims. Also, we could add intersting report on Islam on Campus: teaching Islamic Studies at Higher Education Institutions in the UK (Report of a conference held at the University of Edinburgh, 4 December 2006 in: Journal of Beliefs & Values, Volume 28, Issue 3, 2007, pages 309-329), The Islam in the West Program (currently housed at the Prince Alwaleed Islamic Studies Program), among many other undertakings in this regard as good examples of similar efforts.

<p class="JLDAbstract">This paper reports on the learning designs, teaching methods and activities most commonly employed within the disciplines in six universities in Australia. The study sought to establish if there were significant differences between the disciplines in learning designs, teaching methods and teaching activities in the current Australian context, as was reported in Scott’s Course Experience Questionnaire (CEQ) analysis (2006). Although it found a broad range of teaching approaches are used in all disciplines, it emerged that there was still some bias toward the traditional discipline stereotypes, which in some cases has been found to negatively affect student engagement.</p><p class="JLDAbstract">Additionally, while there was a general awareness amongst study participants about the importance of responding to student evaluations of teaching, improvements to teaching and learning practice were most commonly adopted without reference to current research or professional advice, and rarely was advice sought outside their discipline. Although a small-scale study such as this could not be said to be wholly representative of the higher education sector in Australia, these initial findings might indicate a need for administrators to acknowledge the role of quality teaching in maximising student engagement and its relationship to student retention by encouraging the study of learning and teaching as a routine part of lecturers’ practice.</p>

In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences, authors from the United Kingdom, Peru and Australia report on empirical research carried out with students or academics. Two of the articles are about the internationalisation of higher education, a theme this journal has covered quite extensively in the past. The other two articles concern the use of digital tools for teaching remotely and the design of a course unit to promote a sense of community amongst first-year undergraduates.

Purpose The purpose of this paper is to examine the voice of Chinese and Vietnamese international students through studying the similarities and differences in their learning experiences and the reasons underlying their experience. Design/methodology/approach In total, 57 Chinese and Vietnamese international students participated in focus groups and interviews regarding their experiences of higher education and their suggestions for improvement. Findings The findings show that Chinese and Vietnamese students had varying levels of challenges and different progress in the adaptation process and that Chinese students were more vocal and less satisfied with their experience of higher education than Vietnamese students. This is due to the mismatch in their expectation and the actual experience and the cultural influence. Research limitations/implications The sample size is relatively small. This study only looked at Vietnamese and Chinese students in one university, which might have limitations in relation to subjectivity and bias. Practical implications The findings provide useful implications for educators, institutional leaders and support staff to improve facilities, teaching quality and service to students. Originality/value In the current era of internationalisation, commercialisation and mobility in institutions around the world, this study advances current research and provides timely insight into the experiential differences of the Chinese and Vietnamese student experience and their voice.

“Education, therefore, is a process of living and not a preparation for future living. John DeweyThe current study examines the impact of John Dewey’s democratic educational principles on the recent educational reforms in New South Wales, Australia, using data collected through semi-structured in-depth interviews, with open-ended questions, as part of case studies designed for this purpose. The participants in this study are all Australian educators (n=60), undertaking full-time and part-time academic posts, involving learning and teaching activities at universities and other higher educational institutions/providers in Sydney, Australia. As part of the case studies, the individual, personal, and professional teaching and learning journeys of the educators are sketched in details in relation to John Dewey’s four (4) key democratic educational reformative principles. Finally, this research study concludes by providing a realistic response to the following question: Given the current liberal and relatively democratic educational system in New South Wales, are the Australian educators truly given the opportunity to create a positive and constructive future vision for Australia, in general, and the Australian graduates, in particular. The current study further provides a realistic and clear-cut description of the hurdles facing the current educational system in New South Wales, Australia.

Systems thinking is recognized as an essential skill for understanding complex problem solving and decision making associated with many of the contemporary issues faced by individuals and communities. In this article, our goal is to contribute to the knowledge of curriculum and pedagogy of formal systems thinking teaching in higher education. We believe that accumulating this knowledge can provide a better foundation for including systems thinking in higher-educational programs. To achieve this goal, the purpose of this study is to examine whether the use of a set of systems thinking concepts and methods can effectively promote systems thinking in higher-education settings. The study shows that systems thinking skills can be promoted effectively through the delivery of a combination of systems thinking methods and concepts.

Systems thinking is recognized as an essential skill for understanding complex problem solving and decision making associated with many of the contemporary issues faced by individuals and communities. In this article, our goal is to contribute to the knowledge of curriculum and pedagogy of formal systems thinking teaching in higher education. We believe that accumulating this knowledge can provide a better foundation for including systems thinking in higher-educational programs. To achieve this goal, the purpose of this study is to examine whether the use of a set of systems thinking concepts and methods can effectively promote systems thinking in higher-education settings. The study shows that systems thinking skills can be promoted effectively through the delivery of a combination of systems thinking methods and concepts.

Most staff at universities in Australia could cite a number of high schools within their catchments with identified low rates of tertiary entry. In turn, teaching staff at those high schools have a reasonable idea and view of the percentage of students from their final year who will go on to higher education. What may develop from this identification is “opportunity blindness”, with many students not considering tertiary study as an option for post-school education. This paper is the report of a project initiative by Murdoch University and Hamilton Senior High School in Western Australia that hopes to have as its long-term outcome the increased enrolment of Year 12 students into tertiary education.

An investigation of eight university-based Learning and Teaching Centers (LTCs) at Australian top-tier universities could provide benefits for the development of China’s Double First-rate universities. This paper contributes to our understanding of integrated centripetal forces in four ways. Firstly, we describe integrated organizational centripetal force. Then, we examine integrated staff centripetal force, which imply that LTCs regard teacher education as dynamic, sustainable processes providing enriched teaching and professional developmental resources. Next, LTCs facilitate the integrated discipline centripetal force that reveals the required technical guidance and identification of academic leaders. Finally, we realize the integrated centripetal force of the quality of education resulting from the development of high-quality learning environments for student engagement and scientific evaluation, and feedback from lecturers’ teaching. Therefore, the experience from LTCs can promote the organization and construction of Double First-rate universities, letting teachers respond to students’ changing in suitable ways, benefiting academic’s centripetal force of self-improvement, producing the centripetal force that benefits both the teacher and the discipline. Eventually, LTCs could fundamentally integrate all stakeholders’ centripetal forces in promoting first-class disciplines and first-class universities in China’s higher education.

Scholarly articles on international academics have been weighted towards understanding their broad personal and professional challenges related to teaching. Limited research is conducted with international women academics in Australia in, especially, exploring their leadership-related challenges and opportunities. Using an intersectionality lens, this paper addresses this gap by exploring key related challenges and opportunities for international women academics in gaining leadership positions at Australian universities. It draws on qualitative data from semi-structured interviews with seven international women academics. The findings contribute to the body of knowledge in exploring two major challenges faced by international women academics in Australia: 1) administrative-related interruption impacting their research performance; and 2) lack of understanding of university policies and processes. International women academics also cited the opportunities provided to them or gained by them for their overall professional growth at Australian universities. The practical implications of these findings for international women academics and higher education institutions are also considered.

COVID-19 has transformed higher education learning and teaching practices globally. Tertiary students, internationally face both opportunities and challenges in learning and adapting to this paradigm shift in the delivery of education. It remains unclear how students in international contexts are responding to these changes in digital learning during and post-COVID-19. This paper aims to compare student perceptions of digital competence, confidence, and resilience in present times using data from surveys of tertiary students from Australia, Cambodia, China, India, and Malaysia. There are disparities not only in the teaching and learning pedagogies amongst these countries but also in the levels of technological advancement, infrastructure support, and pace of digital innovation in the delivery of courses. These differences have put in focus students’ both digital competencies and resilience as they pursue higher education on various digital learning platforms. Resilience includes the ability to bounce back or adapt from stress (Smith et al., 2008) Digital resilience is students’ tech-savviness and preparedness to adapt to different digital environments as they pursue higher education. This paper examines the perceptions of tertiary undergraduate students from these countries in this emerging new digital learning norm-. A total of 687 tertiary students from the aforementioned countries participated in a survey to questions related to digital competence, confidence in using and/or adapting to digital innovation, and resilience. Statistically significant attributes are identified to help better understand the challenges these culturally diverse students perceive in digital learning environments. This study will reveal barriers that impact the digital transformation of undergraduate students which can be used to recommend necessary teaching and learning support frameworks to enhance their digital competence and resilience. This will help tertiary institutions better equip all stakeholders in adapting to the new normal of higher education in the future.

The objectives of the study are 1) to find out the students’ writing ability in procedure text of the twelfth grade students at SMA N 1 Jakenan who are taught with cooking video by “Master Chef Australia” as teaching media. 2) to find out the students’ writing ability in procedure text of the twelfth grade students at SMA N 1 Jakenan who are taught without cooking video by “Master Chef Australia” as teaching media. 3) to find out the significant differences of the students’ writing ability in procedure text of the twelfth grade students at SMA N 1 Jakenan who are taught with cooking video by “Master Chef Australia” as teaching media and those who are taught without cooking video by “Master Chef Australia” as teaching media. In this research, the researcher used quantitative method. The design of this research was pre - experimental design. The researcher took the sample at SMA Negeri 1 Jakenan in solving the problem. Furthermore, the researcher used test to collect the data. In this research, the researcher chose XII MIPA 4 class as the sample. Based on the result, the mean score of pre-test was 60.33 and mean score of post-test was 79.75. Finally the result of the data analysis of the ttest was 11.622. From the ttable of significances 5% with df = 35 was 2.0390 Then, the ttest was higher than ttable(11.622 > 2.030). Therefore, the working hypothesis (Ha) is accepted and the nul hypothesis (Ho) is rejected. It means that the use of cooking video by “Master Chef Australia” can be accepted. In other words, it is effective to improve the students’ writing ability in Procedure Text. It is suggested that teacher can apply this method to improve students’ writing ability in Procedure Text.

Universities and higher education institutions play an important role in achieving a sustainable future through their teaching and by undertaking cutting edge research to combat climate change. There have been several efforts towards a sustainable future and achieving carbon neutrality at higher education institutions in Australia and around the world. This study has reviewed the sustainability strategies of numerous universities in Australia and has identified as study cases six universities that are committed to and leading the implementation of initiatives to achieve carbon neutrality. The initiatives implemented at the selected universities were classified into eight “sustainability categories”, namely, built environment, energy, food and gardens, GHG emissions, natural environment, resource and waste management, transport, and water. Among the selected leading universities in sustainability, Charles Sturt University and the University of Tasmania (UTAS) are the only universities in Australia certified as carbon neutral. An interesting aspect of this review is the way in which universities are implementing sustainability initiatives in line with their mission and strategies. Despite striving towards the same end goal of achieving carbon neutrality, different institutions offer individually unique approaches towards sustainability. For example, UTAS values the creation, expansion and dissemination of knowledge and the promotion of continual learning, which is clearly demonstrated through its initiatives and policies. The findings in this review are critical in identifying those institutions of higher education which are role models in their strong commitment to achieving carbon neutrality. Such role model universities can pave the way for similar climate action at other universities.

Most of the underlying concepts that pervade what is typically referred to as “higher” mathematics are relegated to the arena of the mathematical elite. The research presented here demonstrates that, given the proper pedagogical environment, these concepts are quite accessible for early high school students. Through SchemePaint, a graphics enhanced computer programming language, students learned the mathematical notion that a function can be a data object. Further, students were able to apply their knowledge of functions from within the graphics domain to solve novel mathematical problems. This work suggests the need for a more elaborate study of how such early conceptual introduction of advanced material may preclude some of the problems which have been documented to pervade the later stages of students' academic career.

Academics in higher education institutions often experience the conflicting demands of teaching, research and administration. With the growth of online education these staff are frequently required to design, develop, teach, facilitate and, in some cases, administer online courses. Cumulatively these additional tasks challenge academics, not only in terms of the personal professional development but also in accommodating the range of tasks expected of them. This paper reports the findings of a study which investigated the lived experience of construction management academics teaching at universities in Australia. The study adopted a lived experience research approach that enabled the lives of construction management academics to be investigated through the collection of a mixture of qualitative and quantitative data. The study provides empirical evidence of a range of challenges facing those delivering online courses. Recommendations for online teachers and online course designers emerged from this study with application to both faculty-based and institution-wide practices. The findings are relevant to those in the higher education sector who are involved in online teaching, course design for online delivery and professional development related to online initiatives.

This study was to examine the effectiveness of student-centered approach to teaching science in higher education on students’ performance, students’ motivation and students’ social skills. The population in this study was 22 students who were admitted to the single subject credential program. The participants registered in Methods and Materials in Middle School Science Teaching (CI 161). Students’ science achievement was measured by using the pre-test and a post-test achievement test that created by this researcher based on expectancy and goals of the course. Also, this research used two questionnaires were conducted at the end of the academic semester to measure students’ motivation towards science learning and the second one to measure the influence of this approach on students' social skills. The result was implementing student-centered approach to teaching science in higher education has positive influences on students’ performance, students’ motivation and students’ social skills.