Academic literature on the topic 'Students Victoria Melbourne Attitudes'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Students Victoria Melbourne Attitudes.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Students Victoria Melbourne Attitudes"
1
Tangalakis, Kathy, Kate Kelly, Natalie KonYu, and Dianne Hall. "The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics." Journal of University Teaching and Learning Practice 19, no. 1 (March 8, 2022): 160–75. http://dx.doi.org/10.53761/1.19.1.10.
Full textAbstract:
Student Evaluation of Teaching (SET) results play an important role in academic staff performance evaluation, but also in promotion processes. However, there is much evidence to suggest that the SET used in most universities across the Anglosphere has traditionally penalised female academics. As universities manage the recovery phase of the COVID-19 pandemic, they will also need to take into account the effect of remote teaching on the validity of student evaluation data. Given SET are critical to promotion success, it is important to then understand the gendered effect of remote teaching on student evaluations. We aimed to evaluate how intrusions of family life, academics’ home environment and competence with remote teaching technology of female academics were viewed by students and if there were noticeable differences in SET data. We analysed 22,485 SET data over 2019 (pre-COVID, face-to-face teaching) and 2020 (COVID-lockdowns, remote teaching) for female and male academics, matched with student gender, in the multidisciplinary First Year College at Victoria University, Melbourne Australia. Our results showed that there were no differences in the score ratings for teacher gender. However, the qualitative data showed that whilst overall there were overwhelmingly positive comments for both male and female teachers, there was an increase in the negative comments on teaching style by male students toward their female teachers during remote teaching and overall more comments relating to attitude. We speculate that this would have a negative impact on the confidence of teaching-intensive female academics hindering their leadership aspirations and career progression in academia.
2
Tracy, Jane M. "People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group?" Australian Health Review 33, no. 3 (2009): 478. http://dx.doi.org/10.1071/ah090478.
Full textAbstract:
TO THE EDITOR: Goddard et al, authors of ?People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group??1 are to be congratulated for raising discussion about one of the most vulnerable groups in Australia with respect to their receipt of optimal health care. The authors conclude that ?developing interventions and strategies to increase the knowledge of health care workers . . . caring for people with intellectual disabilities will likely improve the health care needs of this population and their families?. In relation to this identified need for health professional education and training in the care of people with intellectual disabilities, we would like to draw the attention of your readers to some work undertaken by the Centre for Developmental Disability Health Victoria (CDDHV) to address this issue. The CDDHV works to improve the health and health care of people with developmental disabilities through a range of educational, research and clinical activities. In recent years there has been an increasing awareness of the need for health professional education in this area. Moreover, as people with disabilities often have chronic and complex health and social issues, focusing on their health care provides a platform for interprofessional education and a springboard for understanding the essential importance and value of interprofessional practice. Recently, the CDDHV has taken a lead role in developing a teaching and learning resource that focuses both on the health care of people with disabilities and on the importance and value of interprofessional practice. This resource promotes and facilitates interprofessional learning, and develops understanding of the health and health care issues experienced by people with disabilities and those who support them. ?Health and disability: partnerships in action? is a new video-based teaching and learning package, produced through an interprofessional collaboration between health professionals from medicine, nursing, occupational therapy, physiotherapy, paramedic practice, health science, social work, speech pathology, dietetics and dentistry. Those living with a disability are the experts on their own experience and so their direct involvement in and contribution to the education of health care professionals is essential. The collaboration between those featured in the video stories and health professionals has led to the development of a powerful resource that facilitates students and practitioners developing insights into the health and health care issues encountered by people with developmental disabilities. We also believe that through improving their understanding of, and health provision to, people with disabilities and those who support them, health professionals will acquire valuable attitudes, knowledge and skills applicable to many other patients in their practice population. Jane M Tracy Education Director Centre for Developmental Disability Health Victoria Melbourne, VIC
3
Pham, Mai N. "Language attitudes of the Vietnamese in Melbourne." Australian Review of Applied Linguistics 21, no. 2 (January 1, 1998): 1–20. http://dx.doi.org/10.1075/aral.21.2.01pha.
Full textAbstract:
Abstract This study is an attempt to investigate language attitudes of the older and younger generations of Vietnamese bilingual adults in Melbourne, in relation to their ethnicity in the Australian context and in the light of the historical background of the Vietnamese immigrants in Australia. A survey of 165 Vietnamese bilingual adults and students in Melbourne was carried out to investigate their language use in private and public domains, their appraisal of English and Vietnamese, their attitudes towards Vietnamese language maintenance, acculturation, and the question of their ethnic identity in Australian society. The results of the findings reveal that there is a significant difference between adults and students in various aspects of their language attitudes. Overall their choice of language use in private and public domains varies with situations and interlocutors. Although both groups show positive attitudes towards the appraisal of Vietnamese, the maintenance of Vietnamese language and culture and the retaining of their ethnic identity, what is significant is that students demonstrate stronger positive attitudes than adults. With regard to factors that influence the maintenance of Vietnamese, while adults think that government language policy is the most important factor, students express their confidence in the ability of the Vietnamese themselves to maintain their language.
4
Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
Full textAbstract:
This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
5
Sethuraman, Kannan, and Devanath Tirupati. "Melbourne Pathology." Asian Case Research Journal 11, no. 01 (June 2007): 141–59. http://dx.doi.org/10.1142/s0218927507000850.
Full textAbstract:
Melbourne Pathology, a subsidiary of Sonic Health Care, provided a comprehensive range of pathology services as an aid in the diagnosis and treatment of patients in Melbourne and Central Victoria. In a capped funding and highly regulated market such as the pathology service market in Australia, the only way in which the sales of a provider could grow was usually at the expense of another provider. To combat this situation, Melbourne Pathology opted to compete by providing higher quality service and faster turnaround time. The recent results of Melbourne Pathology, however, indicated that although the average turnaround time was within the promised targets, significant percentage of jobs in routine category and over 10% of jobs in the urgent category failed to meet the established targets. The case is primarily intended to illustrate the impact of demand distortions in a service setting that arise due to lack of coordination among various entities in the service value chain and a failure to have an integrated perspective that aligns all departments towards a common goal. This phenomenon is similar to the bullwhip effect in supply chains of manufactured products which has received considerable attention during the past decade. The case provides opportunities for students to develop corrective actions to mitigate this problem.
6
McCluskey, Trish, John Weldon, and Andrew Smallridge. "Re-building the first year experience, one block at a time." Student Success 10, no. 1 (March 7, 2019): 1–15. http://dx.doi.org/10.5204/ssj.v10i1.1148.
Full textAbstract:
For many years, universities around the world have been developing and enhancing the First Year Experience (FYE), with a view to improving retention, performance and student satisfaction. This feature practice report outlines a strategic initiative, launched in 2018 at Victoria University in Melbourne, Australia that aims to transform the experience of Victoria University’s first-year students on an unprecedented scale. This unique model reconceptualises the design, structure and delivery of first year units of study in order to deliver a program that deliberately focuses on students’ pedagogical, transition and work/life balance needs. This initiative required the disruption and redevelopment of all university systems to ensure students experience a supportive and seamless transition into, and journey through, their first year of study at university.
7
Wiwatowski, Megan, Jane Page, and Sarah Young. "Examining early childhood teachers’ attitudes and responses to superhero play." Australasian Journal of Early Childhood 45, no. 2 (May 1, 2020): 170–82. http://dx.doi.org/10.1177/1836939120918486.
Full textAbstract:
Research highlights that early childhood teachers (ECTs) hold varied opinions on the value of superhero play (SP) to young children’s learning and development. This study sought to investigate how ECTs in Victoria are responding to superhero play, and to examine the beliefs that underpin their responses. Interviews were conducted with eight ECTs from the Bayside area in Melbourne. The study revealed that while the majority of the teachers interviewed responded to children’s superhero play in a variety of ways, there were a number of barriers to supporting superhero play in early childhood education and care settings. This paper concludes by identifying the value of ECTs engaging in critical reflection to ensure that their responses to superhero play are based on professional knowledge that is informed by theory and research.
8
Leshinsky, Rebecca. "Touching on transparency in city local law making." International Journal of Law in the Built Environment 8, no. 3 (October 10, 2016): 194–209. http://dx.doi.org/10.1108/ijlbe-01-2016-0001.
Full textAbstract:
Purpose The purpose for this paper is to share jurisdictional knowledge on local law-making theory and praxis, an area of law not well represented in the literature despite its involvement in day-to-day life. Design/methodology/approach The paper not only shares knowledge about the local law-making process in Melbourne, Australia, but also explores attitudes to local law-making gathered through semi-structured interviews from a sample of relevant stakeholders. Findings The paper reports on findings from a study undertaken in Melbourne, Australia. Stakeholder perceptions and attitudes were canvassed regarding local law-making in the areas of land use planning and waste management. Overall, stakeholders were satisfied that Melbourne is a robust jurisdiction offering a fair and transparent local law-making system, but they see scope for more public participation. Research limitations/implications The findings suggest that even though the state of Victoria offers a fair and transparent system of local law-making, there is still significant scope for more meaningful involvement from the community, as well as space for more effective enforcement of local laws. The stage is set for greater cross-jurisdictional reciprocal learning about local law-making between cities. Originality/value This paper offers meaningful and utilitarian insight for policy and law makers, academics and built environment professionals from relevant stakeholders on the operation and transparency of local law-making.
9
Thomas, S. L., K. Lam, L. Piterman, A. Mijch, and P. A. Komesaroff. "Complementary medicine use among people living with HIV/AIDS in Victoria, Australia: practices, attitudes and perceptions." International Journal of STD & AIDS 18, no. 7 (July 1, 2007): 453–57. http://dx.doi.org/10.1258/095646207781147292.
Full textAbstract:
There is limited evidence suggesting the underlying reasons for the use of complementary and alternative medicines (CAMs) by people with HIV/AIDS, or individual attitudes and beliefs about the use of CAMs. Using focus groups and a survey with 151 individuals attending the HIV Clinics at The Alfred Hospital, Melbourne, we aimed to provide insights into factors that influence the use of CAMs among people living with HIV/AIDS. Roughly half (49%) of the participants had used CAMs to manage their HIV/AIDs. Users of CAMs utilized a wide range of treatments in managing their condition, but costs of the CAMs meant that users were not necessarily able to use them as much as they might have liked. Use of CAMs was based on a desire to find something beneficial rather than on being dissatisfied with conventional medicine. Further research is needed into (a) the effects of CAMs and (b) the enhancement of communication and collaboration between patients, doctors and complementary medicine practitioners.
10
Campbell, Lynda, and Margaret Kertesz. "Boys aged 9-12 years using the services of Anglicare Victoria: A three month population study." Children Australia 28, no. 3 (2003): 22–29. http://dx.doi.org/10.1017/s103507720000568x.
Full textAbstract:
This study was conducted in response to the concerns of staff within Anglicare Victoria about the presenting problems of boys aged 9-12 years across the various agency programs and the lack of systematic data about them. Under the umbrella of the Anglicare Victoria/University of Melbourne Social Work Partnership Program, a study was undertaken with the assistance of social work students on placement within the agency. A census-style survey was completed by AV staff members for any boy aged 9, 10, 11 or 12 years in an agency program during a three-month period. Non-identifying survey forms were returned for 203 boys and this article reports the major descriptive information and service implications derived from those returns.
Dissertations / Theses on the topic "Students Victoria Melbourne Attitudes"
1
Whitefield, Despina, and Despina Whitefield@vu edu au. "Personal and interpersonal skills development in an accounting degree : a case study of accounting education." Swinburne University of Technology, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20050502.170936.
Full textAbstract:
This thesis examines the perceptions of lecturers, graduates and employers of personal and interpersonal skills development in an accounting degree at Victoria University. The development of personal and interpersonal skills in students in higher education has been the focus of discussion amongst accounting educators, accounting practitioners and the accounting profession for many years. There is a general consensus on what skills are necessarily sought to ensure success within the accountancy profession but very few previous studies on how those personal and interpersonal skills are being developed.
This research study presents a research framework which emphasises the complex interrelationships between an accounting curriculum, accounting lecturers, accounting graduates and employers of graduate accountants and their perceptions of how personal and interpersonal skills are developed. A case study approach, combining archival, qualitative and quantitative methods, is used to investigate how a Bachelor of Business Accounting degree in one Australian university facilitates personal and interpersonal skills development.
The case study results indicate that the curriculum, as the vector for skills development, has both explicit and implicit references to skills outcomes. Graduates� perceptions of many of the personal and interpersonal skills considered in this study are closely related to the curriculum findings. However, there appears to be a lack of convergence between lecturers� perceptions, the curriculum and graduates� perceptions. Employers generally agree that graduates display most of the personal and interpersonal skills, albeit at a low level, in the workplace.
There are curriculum implications arising from the results of this research for accounting academics who design and develop accounting programs where the value of graduates� personal and interpersonal skills are acknowledged. As a first step, academics need to improve accounting curricula by explicitly integrating personal and interpersonal skills in their subjects. Communicating to students the explicit nature of personal and interpersonal skills development and making them aware is the next step.
2
Andrews, Alfred 1955. "Football : the people's game." Monash University, Dept. of History, 2001. http://arrow.monash.edu.au/hdl/1959.1/9104.
Full text
3
Somers, George Theodore 1951. "An approach to the understanding and measurement of medical students' attitudes toward a rural career." Monash University, School of Rural Health, 2004. http://arrow.monash.edu.au/hdl/1959.1/5190.
Full text
4
Nielsen, Ingrid, and mikewood@deakin edu au. "Situational and dispositional indicators of performance: Competing models in education." Deakin University. School of Psychology, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050902.112422.
Full textAbstract:
The attainment of high grades on the Victorian Certificate of Education (VCE) is critical to the future study and employment prospects of many Australian adolescents. Thus it is important to understand the factors that contribute to performance in the VCE. The aims of this study were twofold: the main aim was to test competing models of academic performance, subsuming a range of situational and dispositional variables based on a) self-efficacy theory, b) target and purpose goals, c) cognitive skills and self-regulatory strategies, and d) positive psychology. These models were each tested in terms of English performance and mathematics performance as these units contribute proportionally the most to overall VCE scores. In order to study whether pressures peculiar to the VCE impact on performance, the competing models were tested in a sample of Victorian students prior to the VCE (year 10) and then during the VCE (year 11). A preliminary study was conducted in order to develop and test four scales required for use in the major study, using an independent sample of 302 year nine students. The results indicated that these new scales were psychometrically reliable and valid. Three-hundred and seven Australian students participated in the year 10 and 11 study. These students were successively asked to provide their final years 9, 10 and 11 English and mathematics grades at times one, three and five and to complete a series of questionnaires at times two and four. Results of the year 10 study indicated that models based on self-efficacy theory were the best predictors of both English and mathematics performance, with high past grades, high self-efficacy and low anxiety contributing most to performance. While the year 10 self-efficacy models, target goal models, positive psychology models, self-regulatory models and cognitive skill based models were each robust in the sample in year 11, a substantial increase in explained variance was observed from year 10 to year 11 in the purpose goal models. Results indicated that students mastery goals and their performance-approach goals became substantially more predictive in the VCE than they were prior to the VCE. This result can be taken to suggest that these students responded in very instrumental ways to the pressures, and importance, of their VCE. An integrated model based on a combination of the variables from the competing models was also tested in the VCE. Results showed that these models were comparable, both in English and mathematics, to the self-efficacy models, but explained less variance than the purpose goal models. Thus in terms of parsimony the integrated models were not preferred. The implications of these results in terms of teaching practices and school counseling practices are discussed. It is recommended that students be encouraged to maintain a positive outlook in relation to their schoolwork and that they be encouraged to set their VCE goals in terms of a combination of self-referenced (mastery) and other-referenced (performance-approach) goals.
5
Hinwood, Marian. "A study of influences and experiences contributing to the attitudes of a group of vocational students towards science." Thesis, 2013. https://vuir.vu.edu.au/24442/.
Full textAbstract:
This research project examines perceptions and attitudes towards science of a group of Technical and Further Education students studying Beauty Therapy at Victoria University. Many members of this group displayed a high level of science anxiety as described by Mallow, (1978). They lacked confidence in their science ability and were very anxious about passing the science units in their Beauty Therapy courses, despite having successfully passed science subjects at school. Previous observations on Beauty Therapy students showed that most succeeded in their science units but still lacked confidence in their ability to apply their knowledge. The science units in Beauty Therapy are complex and require a detailed knowledge of Human Biology, Anatomy, Physiology, Skin Biology, Cosmetic Chemistry, and Microbiology. The participants in the study were interviewed using a semi-structured interview working together with a questionnaire to establish background information. The probes covered the participants’ experiences in science at school together with their attitudes towards science and influences from other areas. The aim was to identify factors which undermined the confidence of these participants. The interviews were recorded and the transcripts were analysed for themes using a progressive coding process. The themes were grouped into clusters. The study showed clearly that the participants’ confidence in their science ability was undermined by their school experiences in science. It related to attitudes and pedagogies employed by a particular science teacher in their secondary school. Participants described enjoying science previously. Particular aspects identified were an inability to get help when they needed it; the use of sarcasm or derogatory remarks to discourage questions; boring lessons mostly composed of copying notes from the board or textbooks; lack of relevance and a lack of enthusiasm displayed by the teacher. This led to a situation where participants dreaded their science lessons and in some cases truancy.
6
Chenoby, Helen. "The role of ICT in student engagement in learning mathematics in a preparatory university program." Thesis, 2014. https://vuir.vu.edu.au/25852/.
Full textAbstract:
The steady decline of students’ competency in mathematics has become known as the “Mathematics Problem”. Researchers identified that the level of student engagement is one of the most important factors affecting the academic performance of mathematics students. Strong link between students’ attitudes towards the use of technology for learning mathematics and their achievements also has been identified by recent studies. The mathematical problems have a multidimensional source and are initiated from the students’ personal characteristics and attitudes. Thus attitude is important educational concept about learning mathematics with technology. The association between student engagement and the use of ICT suggests that a positive attitude toward the use of ICT in learning mathematics is an important outcome in itself, especially when ICT is used. Student engagement can be influenced by a plethora of factors. These factors include student personal characteristics, learning experiences, perceptions, three aspects of engagement (cognitive, affective and behavioural) and attitudes towards the use of technology in learning of mathematics. This study is aimed at further investigating the factors that might be affected by the use of ICT with two major purposes: (1) to investigate the complex interrelationships between students’ demographic factors, mathematics confidence, access to technology outside university, confidence with technology, perception towards the use of technology for learning and attitude towards learning mathematics with technology, cognitive, affective and behavioural engagement; and student achievement and (2) to determine if the use of ICT impacts on the level of student engagement and achievements in mathematics.
7
Leskova, Zuzana. "International Marketing Communication in Higher Education: An Interpretive Communication Audit of Victoria University in Melbourne, Australia." Thesis, 2016. https://vuir.vu.edu.au/32633/.
Full textAbstract:
This research regards universities as highly influential entities. Aside from producing and disseminating knowledge, one of the purposes of higher education is to contribute to the intellectual development of a society. In addition to this original purpose universities also have unique characteristics which, when recognised, can help them with designing new and creative approaches to marketing communication strategies. To identify these distinctive qualities, this study implemented an interpretive communication audit that focuses on the specifics and characteristics of international communication activities at Victoria University (VU).
Specifically, this study set out three key research objectives: to identify specifics and characteristics of a university that can serve as a valuable source for designing new approaches to university marketing; to explore the creative potential of students to actively contribute to the development of university marketing and to test the viability of an interpretive communication audit within the university framework, while using the subjective insight and experience of a researcher.
Emphasising the interpretive approach, this thesis analysed the interpretations of the University’s communication given by the international and domestic students of VU. In particular, focus groups and action groups, in which 29 VU students participated, served as specific methods for collecting these individual opinions and understandings. Following the philosophical and methodological practice of an interpretive communication audit, this thesis used students’ as well as the researcher’s own interpretations for developing creative feedforward that gives concrete recommendations on how to work with the University’s communication activities. The outcome of this mainly reveals how a university can benefit from cooperating with students on developing marketing strategies. Additionally, the last chapter of this thesis sets out specific ideas Victoria University can use for preparing new communication activities.
8
Robertson, Kathryn. ""It really felt real": the introduction of simulated patients to the Communication Skills Course for third year medical students at the University of Melbourne." 1999. http://repository.unimelb.edu.au/10187/2148.
Full textAbstract:
Communication skills are essential to the practice of medicine, and are now included in most medical curricula. Training in communication skills requires an experiential approach to teaching and assessment that focuses on mastery of performance. Simulated patients were introduced to the Communication Skills course for third year medical students at The University of Melbourne in 1995. This thesis describes the evaluation from the first two years of their use, and is set within the body of literature regarding this innovative educational method. The fundamental research question was: Did the introduction of simulated patients represent an improvement and enrichment in the teaching of communication skills to third year medical students? A qualitative evaluation was undertaken by focus groups with students, tutors and simulated patients, and by student questionnaire. (For complete abstract open document)
9
Williams, Vivienne J. "Why do students choose to study traditional Chinese medicine at Victoria University? : an analysis of the course in TCM and its students." Thesis, 2002. https://vuir.vu.edu.au/33027/.
Full text
10
Ruys, Eva M. A. "Attitudes of comparative groups of business students (including hospitality and tourism) towards people with disabilities." Thesis, 1991. https://vuir.vu.edu.au/15676/.
Full textAbstract:
This study talks about the barriers people with disabilities face today and outlines recent developments aimed at breaking down these barriers. The research was undertaken to determine the attitudes of hospitality and tourism students of the Victoria University of Technology, Footscray Campus, towards people with didsabilities. The research was undertaken before graduation to determine whether these attitudes are any different from other business students of the University. As future managers and
industry leaders in tourism and hospitality, their attitudes are important.
Books on the topic "Students Victoria Melbourne Attitudes"
1
NLC National Education Conference (13th 1998 Melbourne, Vic.). Support services: The distinguishing feature of Australian international education? : papers and proceedings, Melbourne, 14-15 July 1998. South Carlton, Vic: National Liaison Committee for International Students in Australia, 1998.
Find full text
2
Ainley, John G. Primary schooling in Victoria: A study of students' attitudes and achievements in years 5 and 6 of government primary schools. Hawthorn, Vic: Australian Council for Educational Research, 1990.
Find full text
3
Support services: The distinguishing feature of Australian international education? : Papers and proceedings, Melbourne, 14-15 July 1998. National Liaison Committee for International Students in Australia, 1998.
Find full text
4
Hill, Maureen Mary. Influences on 'traditional' career decisions: A study of male and female grade 12 students in the greater Victoria, British Columbia area. 1986.
Find full textBook chapters on the topic "Students Victoria Melbourne Attitudes"
1
Kirkwood, Keith, Gill Best, Robin McCormack, and Dan Tout. "Student Mentors in Physical and Virtual Learning Spaces." In Cyber Behavior, 1109–25. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5942-1.ch057.
Full textAbstract:
This chapter explores the human element in the learning space through the notion that once a learning space is inhabited, it becomes a learning place of agency, purpose and community involving both staff and students. The School of Languages and Learning at Victoria University in Melbourne has initiated a multifaceted peer learning support strategy, ‘Students Supporting Student Learning' (SSSL), involving the deployment of student peer mentors into various physical and virtual learning spaces. The chapter discusses the dynamics of peer learning across these learning space settings and the challenges involved in instituting the shift from teacher- to learning-centred pedagogies within such spaces. Both physical and virtual dimensions are considered, with the SNAPVU Platform introduced as a strategy for facilitating virtual learning communities of practice in which staff, mentors, and students will be able to engage in mutual learning support. The chapter concludes with calls for the explicit inclusion of peer learning in the operational design of learning spaces.
2
Kirkwood, Keith, Gill Best, Robin McCormack, and Dan Tout. "Student Mentors in Physical and Virtual Learning Spaces." In Physical and Virtual Learning Spaces in Higher Education, 278–94. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-114-0.ch017.
Full textAbstract:
This chapter explores the human element in the learning space through the notion that once a learning space is inhabited, it becomes a learning place of agency, purpose and community involving both staff and students. The School of Languages and Learning at Victoria University in Melbourne has initiated a multifaceted peer learning support strategy, ‘Students Supporting Student Learning’ (SSSL), involving the deployment of student peer mentors into various physical and virtual learning spaces. The chapter discusses the dynamics of peer learning across these learning space settings and the challenges involved in instituting the shift from teacher- to learning-centred pedagogies within such spaces. Both physical and virtual dimensions are considered, with the SNAPVU Platform introduced as a strategy for facilitating virtual learning communities of practice in which staff, mentors, and students will be able to engage in mutual learning support. The chapter concludes with calls for the explicit inclusion of peer learning in the operational design of learning spaces.
3
Griffin, Patrick, Esther Care, Pam Robertson, Judith Crigan, Nafisa Awwal, and Masa Pavlovic. "Assessment and Learning Partnerships in an Online Environment." In Adult and Continuing Education, 360–75. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch021.
Full textAbstract:
This chapter shows how the online environment is used to promote quality teaching within a research project conducted by the Assessment Research Centre at the University of Melbourne. The project investigates how teacher teams use assessment data to inform teaching decisions and extensive efforts are made to check their learning through performance assessment procedures that monitor their discipline and pedagogy skills development. Teachers from the project are involved in a professional development course. The ways in which they adopt the knowledge, skills, and attitudes addressed by the course are tracked, along with assessment data from their students. The online environment is used to deliver the professional development course and to deliver online assessments for students and teachers. The authors are careful to ensure that the online experience for both teachers and students reinforces the ideas of the project. These include the notions of developmental approach rather than deficit, evidence rather than inferential decision making and collaboration rather than isolation.
4
Finlay, Richard J. "Scotland and the Monarchy in the Twentieth Century." In Anglo-Scottish Relations, from 1900 to Devolution and Beyond. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263310.003.0002.
Full textAbstract:
This chapter demonstrates that Queen Victoria had a talent for interpreting and manipulating history, adopting national identities and evoking a significant response. It also discusses the English reaction when the ‘Stone of Destiny’ was (briefly) taken from Westminster Abbey in 1950 by nationalist students from Glasgow University. It specifically explores Scottish perceptions of the monarchy as part of a wider British identity in Scotland. It begins by briefly outlining the ways in which Victoria re-established the notion of monarchy in Scottish society. The contrast between the popular perception of Victoria and her heir, Edward, is examined to illustrate how notions of Scottishness were significant in identifying the attitudes towards the monarchy. It then addresses the period surrounding the coronation of Queen Elizabeth as it took place in 1953, the 350th anniversary of the Union of the Crowns. It further evaluates some of the reasons why the effect of monarchy as a unifying factor in British identity has decreased in Scotland over the last twenty years. There has been a steady decline in the number of Scots who served in the armed forces in the period after 1945.
5
Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
Full textAbstract:
The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
Conference papers on the topic "Students Victoria Melbourne Attitudes"
1
Burgess, Stephen, Golam M Chowdhury, and Arthur Tatnall. "Student Attitudes to MIS Content in an MBA: A Comparison Across Countries." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2448.
Full textAbstract:
Export education forms a major part of the Australian economy. Australian universities are now not only accepting overseas students into Australian campuses; they are setting up overseas-based campuses. This is often through an arrangement with a local educational institution or organisation. Subjects in these institutions are delivered by a combination of Victoria University Australian-based staff and local faculty. One of the primary programs being delivered overseas by many Australian institutions is the Master of Business Administration (MBA). This paper examines the delivery of the core information technology units, Management Information Systems (MIS), by Victoria University in Australia and overseas (in Bangladesh). The structure of the MBA at Victoria University in Australia and overseas is examined and the MIS subject explained. Results of a survey of MBA students’ views of the content of MIS, conducted in Australia (1997-2000) and Bangladesh (2001) are reported. There is little difference in the attitudes of students of both countries in relation to the topics covered in the subject, nor on the breakdown of the subject between ‘hands-on’ applications and more formal instruction. There are some differences in relation to the level of Internet and e-mail usage, with Australian students tending to use these technologies on a greater basis as a proportion of their overall computer usage.
2
Tatnall, Arthur, Chris Groom, and Stephen Burgess. "Electronic Commerce Specialisations in MBAs: An Australian University Case Study." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2578.
Full textAbstract:
This paper looks at the development of Electronic Commerce specialisations in an MBA program, and particularly at a recent specialisation developed at Victoria University, Australia for its local and overseas MBA students. These MBA specialisations are very popular in Australia, and half of the MBA programs with specialisations have one in an e-Commerce related field. An examination of some of these specialisations highlighted in the literature, or in Australian universities, shows that the two most popular topics in them are e-Marketing, the management of e-Commerce in business and e-Commerce business models. Victoria University has recently introduced an e-Commerce specialisation that targets these areas, as well as other popular uses of Internet technologies in business and the development of e-Commerce web sites. This specialisation is explained in the paper, along with the different modes ol the specialisation delivered at Victoria University campuses in Melbourne, Singapore and Beijing.
3
Miliszewska, Iwona, and John Horwood. "Informing Across a Cultural Divide: Delivery of Distance Education." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2538.
Full textAbstract:
Victoria University offers a Computer Science degree in Hong Kong. The Hong Kong program matches the one in Melbourne, but both the content coverage and the delivery model of the Hong Kong program are affected by expectations and demands of the Hong Kong government and students. The paper outlines challenges, legislative, cultural, quality, time and distance that shaped the program delivery model. It examines the social construction of the program curriculum, and identifies cultural factors that have had most impact in modifying the program. The paper regards distance education as an informing discipline and discusses the program delivery model in terms of the Informing Science Framework. It uses a Project subject to illustrate the model and rationale behind it, and comments on suitability of various multimedia components as program delivery vehicles. The paper concludes by considering the implications of the Hong Kong program experience on future directions in distance education.
4
Burgess, Stephen, Scott Bingley, and David A Banks. "Blending Audience Response Systems into an Information Systems Professional Course." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3424.
Full textAbstract:
Many higher education institutions are moving towards blended learning environments that seek to move towards a student-centred ethos, where students are stakeholders in the learning process. This often involves multi-modal learner-support technologies capable of operating in a range of time and place settings. This article considers the impact of an Audience Response System (ARS) upon the ongoing development of an Information Systems Professional course at the Masters level in the College of Business at Victoria University in Melbourne, Australia. The course allows students to consider ethical issues faced by an Information Systems Professional. Given the sensitivity of some of the topics explored within this area, an ARS offers an ideal vehicle for allowing students to respond to potentially contentious questions without revealing their identity to the rest of the group. The paper reports the findings of a pilot scheme designed to explore the efficacy of the technology. Use of a blended learning framework to frame the discussion allowed the authors to consider the readiness of institution, lecturers, and students to use ARS. From a usage viewpoint, multiple choice questions lead to further discussion of student responses related to important issues in the unit. From an impact viewpoint the use of ARS in the class appeared to be successful, but some limitations were reported.