Journal articles on the topic 'Tutors and tutoring Australia Case studies'

For-profit, private tutoring services, often referred to as shadow education, are tutoring students for pay and are made use of as a concurrent supplement to their standard academic courses or programs. These tutoring sessions are often online and given by tutors who work for companies that are for-profit businesses in the education services industry. Tutors are often subject matter “experts” working as independent contractors, many of whom have little or no formal training as teachers. This is a qualitative case pilot study consisting of semistructured interviews with two such tutors working at a company that offers online tutoring in content areas and ESL to Chinese international undergraduate students studying abroad in Canada, the US, Australia, and the UK. Data reveal that these tutors have concerns with their sense of professional identity as teachers. These results elicit questions of who has the privilege of being called a “teacher” and the status of online for-profit tutors as compared to classroom teachers. Findings also include that tutors’ perceptions of working for a for-profit shadow education company impacts their teaching practices.

It has been established that both tutors and tutees gain from tutoring sessions. However, tutors' benefits may be enhanced or limited depending on the type of behaviours they perform during the tutoring sessions. Although behaviours enhancing both tutor and tutee learning can be promoted by training, generalized tutor training models that are often used do not take into account tutors' preexisting perceptions of tutoring, which may guide their instructional behaviours. The goals of this multiple-case study of three chemistry tutors are to characterise their perceptions of tutoring, their behaviors during tutoring sessions, and the connections between their perceptions and behaviors. Data was collected through interviews in which tutors' perceptions of tutors and tutoring were probed and through video recordings of three to four sessions for each tutor. Interviews were analyzed using a thematic analysis approach. Video recordings of sessions were analyzed using a list of codes corresponding to different types of behaviours that had been reported in prior tutoring studies. Analysis of the interviews indicated that tutors' perceptions of tutoring did not overlap fully across all the three tutors. Cross-case analysis indicates that tutors' perceptions of tutees and of the role of tutor were reflected in the instructional behaviours the tutors enacted during the sessions. The results of this study may be used to improve tutor training programmes, particularly through examining individual tutor's perceptions of tutoring as this may help anticipate natural instructional preferences of tutors.

<p>Peer-tutoring sessions of two groups of advanced diploma in financial accounting students with mixed proficiency were analysed thoroughly in this study. Numerous studies in peer tutoring have produced favourable results to both tutors and tutees due to the scaffolding process which promotes effective learning. However, there is a lack of studies conducted using case study as a group task in peer tutoring. Therefore, in this study, the analysis of this type of task in the course of peer tutoring is given much prominence. Video recordings of the peer-tutoring sessions were made and informants were interviewed and wrote journals in order to obtain data to be analysed. The researcher’s observation notes were useful in increasing understanding of the group process. The findings revealed that there were similarities and differences pertaining to the teaching and learning experiences encountered by both tutors and tutees when analysing the two case studies. Therefore, appropriate case studies which match students’ abilities are recommended to be used in peer tutoring. Furthermore, regular guidance provided by instructors for tutors is crucial in developing their confidence in playing their role.<strong> </strong></p>

This study explores the factors leading Thai upper-secondary school students to study English at tutoring school. The students’ perceptions of their EFL private tutors and mainstream school teachers are also a focus of this research. Drawing on statistical data from 80 upper-secondary school students, it shows that these students perceive EFL private tutors to be more effective in the provision of examination support, particularly regarding the university admission examination, compared with mainstream school teachers. Overall, these students have more positive attitudes towards their English tutors than their mainstream school teachers. They agree that tutors have higher English language proficiency and can make them understand the lesson better than their school teachers. The characteristic of the tutors and teaching techniques is considered a significant factor leading students to study English at tutoring schools, particularly the teaching techniques that allow them to do better on university examinations. These findings not only highlight the impact of private tutoring schools on language education systems, but also caution Thai educational policy makers and practitioners to further explore the pressure of the university admission examination on upper-secondary school students in the country.Keywords: Examination support, English language proficiency, private tutoring schools, teaching technique, Thailand.Cite as: Chan, C. & Mongkolhutthi, P. (2017). The factors affecting students’ choice in studying English at private tutoring schools: A case of Thai upper-secondary school students. Journal of Nusantara Studies, 2(2), 44-52.

The course “Biotechnology: Science and Socioeconomic Issues” has used problem-based learning (PBL) during the last quarter of the course for the past 3 years. One of the challenges of using PBL in medium-sized and larger classes is finding a way to facilitate each group of students with a limited number of qualified facilitators while avoiding unmanageably large numbers of students per group. This past year (95F) the course had both a nonhonor's and an honor's section. The honor's section met an additional hour each week to learn about PBL and peer tutoring skills. Training students to be peer tutors was divided up into four parts: 1) the science behind PBL, 2) experience working through a previously developed case study, 3) development of a case study, and 4) peer tutoring case studies in the non-honor's section. We will discuss the process of training students to be effective peer tutors for PBL.

In the current document the efficiency of the Elluminate Live tool is analyzed when it is used as a synchronous media in a virtual learning environment. In most of the research discussed, as for the integration of the tool in the university studies, it has been found that its use makes easier communication, interaction, development of online tutorials, lectures and debates. The main goal of the research shown in the current paper is to present the results obtained when using the synchronous communication tool in the process of learning and teaching of Languages Studies in the Open University. The sample consisted of one teacher and six tutors of Languages Studies of the Open University. In order to analyze the experience developed with the Elluminate Live tool, an interview with 13 questions of open answer was designed. The experience described by the tutors and the academics pointed out the advantages of the integration of synchronous communication in the teaching-learning process. Interviewees highlighted the potential of the tool for language teaching in distance education. It was considered that Elluminate Live is a facilitator of the learning process for the Open University courses, since it allows online tutorials where students can practice speaking. Key words: distance education; intelligent tutoring systems; interactive learning environments; pedagogical issues.

<p>在香港高校的全英文教學環境下，學術英語技能對許多學生來說是一個挑戰。因此，學生對英語寫作指導的高需求使得朋輩輔導成為彌補教學資源不足的重要選擇。對朋輩輔導中輔導語言研究（同時使用第一語言L1和第二語言L2）的諸多成果已經為提高學生的英語寫作和溝通能力奠定了堅實的基礎，但用於檢驗朋輩輔導在全英文教學環境（即僅使用 L2）中的輔導效果的實證研究仍然有限。因此，本研究分析了朋輩輔導在一個（英語）寫作諮詢項目中的效果。在全英文教學的大學環境下，這個項目為現有的英語寫作輔導起到了彌補教學資源不足的作用。本研究採用了多重檢核的研究方法，建立了360度監控和評估機制。在項目的各個實施階段，監管其進度和有效性。研究結果表明，朋輩導師在學生和課程教師之間起著關鍵的仲介作用。這表明了該寫作諮詢項目不僅滿足了非英語母語學生對寫作指導的需求，而且促進了朋輩導師的個人整體成長，增強了他們對語言知識的有意義使用。</p> <p>&nbsp;</p><p>Academic English skills have been challenging for many students in English-medium universities in Hong Kong. Thus, the high demand for writing assistance has made peer tutoring an essential alternative to make up for the inadequate teaching resources. Extensive research on the language use (using both first language L1 and second language L2) in peer tutoring has laid a solid foundation in improving English writing and communication skills, yet limited empirical studies are available to examine the effects of peer tutoring in an English-medium (L2 only) context. The present study analyzes the effects of a writing consultation project to complement the existing English writing support services offered on English-medium university campuses. The study employs a triangulated approach in which a 360-degree monitoring and evaluation mechanism was set up to regulate the progress and effectiveness of the project at different implementation stages. Findings demonstrate that peer tutors play a key intermediary role between tutees and course teachers, suggesting that the project not only met the writing needs of non-native English-speaking students, but also fostered tutors&rsquo; whole personal growth and enhanced the meaningful use of their linguistic knowledge.</p> <p>&nbsp;</p>

Background Pedagogical agents are computerized talking heads or embodied animated avatars that help students learn by performing actions and holding conversations with the students in natural language. Dialogues occur between a tutor agent and the student in the case of AutoTutor and other intelligent tutoring systems with natural-language conversation. The agents are adaptive to the students’ actions, verbal contributions, and, in some systems, their emotions (such as boredom, confusion, and frustration). Focus of Study This paper explores several designs of trialogues (two agents interacting with a human student) that have been productively implemented for particular students, subject matters, and depths of learning. The two agents take on different roles, but often serve as peers and tutors. There are different trialogue designs that address different pedagogical goals for different classes of students. For example, students can (a) observe vicariously two agents interacting, (b) converse with a tutor agent while a peer agent periodically chimes in, or (c) teach a peer agent while a tutor rescues a problematic interaction. In addition, agents can argue with each other over issues and ask what the human student thinks about the argument. Research Design Trialogues have been developed for systematic experimental investigations in several studies that measure student impressions, learning gains from pretest to post-test on objective tests, and both cognitive and affective states during learning. The studies compare conditions with different pedagogical principles underlying the trialogues in order to assess the impact of these principles on student impressions, learning, emotions, and other psychological measures. Discourse analyses are performed on the language and actions in the log files in order to assess their impacts on psychological measures. Recommendations Tests of these agent-based systems have shown improvements in learning gains and systematic influences on student emotions. In the future, researchers need to conduct more research to empirically evaluate the psychological impact of different trialogue designs on psychological measures. These trialogue designs range from scripted interactions between agents being observed by the student, to the student helping a fellow peer agent, to the student resolving an argument between two agents. The central question is whether the learning experiences and outcomes show improvement over typical human-computer dialogues (i.e., one human and one tutor agent) and conventional pedagogical interventions.

Students are excited by the possibilities presented through digital technologies and their applicability across a broad range of industries. Digital literacy has been identified as a foundational 21st Century skill by the Australian Government (2020, p. 4), which is ‘essential for individuals to participate effectively in today’s society’. The need for strong transferable skills has accelerated during the pandemic as many industries have migrated to digital contexts. Digital literacy is a transferable skill sought after by employers, alongside other emerging transferable skills required for 21st Century success, including critical thinking, creativity and problem-solving (FYA 2017, p. 8). In this paper, we will provide a case study of authentic assessment in an innovative digital literacy course at an Australian university, designed to support students from underrepresented backgrounds to build transferable skills for degree study and future careers. Authentic assessment provides opportunities for meaningful learning as students complete assessments aligned with their aspirations and career interests: ‘Authenticity automatically gives relevance to the learning journey; relevance encourages engagement and enthusiasm, which should bring about meaningful learning’ (ACEL 2016). The scaffolded course design focuses on embedding professional practice through authentic assessment. Recent student projects include: an infographic of wellbeing techniques for children designed for educational contexts, an informative website to support refugees, a share-economy inspired app for deep cleaning, an infographic on sustainable architecture, a blog on brand development, and a review of robot programming for IT students. We will provide strategies for authentic assessment through technology-enhanced learning, which will offer insight and inspiration for educators interested in adopting these approaches. Choice is a key element of course design, allowing students to demonstrate key concepts through the creation of unique and meaningful projects. First, students demonstrate threshold concepts, then they follow industry practice to pitch and produce an individual digital project. Course design is grounded in Universal Design for Learning (UDL) and enabling pedagogy (Stokes 2017). UDL techniques, including multiple modes of representation, action and expression, and engagement, support the learning of all students (CAST 2011). Enabling pedagogical approaches work to support the development of confidence, capability and agency, while valuing the strengths individual students bring (Stokes 2021). Students aiming for diverse fields have followed their interests to create digital projects aligned with their career aspirations, from game development to health apps, business sites to educational modules, critical digital reviews to music videos, animations to augmented and virtual reality content. Production work is negotiated with tutors, who provide guidance and mentorship, following a production company ethos. Students adhere to industry standards for copyright and ethical practice in assessments, while building their professional portfolio and skills for future success. The combination of digital literacy and authentic assessments motivates students to follow their passions and create digital products they care about. This approach has resulted in outstanding student evaluations and learning outcomes, above average retention, and institutional recognition through a Digital Learning citation. Importantly, this approach supports students to build professional skills and knowledge for emerging industries and future career opportunities. References ACEL. (2016). Authentic learning: what, why and how? e-Teaching, 10. http://www.acel.org.au/acel/ACEL_docs/Publications/e-Teaching/2016/e-Teaching_2016_10.pdf Australian Government. (2020). Foundation Skills for Your Future Program: Digital Literacy Skills Framework, Canberra: Commonwealth of Australia. Australian Technology Network. (2020). ATN joint statement on authentic assessment, Australian Technology Network. https://www.atn.edu.au/news-and-events/latest-news/atn-joint-statement-on-authentic-assessment CAST. (2011). Universal Design for Learning Guidelines Version 2.0. Massachusetts: Wakefield. Foundation for Young Australians (2017). The new work smarts. https://www.fya.org.au/report/the-new-work-smarts Stokes, J. (2017). Inclusion and engagement by design: Creating a digital literacy course to inspire diverse learners in an​ Australian university enabling program. International Studies in Widening Participation, 4(2), 65–78. https://novaojs.newcastle.edu.au/ceehe/index.php/iswp/article/download/85/103 ​ Stokes, J. (2021). Those skills to take on the world: developing capitals through university enabling programs. The International Journal of Learning in Higher Education, 28 (2), 133-146. DOI: 10.18848/2327-7955/CGP/v28i02/133-146

The objective for the current qualitative case study was to examine participants’ perceptions on the tutor coaching and session review frameworks. The location of the study was at the tutor coach’s place of business. At the beginning of the study, both tutor coach and tutors were trained on how to implement the specific frameworks associated with their roles in the tutoring process. Tutors who participated in the study kept weekly reflection journals regarding their tutoring experiences. After 6 weeks, the tutor coach participated in 30-minute open-ended phone interviews related to the tutor-coaching framework. All interviews were recorded and transcribed. Tutors completed an online questionnaire about the methods and strategies used to conduct effective tutoring sessions. Themes were extracted related to tutor coaching, session reviews, effective tutoring sessions, and general tutoring from the data: interview transcripts, online surveys, monitoring notes, and weekly journals. There were 12 emerging themes, 7 categories, and 9 sub-categories that were coded and analyzed. The findings revealed that effective tutoring sessions required lesson preparation and the session review framework provided an avenue of viewing and keeping track on what to look for in tutoring sessions. Another finding was that the tutoring coaching framework influenced coaching with tutors.

AbstractThe present investigation examined cross-age peer tutoring in the context of organising a technology-enhanced STEAM project aimed at bringing elements of maker culture to a lower secondary school. We examined how 8th graders tutored 7th graders in programming skills. The participants were peer tutors (n = 15) studying in a technology-oriented class, along with their teachers (5) and the researchers (2). By interviewing the tutors, we studied skills that the tutors had experienced as being essential to overcoming the challenges encountered. To trace the tutors’ social support network and the sharing of expertise, we asked the participants to draw a personal social network map. Three key tutors were identified, whose centrality in the network was socially validated by the number of peer tutors seeking their advice. Two case studies of key tutors’ learning networks were carried out. The findings revealed that the tutors needed versatile technological, social, pedagogical, and reflective know-how in the project. It is concluded that cross-age peer tutoring provides significant support for implementing practices of making and STEAM education at school.

PurposeThis paper focusses on the tutoring process developed by three teachers during the implementation of two lesson studies (LSs) by students of the Bachelor of in Primary Education as a methodological strategy to facilitate the reconstruction of the teachers' practical knowledge.Design/methodology/approachThe study is set within the framework of qualitative research and the methodology adopted is borne out by the case study.FindingsThe analysis shows how an adequate process of tutoring and accompaniment during the design, development and evaluation of the LS assists students to reconstruct their practical knowledge through action and to reflect on their actions and to develop key professional competences for initial teacher training.Research limitations/implicationsThis study was constrained by the need to develop a particular methodology of the study over a single four-month period, given that this type of process requires some quiet time for analysis and reflection. And the time that the tutors could make available due to the high ratio and the need to provide continuity to these processes to allow the students to consciously modify the tutors' lessons plans and incorporate this vision of being a teacher.Practical implicationsThe paper advised to repeat the experience in successive courses, to accompany the students in order to analyse the educational value of LS and how educational value of LS affects the how the students reconstruct their practical knowledge.Originality/valueThis paper shows the strategies adopted to promote the reconstruction of practical knowledge in initial teacher training.

Learning about Europe in Australia at the higher education level requires lecturers and tutors to ground their teaching in students’ pre-existing understanding of Australia’s links with Europe. This link needs to be made to students in the classroom and to university management as a case for embedding European Studies within university administrative structures. I will also argue that whilst students display a keen interest in contemporary Europe, European Studies itself is best seen as a sub-or cross-discipline, particularly of politics, history and international relations underpinned by the study of languages and it is here that ‘Europe’ has much to teach Australian university students.

Creative writing for adults is normally taught in writing workshops, and the assumption is that the best tutors will be published writers. Based on observations of academic, community and conference writing workshops in Australia, USA and UK, this paper explores the methods used by workshop tutors, whether practising writers, academics, or teachers who are interested in writing. Three writing workshop case studies are given in illustration. A standard format for conducting workshops is identified, but the success of the workshop is likely to depend on the intention of the tutor - whether to identify excellent writing and perhaps discourage poor writers, or to encourage all writers - and the intention of the student in attending that tutor’s writing workshops.

Academic tutoring represents a strength of support for all students in their Educational Programs (PE) that they have chosen to complete their professional studies for all higher education institutions. The Faculty of Mechanical and Electrical Engineering of the Universidad Veracruzana in the city of Poza Rica Veracruz, offers 3 PE of Engineering: Mechanical, Electrical and Industrial and in these there is an institutional program of tutoring that contributes in the orientation and advising of the tutorados for the decision making in the academic programming of each school period. The academic programming based on tutoring allows the Faculty to know the demand according to the needs of the students of the Educational Experiences (EE) that they require for a school period. The present work of analytical and descriptive study, shows the processes that are carried out in the Faculty towards an adequate academic programming and implementing with the tutors interview-survey work sessions to gather the required information so that each tutor can program the assignment of their EE For studying, in this case study the sample is a Mechanical Engineering group for the school period February-July 2019.

Purpose: Taking läxhjälp/homework support in Sweden as a case, this article aims to further explore shadow education, especially as a pedagogical object from curriculum theory perspective. Design/Approach/Methods: Approaches including policy analyses, ethnomethodological work based on video-recorded interaction, and narratives have produced empirically grounded knowledge. We use examples from several substudies and analyze the reentry and regulation of supplementary education and how tutors and tutees interact in tutoring settings and negotiate identities in läxhjälp as well as the relation to regular schooling. Findings: Läxhjälp is conditioned by the logic of equality and changes in the governance of läxhjälp. The proliferation of different kinds of tutoring practices provided by various organizations calls for a broad definition of shadow education. With curriculum as boundary object, equality and academic success are foundational. Different settings and spatiotemporal arrangements affect modes of interaction, distribution of epistemic authority, and negotiations of identities. Originality/Value: With Sweden as a case, it is possible to explore shadow education in a new context, the Scandinavian welfare state, and its history of comprehensive education. Moreover, ethnomethodological interaction and narrative studies and curriculum perspectives are seldom employed within research on shadow education. A number of critical key boundary objects are identified.

Partograf adalah alat pemantauan persalinan normal dan juga sebagai alat pengambilan keputusan klinis, karena dengan adanya partograf maka persalinan yang tidak normal akan dapat dievaluasi. Dalam pelaksanaan pembelajaran terdapat beragam metode pembelajaran yang dapat digunakan untuk Student Center Learning (SCL) baik dikelas, laboratorium maupun klinik. Tujuan literature review ini juga untuk melihat sejauh mana topik dokumentasi asuhan pada persalinan khususnya metode pembelajaran untuk meningkatkan ketrampilan mahasiswa dalam melakukan dokumentasi telah diteliti. Metode Penelitian ini merupakan systematic review. Metode pembelajaran yang digunakan dalam penelitian antara lain metode studi kasus, demonstrasi, multimedia, case based learning, simulasi, latihan, small group discussion, penuntun belajar jobsheet, peer tutoring serta kooperatif type STAD. Hasil literature review ini menunjukkan terjadi pengaruh metode pembelajaran terhadap ketrampilan dokumentasi asuhan kebidanan pada persalinan. Metode pembelajaran dengan cara studi kasus, simulasi, small group discussion, demonstrasi, tutor dengan teman sebaya dan kooperatif type STAD lebih berpengaruh dalam meningkatkan ketrampilan mahasiswa dalam membuat dokumentasi partograf. Dosen sebagai tenaga pendidik profesional sebaiknya mempertimbangkan metode pembelajaran yang dapat digunakan dalam mempelajari materi yang disesuaikan dengan tujuan materi yang ingin disampaikan untuk meningkatkan ketrampilan mahasiswa dalam dokumentasi asuhan pada persalinan (partograf). Partograph is normal delivery and monitoring tools as well as clinical decision-making tool, because with the partograf the normal delivery will not be evaluated. In the implementation of learning, there are various methods that can be used for the Student Center Learning (SCL) either in class, laboratory and klinik. Literature review is also to see how far the topic of care documentation on labor, especially learning methods to improve the skills of the students in doing the documentation has been investigated. The learning method used in the study include the case study method, demonstrations, multimedia, case based learning, simulations, exercises, small group discussions, study guides jobsheet, peer tutoring and cooperative STAD type. The results of this literature review showed an influence on the teaching methods of documentation skills of midwifery care during labor. The learning method by means of case studies, simulations, small group discussions, demonstrations, tutors with peers and cooperative type STAD more influential in improving student skills in making partograf documentation. Lecturers as professional educators should consider learning methods that can be used in learning the material adapted to the purpose of material to be conveyed to improve the skills of students in care documentation at delivery (partograf).

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Learning Japanese in America: A survey of preferred teaching methods. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 134—42.03—249 Goldstein, Tara (Ontario Inst. for Studies in Ed., U. of Toronto, Canada). No Pain, No Gain: Student playwriting as critical ethnographic language research. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 53—76.03—250 Hu, Guangwei (Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 93—105.03—251 Huang, Jingzi (Monmouth U., New Jersey, USA; Email: jhuang@monmouth.edu). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level. Language Teaching Research (London, UK), 7, 1 (2003), 3—33.03—252 Hyland, Ken (City U. of Hong Kong; Email: ken.hyland@cityu.edu.hk). Specificity revisited: How far should we go now? English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 385—95.03—253 Jahr, Silke. Die Vermittlung des sprachen Ausdrucks von Emotionen in DaF-Unterricht. [The conveying of the oral expression of emotion in teaching German as a foreign language.] Deutsch als Fremdsprache (Berlin, Germany), 39, 2 (2002), 88–95.03—254 Jung, Yunhee (U. of Alberta, Canada; Email: jhee6539@hanmail.net). Historical review of grammar instruction and current implications. English Teaching (Korea), 57, 3 (2002), 193—213.03—255 Kagan, Olga and Dillon, Kathleen (UCLA, USA & UC Consortium for Language Teaching and Learning, USA). A new perspective on teaching Russian: Focus on the heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 507—18.03—256 Kang, Hoo-Dong (Sungsim Coll. of Foreign Languages, Korea; Email: hdkang2k@hanmail.net). Tracking or detracking?: Teachers' views of tracking in Korean secondary schools. English Teaching (Korea), 57, 3 (2002), 41—57.03—257 Kramsch, Claire (U. of California at Berkeley, USA). Language, culture and voice in the teaching of English as a foreign language. Language Issues (Birmingham, UK), 13, 2 (2001), 2—7.03—258 Krishnan, Lakshmy A. and Lee, Hwee Hoon (Nanyang Tech. U., Singapore; Email: clbhaskar@ntu.edu.sg). Diaries: Listening to ‘voices’ from the multicultural classroom. ELT Journal (Oxford, UK), 56, 3 (2002), 227—39.03—259 Lasagabaster, David and Sierra, Juan Manuel (U. of the Basque Country, Vitoria-Gasteiz, Spain; Email: fiblahed@vc.ehu.es). University students' perceptions of native and non-native speaker teachers of English. Language Awareness (Clevedon, UK), 11, 2 (2002), 132—42.03—260 Lennon, Paul. Authentische Texte im Grammatikunterricht. [Authentic texts in grammar teaching.] Praxis des neusprachlichen Unterrichts (Berlin, Germany), 49, 3 (2002), 227–36.03—261 Lepetit, Daniel (Clemson U., USA; Email: dlepetit@mail.clemson.edu) and Cichocki, Wladyslaw. Teaching languages to future health professionals: A needs assessment study. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 384—96.03—262 Łȩska-Drajerczak, Iwona (Adam Mickiewicz U., Poznán, Poland). Selected aspects of job motivation as seen by EFL teachers. Glottodidactica (Poznán, Poland), 28 (2002), 103—12.03—263 Liontas, John I. (U. of Notre-Dame, USA). ZOOMANIA: The See-Hear-and-Do approach to FL teaching and learning. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 36—58.03—264 Littlemore, Jeannette (Birmingham U., UK). Developing metaphor interpretation strategies for students of economics: A case study. Les Cahiers de l'APLIUT (Grenoble, France), 21, 4 (2002) 40—60.03—265 Mantero, Miguel (The U. of Alabama, USA). Bridging the gap: Discourse in text-based foreign language classrooms. Foreign Language Annals (New York, USA), 35, 4 (2002), 437—56.03—266 Martin, William M. (U. of Pennsylvania, USA) and Lomperis, Anne E.. Determining the cost benefit, the return on investment, and the intangible impacts of language programmes for development. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 399—429.03—267 Master, Peter (San Jose State U., CA, USA: Email: pmaster@sjsu.edu). Information structure and English article pedagogy. System (Oxford, UK), 30, 3 (2002), 331—48.03—268 Mertens, Jürgen. Schrift im Französischunterricht in der Grundschule: Lernehemnis oder Lernhilfe? [Writing in teaching French in primary school: Learning aid or hindrance?] Neusprachliche Mitteilungen aus Wissenschaft und Praxis (Berlin, Germany), 55, 3 (2002), 141–49.03—269 Meskill, Carla (U. at Albany, USA; Email: cmeskill@uamail.albany.edu), Mossop, Jonathan, DiAngelo, Stephen and Pasquale, Rosalie K.. Expert and novice teachers talking technology: Precepts, concepts, and misconcepts. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 46—57.03—270 Mitchell, Rosamond and Lee, Jenny Hye-Won (U. of Southampton, UK; Email: rfm3@soton.ac.uk). Sameness and difference in classroom learning cultures: Interpretations of communicative pedagogy in the UK and Korea. Language Teaching Research (London, UK), 7, 1 (2003), 35—63.03—271 Mohan, Bernard (U. of British Columbia, Canada; Email: bernard.mohan@ubc.ca) and Huang, Jingzi. Assessing the integration of language and content in a Mandarin as a foreign language classroom. Linguistics and Education (New York, USA), 13, 3 (2002), 405—33.03—272 Mori, Junko (U. of Wisconsin-Madison, USA; Email: jmori@facstaff.wisc.edu). Task design, plan, and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom. Applied Linguistics (Oxford, UK), 23, 3 (2002), 323—47.03—273 O'Sullivan, Emer (Johann Wolfgang Goethe-U. Frankfurt, Germany; Email: osullivan@em.uni-frankfurt.de) and Rösler, Dietmar. Fremdsprachenlernen und Kinder-und Jugendliteratur: Eine kritische Bestandaufsnahme. [Foreign language learning and children's literature: A critical appraisal.] Zeitschrift für Fremdsprachenforschung (Germany), 13, 1 (2002), 63—111.03—274 Pfeiffer, Waldemar (Europa Universität Viadrina – Frankfurt an der Oder, Germany). Möglichkeiten und Grenzen der interkulturellen Sprachvermittlung. [The possibilities and limits of intercultural language teaching.] Glottodidactica (Poznán, Poland), 28 (2002), 125—39.03—275 Rebel, Karlheinz (U. Tübingen, Germany) and Wilson, Sybil. Das Portfolio in Schule und Lehrerbildung (I). [The portfolio in school and the image of a teacher (I).] Fremdsprachenunterricht (Berlin, Germany), 4 (2002), 263–71.03—276 Sonaiya, Remi (Obafemi Awolowo U., Ile-ife, Nigeria). Autonomous language learning in Africa: A mismatch of cultural assumptions. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 106—16.03—277 Stapleton, Paul (Hokkaido U., Japan; Email: paul@ilcs.hokudai.ac.jp). Critical thinking in Japanese L2 writing: Rethinking tired constructs. ELT Journal (Oxford, UK), 56, 3 (2002), 250—57.03—278 Sullivan, Patricia (Office of English Language Progs., Dept. of State, Washington, USA, Email: psullivan@pd.state.gov) and Girginer, Handan. The use of discourse analysis to enhance ESP teacher knowledge: An example using aviation English. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 397—404.03—279 Tang, Eunice (City U. of Hong Kong) and Nesi, Hilary (U. of Warwick, UK; Email: H.J.Nesi@warwick.ac.uk). Teaching vocabulary in two Chinese classrooms: Schoolchildren's exposure to English words in Hong Kong and Guangzhou. Language Teaching Research (London, UK), 7, 1 (2003), 65—97.03—280 Timmis, Ivor (Leeds Metropolitan U., UK; Email: i.timmis@lmu.ac.uk). Native-speaker norms and International English: A classroom view. ELT Journal (Oxford, UK), 56, 3 (2002), 240—49.03—281 Toole, Janine and Heift, Trude (Simon Fraser U., Bumaby, BC, Canada; Email: toole@sfu.ca). The Tutor Assistant: An authoring tool for an Intelligent Language Tutoring System. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 373—86.03—282 Turner, Karen and Turvey, Anne (Inst. of Ed., U. of London, UK; Email: k.turner@ioe.ac.uk). The space between shared understandings of the teaching of grammar in English and French to Year 7 learners: Student teachers working collaboratively. Language Awareness (Clevedon, UK), 11, 2 (2002), 100—13.03—283 Warschauer, Mark (U. of California, USA). A developmental perspective on technology in language education. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 453—75.03—284 Weasenforth, Donald (The George Washington U., USA; Email: weasenf@gwu.edu), Biesenbach-Lucas, Sigrun and Meloni, Christine. Realising constructivist objectives through collaborative technologies: Threaded discussions. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 58—86.

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I am pleased to welcome you to the final issue of the International Journal for Educational Integrity for 2012. It has been a very busy year for academic integrity, with numerous conferences, symposiums and research projects taking place around the globe. In June, Plagiarismadvice.org celebrated their 10th Anniversary with the 5th International Integrity and Plagiarism Conference (5IPC) held at Newcastle-upon-Tyne, UK (www.plagiarismadvice.org). The International Association of Academic Integrity Conferences was launched in Newcastle, with a mission to "facilitate international conversations on educational issues ranging from cheating and plagiarism to pedagogy and best practices" (www.iaaic.org). In November, the International Center for Academic Integrity planned to hold their 20th Anniversary Annual Conference at Princeton, New Jersey, only to have to cancel the event due to Hurricane Sandy. The program is available on the ICAI website: www.academicintegrity.org. The Asia Pacific Forum on Educational Integrity held a symposium entitled 'Adapt and remix: Academic integrity in action' at the University of Wollongong in November. The program and abstracts are available at www.apfei.edu.au. Finally, the Australian Office for Learning and Teaching funded project, Academic integrity standards: Aligning policy and practice in Australian universities, concluded on 30 November, and all research papers and learning resources are available at www.aisp.apfei.edu.au. This issue begins with four selected and reworked papers from the 5th International Integrity and Plagiarism Conference, followed by two papers that were submitted via the standard online journal submission process. The variety of papers represent the depth, breadth and increasing maturity of academic integrity as a field of study, as well as the multiplicity of viewpoints and diversity of cultural perspectives on the topic. Countries represented in this issue include the USA, UK, Australia and Iran and the theme uniting every paper is the need to educate and support students to learn about the values and practices of academic integrity, while simultaneously ensuring consistent and appropriate responses to breaches when they occur. Judith Jurowska and John Thompson open the issue with the aptly titled, "Opening doors early to academic integrity". The authors report that the discipline-specific study skills on academic integrity, which were part of a pilot project to prepare new undergraduate students for tertiary study, resulted in a dramatic reduction in recorded cases of plagiarism at the University of Durham UK. Although analysis indicated that the pre-arrival skills exercises did not result in a significant improvement in grades for submitted assignments, Jurowska and Thompson maintain that students did benefit in much broader terms relating to understanding, engagement and preparation. Mary Davis, from Oxford Brookes University UK, also highlights the role of academic integrity education, specifically in relation to international postgraduate students. Using data from interviews with eight international English as an Additional Language (EAL) Masters students, and their postgraduate tutors, as well as key international academic integrity experts, Davis calls for continuous pedagogical support to be provided to international postgraduate students during their program of study. The highlight of Davis' paper is the opportunity provided for the range of respondents to provide their individual, and often conflicting, perspectives through verbatim quotations from the interview data. Cally Guerin and Michelle Picard from the University of Adelaide, provide the third paper from 5IPC, reporting on a pedagogical innovation that makes a cheeky reference to the commercial text-matching software by iParadigms, Turnitin. Like Davis in the UK, Guerin and Picard are concerned with the language and learning needs of international EAL students, this time in the Australian context. In order to develop novice research writers' understanding of acceptable use of sources and mastery of discipline-specific language, the authors have developed a process they have called 'Try it on', which uses concordancing software alongside Turnitin. Their paper presents textual analysis of two case studies where research students used the 'Try it on' process, each with different but successful results. The fourth paper presented at 5I2PC is by Cath Ellis, from the University of Huddersfield, UK. In keeping with the stance of every author in this issue, Ellis' work is framed by a commitment to a "rigorous and consistent holistic approach to educational integrity". With this framework in mind, Ellis provides a fresh perspective on the topic by addressing the challenge of how to manage the workload implications of plagiarism detection. The author maintains that Electronic Assessment Management (EAM), integrating appropriately administered text-matching software, has the potential to provide both an effective and efficient solution. Ellis' paper provides details of how one UK university has successfully operationalised EAM using a business process approach that could be adapted in other contexts. Researchers, writers and practitioners from around the world are keenly interested in how to use electronic tools most effectively to both educate students about academic integrity and detect plagiarism. Joseph Mazer (Clemson University) and Stephen Hunt (Illinois State University) explore how electronic submission of assignments influenced first-year students' perceptions of academic dishonesty and self-reports of cheating behaviour. Participants included 147 first year undergraduate students enrolled in a basic communication course at a Midwestern university. Experimental group instructors asked their students to submit their assignments to an email account on the understanding that this would allow their instructors to check for plagiarism. This group received numerous reminders throughout the semester to submit their work electronically. Students in the control group did not have to submit their assignments in this way. Both groups of students were required to respond to a questionnaire designed to gauge their understanding of academic integrity as well as self-reported cheating behaviour. Resulted indicated that the control group participants were more likely to self-report cheating behaviours, while the experimental group students improved significantly in their perception of what constitutes academic dishonesty. Mazers and Hunt's study provides an example of a simple, affordable and transferable way of influencing students' behaviour and understandings of academic integrity. Other authors in this issue have addressed some of the challenges faced by postgraduate international EAL students. The final paper in is this issue is much more than just another study examining the prevalence rates of different forms of plagiarism. What makes this paper unique is that the student participants had three distinct characteristics. They were postgraduate (Masters), EAL and Iranian. Using a questionnaire adapted from one developed and used by Maxwell, Curtis and Vardanega (2006), and Curtis and Popal (2011), Zafarghandi, Khoshroo and Barkat, perhaps not surprisingly, found that plagiarism is pervasive among Iranian EAL Masters students. In company with perceived best practice, the researchers also recommend that "early educational intervention is critical to enhance students' perceived seriousness of plagiarism", and that such educational strategies need to be embedded throughout the student's program of study. I trust you will enjoy the rich and varied papers in this issue of the International Journal for Educational Integrity, and that many of the lessons, both pedagogic and research-oriented, will be useful to you in your academic practice. Please continue to submit papers for review, either via the online platform, or directly to tracey.bretag@unisa.edu.au. With best wishes for the festive season, Tracey Bretag, IJEI Editor.

IntroductionAs the teaching staff working in a university postgraduate program—the Graduate Certificate of Creative Industries (Creative Practice) at Central Queensland University, Australia—an ongoing concern has been to ensure our students engage with the digital course content (delivered via the Moodle learning management system). This is an issue shared across the sector (La Pointe and Reisetter; Dargusch et al.) and, in our case, specifically in the area of students understanding how this online course content and tasks could benefit them in a program that is based around individual projects. As such, we are invested in enhancing student engagement both within the framework of this individual program and at an institution level. Like many institutions which now offer degrees which are either partially or fully online, the program in question offers a blended learning environment, with internal students also expected to engage with online materials (Rovai and Jordan; Colis and Moonen). The program was developed in 2011, first offered in 2012, and conducted two and sometimes three terms a year since then.Within the first year of delivery, low levels of student participation in online learning were identified as problematic. This issue was addressed using strategies that made use of characteristic strengths among our creative industries students, by developing and linking a peer-to-peer mentoring approach to our blended learning course design. Our challenge in this (as project facilitators and as teachers) has been to devise strategies to shift the students from reluctant to engaged online content users. A key strategy has evolved around introducing peer-mentoring as an intrinsic behaviour in the courses in the program. While not using a full case study approach, we do offer this singular instance for consideration as “much can be learned from a particular case” (Merriam 51). The below is based on our own observations, together with formal and informal student feedback gathered since 2012.Mentors and MentoringThe term mentor can have different meanings depending on the context in which the phrase is used. Ambrosetti and Dekkers note that “it is evident from the literature that there is no single definition for mentoring” (42). Drawing on an array of literature from a number of disciplines to qualify the definition of the term mentoring, Ambrosetti and Dekkers have identified a series of theorists whose definitions demonstrate the wide-ranging interpretation of what this act might be. Interestingly, they found that, even within the relatively narrow context of pre-service teacher research, words used to identify the term mentor varied from relatively collegial descriptors for the established teacher such as supporter, friend, collaborator, role model, and protector, to more formalised roles including trainer, teacher, assessor, and evaluator. The role to be played by a mentor—and how it is described—can also vary according to parameters around, and the purpose of, the mentoring relationship. That is, even though “mentoring, as described in literature, generally involves supporting and providing feedback to the mentee without judgment or criteria” (43), the dynamics of the mentor-mentee relationship may influence the perception and the nature of these roles. For example, the mentoring relationship between a teacher and pre-service teacher may be perceived as hierarchical whereby knowledge and feedback is “passed down” from mentor to mentee, that is, from a more authoritative, experienced figure to a less knowledgeable recipient. As such, this configuration implies a power imbalance between the roles.The relationships involved in peer-to-peer mentoring can be similarly defined. In fact, Colvin and Ashman describe the act of peer-mentoring as “a more experienced student helping a less experienced student improve overall academic performance”, and a relationship that “provides advice, support, and knowledge to the mentee” (122). Colvin and Ashman’s research also suggests that “if mentors and mentees do not have a clear sense of their roles and responsibilities, mentors will find it difficult to maintain any sort of self‐efficacy” (122)—a view that is held by others researchers in this field (see Hall et al.; Reid; Storrs, Putsche and Taylor). However, this collective view of peer-to-peer mentorship was not what we aimed to foster. Instead, we wanted our courses and program to both exhibit and inculcate practices and processes which we felt are more in line with our understanding of the creative industries, including a more organic, voluntary and non-hierarchical approach to peer-to-peer mentorship. This could use Ambrosetti and Dekker’s less hierarchical descriptors of supporter, friend, and collaborator listed above.Student CohortThe student cohort in this program regularly includes on-campus and distance education students in approximately equal ratios, with those studying by distance often geographically very widely dispersed across Australia, and sometimes internationally. The students in this program come from a diverse spectrum of creative industries’ art forms, including creative writing, digital media, film, music, and visual arts. Most enter the program with advanced skills, undergraduate or equivalent qualifications and/or considerable professional experience in their individual areas of creative practice and are seeking to add a postgraduate-level of understanding and scholarly extension to this practice (Kroll and Brien; Webb and Brien). Students also utilise a wide range of learning styles and approaches when developing and completing the creative works and research-informed reflective reports which comprise their assessment. All the students in the program’s courses utilise, and contribute to, a single online Moodle site each term. Some also wish to progress to research higher degree study in creative practice-led research projects (Barrett and Bolt) after completing the program.Applying Peer-to-Peer Mentoring in a Project-Based ProgramThe student cohort in this program is diverse, both geographically and in terms of the area of individual creative industries’ specialisation and the actual project that each student is working on. This diversity was a significant factor in the complexity of the challenge of how to make the course online site and its contents and tasks (required and optional) relevant and engaging for all students. We attempted to achieve this, in part, by always focusing on content and tasks directly related to the course learning outcomes and assessment tasks, so that their usefulness and authenticity in terms of the student learning journey was, we hoped, obvious to students. While this is a common practice in line with foundational conceptions of effective learning and teaching in higher education, we also proposed that we might be able to insure that course content was accessed and engaged with, and tasks completed, by linking the content and tasks in Moodle to the action of mentoring. In this, students were encouraged to discuss their projects in the online discussion forum throughout the term. This began with students offering brief descriptions of their projects as they worked through the project development stage, to reports on progress including challenges and problems as well as achievements. Staff input to these discussions offered guidance—both through example and (at times) gentle direction—on how students could also give collegial advice to other students on their projects. This was in terms of student knowledge and experience gained from previous work plus that learned during the program. In this, students reported on their own activities and how learning gained could potentially be used in other professional fields, as for example: “I specifically enjoyed the black out activity and found the online videos exceptional, inspiring and innovating. I really enjoyed this activity and it was something that I can take away and use within the classroom when educating” (‘Student 1’, week 8, Term 1 2015). Students also gave advice for others to follow: “I understand that this may not have been the original intended goal of Free Writing—but it is something I would highly recommend … students to try and see if it works for you” (‘Student 2’, week 5, Term 1 2015). As each term progressed, and trust built up—a key aspect of online collaboration (Holton) as well as a fruitful mentoring relationship (Allen and Poteet)—joint problem solving also began to take place in these discussions.As most of the students never interact face-to-face during the term, the relative impersonality of the online discussions in Moodle, although certainly not anonymous, seemed to provide a safe platform for peer-to-peer mentoring, even when this was offered by those who were also interacting in class as well. As facilitators of this process, we also sought to model best-practice interaction in this communication and ensure that any posts were responded to in an encouraging and timely manner (Aragon). As a result, the traffic within these forums generally increased each week so that, by the end of the term, every student (both external and internal) had contributed significantly to online discussions—even those who appeared to be more reluctant participants in the beginning weeks of the term. Strategies to Facilitate Peer-to-Peer MentoringSeeking to facilitate this process, we identified discrete points within the term’s course delivery at which we would encourage a greater level of engagement with the online resources and, through this, also encourage more discussion in the online discussion forum. One of the strategies we employed was to introduce specific interactions as compulsory components of the course but, at the same time, always ensuring that these mandated interactions related directly to assessment items. For example, a key assessment task requires students to write reflectively about their creative work and processes. We duly included information and examples of reflective writing as resources online. In order to further develop this skill for both internal and external students, we adopted an active and iterative learning approach to this task by asking students to write reflectively, each week, about the online resources provided to them. In asking students to do this, we reiterated that, at the end of term, a core part of the assessment item was that each student would be asked to describe, analyse and reflect on how they used these resources to facilitate their creative practice. At the end of the term, therefore, each student could collate his or her weekly responses, and use these as part of this assessment task. However, before this final reflection needed to be completed, these reflective musings were already being refined and extended as a result of the commentaries offered by other students responding to these weekly reflections. In this, these commenting students were, in fact, playing the role of peer-to-peer mentors, assisting each other to enhance their abilities in reflective thinking and writing.It should be stated that neither formal mentoring roles nor expectations of the process or its outcomes were pre-determined, defined or outlined to students by the teaching staff or communicated directly to them in any way (such as via the course materials). Instead, internal and distance students were encouraged to communicate with each other and offer guidance, help and support to each other (but which was never described as peer-to-peer mentorship) via their use of the Moodle learning managements system as both a group communication tool and a collaborative learning resource (Dixon, Dixon and Axmann). It is common for creative practitioners to collect data in the form of objects, resources, tools, and memories in order to progress their work and this habit has been termed that of the “bowerbird” (Brady). Knowing that it likely that many of our students are already proficient bowerbirds with many resources in their personal collections, we also facilitated a peer-to-peer mentoring activity in the form of an online competition. This competition asked students to post their favourite interactive resource onto the Moodle site, accompanied by a commentary explaining why and how it could be used. Many students engaged with these peer-posted resources and then, in turn, posted reflections on their usefulness, or not, for their own personal practice and learning. This, in turn, engendered more resources to be posted, shared, and discussed in terms of project problem-solving and, thus, became another ongoing activity that encouraged students to act as increasingly valued peer-mentors to each other.The Practical Application of Peer-to-Peer MentoringEach term, it is a course requirement that the student cohort, both internal and external, combine to create a group outcome—an exhibition of their creative work (Sturm, Beckton and Brien). For some students, the work exhibited is completed; for others, particularly part-time students, the work shown is frequently still in progress. Given that the work in the student exhibition regularly includes music and creative writing as well as visual art, this activity forces students to engage with their peers in ways that most of them have not previously encountered. This interaction includes communication across the internal and distance members of the cohort to determine what work will be included in the exhibition, and how work will be sent for display by external students, as well as liaising in relation to range of related considerations including: curatorial (what the exhibition will be named, and how work is to be displayed), cataloguing (how the works, and their contributors, are to be described), and the overall design of the catalogue and invitation (Sturm, Beckton and Brien). Students make these decisions, as a group, with guidance from staff mainly being offered in terms of practical information (such as what days and times the exhibition space can be accessed) and any limitations due to on-site health and safety considerations and other university-wide regulations.Student feedback has been very positive in relation to this aspect of the course (Sturm, Beckton and Brien), and its collective nature is often remarked on in both formal and informal feedback. We are also finding that some prospective students are applying to the program with a knowledge of this group exhibition and some information about how it is achieved. After graduation, students have reported that this experience of peer-to-peer working across the spectrum of creative industries’ art forms has given them a confidence that they were able to apply in real work situations and has, moreover been a factor that directly led to relevant employment. One student offered in unsolicited feedback: “It was a brilliant course that I gained a lot from. One year on, I have since released another single and work as an artist manager, independently running campaigns for other artists. The course also helped make me more employable as well, and I now work … as a casual admin and projects officer” (Student 3, 2015).Issues Arising from Peer-to-Peer MentoringAn intrinsic aspect of facilitating and encouraging this peer-to-peer mentoring was to allow a degree of latitude in relation to student online communication. The week-to-week reflection on the online resources was, for instance, the only mandated activity. Other participation was modeled and encouraged, but left to students as to how often and when they participated, as well as the length of their posts. In each term, we have found student involvement in discussions increased throughout the term, and tended to exceed our expectations in both quantity and quality of posts.We have also found that the level of intimate detail offered, and intimacy developed, in the communications was far greater than we had initially anticipated, and that there were occasions when students raised personal issues. Initially, we were apprehensive about this, particularly when one student discussed past mental health challenges. At the time, we discussed that the creative arts – whether in terms of its creation or appreciation – are highly personal practices (Sternberg), and that the tone taken by many of the creative individuals, theorists, and researchers whose materials we use as resources was often personally revealing (see, for example, Brien and Brady). By not interfering, other than ensuring that the tone students used with each other was always respectful and focused on the professional aspects of what was being discussed, we observed that this personal revelation translated into high levels of engagement in the discussions, and indeed, encouraged peer support and understanding. Thus, in terms of the student who revealed information about past health issues and who at one stage had considered withdrawing from the course, this student later related to staff—in an unsolicited communication—that these discussions led to him feeling well supported. This student has, moreover, continued to work on related creative practice projects after completing the program and, indeed, is now considering continuing onto Masters level studies.ConclusionIn relation to much of the literature of mentoring, this experience of student interaction with others through an online discussion board appears to offer a point of difference. While that literature reports on other examples of peer-to-peer mentoring, most of these follow the seemingly more usual vertical mentoring model (that is, one which is hierarchical), rather than what developed organically in our case as a more horizontal mode. This is, moreover, a mode which has many synergies with the community of practice and collaborative problem solving models which are central to the creative industries (Brien and Bruns).Collings, Swanson, and Watkins have reported on the positive impact of peer mentoring on student wellbeing, integration, and retention. In terms of effects and student outcomes, although we have not yet collected data on these aspects of this activity, our observations together with informal and University-solicited feedback suggests that this peer-to-peer mentoring was useful (in terms of their project work) and affirming and confidence-building (personally and professionally) for students who are both mentors and mentees. These peer-to-peer mentoring activities assisted in developing, and was encouraged by, an atmosphere in which students felt it was appropriate and safe to both offer support and critique of each others’ work and ideas, as well as encouragement when students felt discouraged or creatively blocked. Students, indeed, reported in class and online that this input assisted them in moving through their projects and, as program staff, we saw that that this online space created a place where collaborative problem-solving could be engaged in as the need arose—rather than in a more forced manner. As teachers, we also found these students became our post-graduate colleagues in the way more usually experienced in the doctoral supervisor-student relationship (Dibble and Loon).The above reports on a responsive learning and teaching strategy that grew out of our understanding of our students’ needs that was, moreover, in line with our institution’s imperatives. We feel this was a successful and authentic way of involving students in online discussions, although we did not originally foresee that they would become mentors in the process. The next step is to develop a project to formally evaluate this aspect of this program and our teaching, as well as whether (or how) they reflect the overarching discipline of the creative industries in terms of process and philosophy. ReferencesAllen, Tammy D., and Mark L. Poteet. “Developing Effective Mentoring Relationships: Strategies from the Mentor’s Viewpoint.” The Career Development Quarterly 48.1 (1999): 59–57.Ambosetti, Angelina, and John Dekkers. “The Interconnectedness of the Roles of Mentors and Mentees in Pre-Service Teacher Education Mentoring Relationships.” Australian Journal of Teaching Education 35.6 (2010): 42–55.Aragon, Steven R. “Creating Social Presence in Online Environments.” New Directions for Adult and Continuing Education 100 (2003): 57–68. Barrett, Estelle, and Barbara Bolt, eds. Practice as Research: Approaches to Creative Arts Enquiry. London: I.B. Tauris, 2007.Brady, Tess. “A Question of Genre: Demystifying the Exegesis.” TEXT: Journal of the Australian Association of Writing Programs 4.1 (2000). 1 Mar. 2016 <http://www.textjournal.com.au/april00/brady.htm>.Brien, Donna Lee, and Tess Brady. “Collaborative Practice: Categorising Forms of Collaboration for Practitioners.” TEXT: The Journal of the Australian Association of Writing Programs 7.2 (2003). 1 Mar. 2016 <http://www.textjournal.com.au/oct03/brienbrady.htm>.Brien, Donna Lee, and Axel Bruns. “Editorial.” M/C Journal 9.2 (2006) 1 Mar. 2016 <http://www.textjournal.com.au/oct03/brienbrady.htm>.Central Queensland University. CB82 Graduate Certificate in Creative Industries. 2016. 1 Mar. 2016 <http://handbook.cqu.edu.au/programs/index?programCode=CB82>.Colis, B., and J. Moonen. Flexible Learning in a Digital World: Experiences and Expectations. London: Kogan-Page, 2001.Collings, R., V. Swanson and R. Watkins. “The Impact of Peer Mentoring on Levels of Student Wellbeing, Integration and Retention: A Controlled Comparative Evaluation of Residential Students in U.K. Higher Education.” Higher Education 68 (2014): 927–42.Colvin, Janet W., and Miranda Ashman. “Roles, Risks and Benefits of Peer Mentoring Relationships in Higher Education.” Mentoring and Tutoring: Partnership in Learning 18.2 (2010): 121–34. Dargusch, Joanne, Lois R. Harris, Kerry Reid-Searl, and Benjamin Taylor. “Getting the Message Through: Communicating Assessment Expectations to First Year Students.” Australian Association of Research in Education Conference. Fremantle, WA: 2015.Dibble, Brian, and Julienne van Loon. “The Higher Degree Research Journey as a Three Legged Race.” TEXT: Journal of the Australian Association of Writing Programs 8.2 (2004). 20 Feb. 2016 <http://www.textjournal.com.au/oct04/dibble_vanloon.htm>.Dixon, Robert, Kathryn Dixon, and Mandi Axmann. “Online Student Centred Discussion: Creating a Collaborative Learning Environment.” Hello! Where Are You in the Landscape of Educational Technology: Proceedings ASCILITE. Melbourne: ASCILITE, 2008. 256–264.Hall, Kendra M., Rani Jo Draper, Leigh K. Smith, and Robert V. Bullough. “More than a Place to Teach: Exploring the Perceptions of the Roles and Responsibilities of Mentor Teachers.” Mentoring & Tutoring: Partnership in Learning 16.3 (2008): 328–45.Holton, Judith A. “Building Trust and Collaboration in a Virtual Team.” Team Performance Management: An International Journal 7.3/4 (2001): 36–47.Kroll, Jeri, and Donna Lee Brien. “Studying for the Future: Training Creative Writing Postgraduates for Life after Degrees.” Australian Online Journal of Arts Education 2.1 (2006): 1–13.La Pointe, Loralee, and Marcy Reisetter. “Belonging Online: Students’ Perceptions of the Value and Efficacy of an Online Learning Community.” International Journal on E-Learning 7.4 (2008): 641–65.Merriam, Sharan B. Qualitative Research: A Guide to Design and Implementation. San Francisco, CA: Jossey-Bass, 2009.Reid, E. Shelley. “Mentoring Peer Mentors: Mentor Education and Support in the Composition Program.” Composition Studies 36.2 (2008): 51–79.Rovai, A.P., and Hope M. Jordan. “Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses.” Virginia: Regent University, 2004. 20 Feb. 2016 <http://www.irrodl.org/index.php/irrodl/article/view/192/274>.Storrs, D., L. Putsche, and A. Taylor. “Mentoring Expectations and Realities: An Analysis of Metaphorical Thinking among Female Undergraduate Protégés and Their Mentors in a University Mentoring Programme.” Mentoring & Tutoring: Partnership in Learning 16.2 (2008): 175–88. Sternberg, Robert. The Nature of Creativity: Contemporary Psychological Perspectives. Cambridge: Cambridge UP, 1988.Sturm, Ulrike, Denise Beckton, and Donna Lee Brien. “Curation on Campus: An Exhibition Curatorial Experiment for Creative Industries Students.” M/C Journal 18.4 (2015). 12 Feb. 2016 <http://journal.media-culture.org.au/index.php/mcjournal/article/view/1000>.Webb, Jen, and Donna Lee Brien. “Preparing Graduates for Creative Futures: Australian Creative Arts Programs in a Globalising Society.” Partnerships for World Graduates: AIC (Academia, Industry and Community) 2007 Conference. Melbourne: RMIT, 28–30 November 2007.

In Australian universities, many courses provide lecture notes as a standard learning resource; however, captions and transcripts of these lectures are not usually provided unless requested by a student through dedicated disability support officers (Worthington). As a result, to date their use has been limited. However, while the requirement for—and benefits of—captioned online lectures for students with disabilities is widely recognised, these captions or transcripts might also represent further opportunity for a personalised approach to learning for the mainstream student population (Podszebka et al.; Griffin). This article reports findings of research assessing the usefulness of captioned recorded lectures as a mainstream learning tool to determine their usefulness in enhancing inclusivity and learning outcomes for the disabled, international, and broader student population.Literature ReviewCaptions have been found to be of benefit for a number of different groups considered at-risk. These include people who are D/deaf or hard of hearing, those with other learning difficulties, and those from a non-English speaking background (NESB).For students who are D/deaf or hard of hearing, captions play a vital role in providing access to otherwise inaccessible audio content. Captions have been found to be superior to sign language interpreters, note takers, and lip reading (Stinson et al.; Maiorana-Basas and Pagliaro; Marschark et al.).The use of captions for students with a range of cognitive disabilities has also been shown to help with student comprehension of video-based instruction in a higher education context (Evmenova; Evmenova and Behrmann). This includes students with autism spectrum disorder (ASD) (Knight et al.; Reagon et al.) and students with dyslexia (Alty et al.; Beacham and Alty). While, anecdotally, captions are also seen as of benefit for students with attention deficit hyperactivity disorder (ADHD) (Kent et al.), studies have proved inconclusive (Lewis and Brown).The third group of at-risk students identified as benefiting from captioning recorded lecture content are those from a NESB. The use of captions has been shown to increase vocabulary learning (Montero Perez, Peters, Clarebout, and Desmet; Montero Perez, Van Den Noortgate, and Desmet) and to assist with comprehension of presenters with accents or rapid speech (Borgaonkar, 2013).In addition to these three main groups of at-risk students, captions have also been demonstrated to increase the learning outcomes for older students (Pachman and Ke, 2012; Schmidt and Haydu, 1992). Captions also have demonstrable benefits for the broader student cohort beyond these at-risk groups (Podszebka et al.; Griffin). For example, a recent study found that the broader student population utilised lecture captions and transcripts in order to focus, retain information, and overcome poor audio quality (Linder). However, the same study revealed that students were largely unaware about the availability of captions and transcripts, nor how to access them.MethodologyIn 2016 students in the Curtin University unit Web Communications (an introductory unit for the Internet Communications major) and its complementary first year unit, Internet and Everyday Life, along with a second year unit, Web Media, were provided with access to closed captions for their online recorded lectures. The latter unit was added to the study serendipitously when its lectures were required to be captioned through a request from the Curtin Disability Office during the study period. Recordings and captions were created using the existing captioning system available through Curtin’s lecture recording platform—Echo360. As well as providing a written caption of what is being said during the lectures, this system also offers a sophisticated search functionality, as well as access to a total transcript of the lecture. The students were provided access to an online training module, developed specifically for this study, to explain the use of this system.Enrolled Curtin students, both on-campus and online, Open Universities Australia (OUA) students studying through Curtin online, teaching staff, and disability officers were then invited to participate in a survey and interviews. The study sought to gain insights into students’ use of both recorded lectures and captioned video at the time of the survey, and their anticipated future usage of these services (see Kent et al.).A total of 50 students—of 539 enrolled across the different instances of the three units—completed the survey. In addition, five follow-up interviews with students, teaching staff, and disability support staff were conducted once the surveys had been completed. Staff interviewed included tutors and unit coordinators who taught and supervised units in which the lecture captions were provided. The interviews assessed the awareness, use, and perceived validity of the captions system in the context of both learning and teaching.ResultsA number of different questions were asked regarding students’ demographics, their engagement with online unit materials, including recorded lectures, their awareness of Echo360’s lecture captions, as well as its additional features, their perceived value of online captions for their studies, and the future significance of captions in a university context.Of the 50 participants in the survey, only six identified themselves as a person with a disability—almost 90 per cent did not identify as disabled. Additionally, 45 of the 50 participants identified English as their primary language. Only one student identified as a person with both a disability and coming from a NESB.Engagement with Online Unit Materials and Recorded LecturesThe survey results provide insight into the ways in which participants interact with the Echo360 lecture system. Over 90 per cent of students had accessed the recorded lectures via the Echo360 system. While this might not seem notable at first, given such materials are essential elements of the units surveyed, the level of repeated engagement seen in these results is important because it indicates the extent to which students are revising the same material multiple times—a practice that captions are designed to facilitate and assist. For instance, one lecture was recorded per week for each unit surveyed, and most respondents (70 per cent) were viewing these lectures at least once or twice a week, while 10 per cent were viewing the lectures multiple times a week. Over half of the students surveyed reported viewing the same lecture more than once. Out these participants, 19 (or 73 per cent) had viewed a lecture twice and 23 per cent had viewed it three times or more. This illustrates that frequent revision is taking place, as students watch the same lecture repeatedly to absorb and clarify its contents. This frequency of repeated engagement with recorded unit materials—lectures in particular—indicates that students were making online engagement and revision a key element of their learning process.Awareness of the Echo360 Lecture Captions and Additional FeaturesHowever, while students were highly engaged with both the online learning material and the recorded lectures, there was less awareness of the availability of the captioning system—only 34 per cent of students indicated they were aware of having access to captions. The survey also asked students whether or not they had used additional features of the Echo360 captioning system such as the search function and downloadable lecture transcripts. Survey results confirm that these features were being used; however, responses indicated that only a minority of students using the captions system used these features, with 28 per cent using the search function and 33 per cent making use of the transcripts. These results can be seen as an indication that additional features were useful for revision, albeit for the minority of students who used them. A Curtin disability advisor noted in their interview that:transcripts are particularly useful in addition to captions as they allow the user to quickly skim the material rather than sit through a whole lecture. Transcripts also allow translation into other languages, highlighting text and other features that make the content more accessible.Teaching staff were positive about these features and suggested that providing transcripts saved time for tutors who are often approached to provide these to individual students:I typically receive requests for lecture transcripts at the commencement of each study period. In SP3 [during this study] I did not receive any requests.I feel that lecture transcripts would be particularly useful as this is the most common request I receive from students, especially those with disabilities.I think transcripts and keyword searching would likely be useful to many students who access lectures through recordings (or who access recordings even after attending the lecture in person).However, the one student who was interviewed preferred the keyword search feature, although they expressed interest in transcripts as well:I used the captions keyword search. I think I would like to use the lecture transcript as well but I did not use that in this unit.In summary, while not all students made use of Echo360’s additional features for captions, those who did access them did so frequently, indicating that these are potentially useful learning tools.Value of CaptionsOf the students who were aware of the captions, 63 per cent found them useful for engaging with the lecture material. According to one of the students:[captions] made a big difference to me in terms on understanding and retaining what was said in the lectures. I am not sure that many students would realise this unless they actually used the captions…I found it much easier to follow what was being said in the recorded lectures and I also found that they helped stay focussed and not become distracted from the lecture.It is notable that the improvements described above do not involve assistance with hearing or language issues, but the extent to which captions improve a more general learning experience. This participant identified themselves as a native English speaker with no disabilities, yet the captions still made a “big difference” in their ability to follow, understand, focus on, and retain information drawn from the lectures.However, while over 60 per cent of students who used the captions reported they found them useful, it was difficult to get more detailed feedback on precisely how and why. Only 52.6 per cent reported actually using them when accessing the lectures, and a relatively small number reported taking advantage of the search and transcripts features available through the Echo360 system. Exactly how they were being used and what role they play in student learning is therefore an area to pursue in future research, as it will assist in breaking down the benefits of captions for all learners.Teaching staff also reported the difficulty in assessing the full value of captions—one teacher interviewed explained that the impact of captions was hard to monitor quantitatively during regular teaching:it is difficult enough to track who listens to lectures at all, let alone who might be using the captions, or have found these helpful. I would like to think that not only those with hearing impairments, but also ESL students and even people who find listening to and taking in the recording difficult for other reasons, might have benefitted.Some teaching staff, however, did note positive feedback from students:one student has given me positive feedback via comments on the [discussion board].one has reported that it helps with retention and with times when speech is soft or garbled. I suspect it helps mediate my accent and pitch!While 60 per cent claiming captions were useful is a solid majority, it is notable that some participants skipped this question. As discussed above, survey answers indicate that this was because these 37 students did not think they had access to captions in their units.Future SignificanceOverall, these results indicate that while captions can provide a benefit to students’ engagement with online lecture learning material, there is a need for more direct and ongoing information sharing to ensure both students and teaching staff are fully aware of captions and how to use them. Technical issues—such as the time delay in captions being uploaded—potentially dissuade students from using this facility, so improving the speed and reliability of this tool could increase the number of learners keen to use it. All staff interviewed agreed that implementing captions for all lectures would be beneficial for everyone:any technology that can assist in making lectures more accessible is useful, particularly in OUA [online] courses.it would be a good example of Universal Design as it would make the lecture content more accessible for students with disabilities as well as students with other equity needs.YES—it benefits all students. I personally find that I understand and my attention is held more by captioned content.it certainly makes my role easier as it allows effective access to recorded lectures. Captioning allows full access as every word is accessible as opposed to note taking which is not verbatim.DiscussionThe results of this research indicate that captions—and their additional features—available through the Echo360 captions system are an aid to student learning. However, there are significant challenges to be addressed to make students aware of these features and their potential benefits.This study has shown that in a cohort of primarily English speaking students without disabilities, over 60 per cent found captions a useful addition to recorded lectures. This suggests that the implementation of captions for all recorded lectures would have widespread benefits for all learners, not only those with hearing or language difficulties. However, at present, only “eligible” students who approach the disability office would be considered for this service, usually students who are D/deaf or hard of hearing. Yet it can be argued that these benefits—and challenges—could also extend to other groups that are might traditionally have been seen to benefit from the use of captions such as students with other disabilities or those from a NESB.However, again, a lack of awareness of the training module meant that this potential cohort did not benefit from this trial. In this study, none of the students who identified as having a disability or coming from a NESB indicated that they had access to the training module. Further, five of the six students with disabilities reported that they did not have access to the captions system and, similarly, only two of the five NESB students. Despite these low numbers, all the students who were part of these two groups and who did access the captions system did find it useful.It can therefore be seen that the main challenge for teaching staff is to ensure all students are aware of captions and can access them easily. One option for reducing the need for training or further instructions might be having captions always ON by default. This means students could incorporate them into their study experience without having to take direct action or, equally, could simply choose to switch them off.There are also a few potential teething issues with implementing captions universally that need to be noted, as staff expressed some concerns regarding how this might alter the teaching and learning experience. For example:because the captioning is once-off, it means I can’t re-record the lectures where there was a failure in technology as the new versions would not be captioned.a bit cautious about the transcript as there may be problems with students copying that content and also with not viewing the lectures thinking the transcripts are sufficient.Despite these concerns, the survey results and interviews support the previous findings showing that lecture captions have the potential to benefit all learners, enhancing each student’s existing capabilities. As one staff member put it:in the main I just feel [captions are] important for accessibility and equity in general. Why should people have to request captions? Recorded lecture content should be available to all students, in whatever way they find it most easy (or possible) to engage.Follow-up from students at the end of the study further supported this. As one student noted in an email at the start of 2017:hi all, in one of my units last semester we were lucky enough to have captions on the recorded lectures. They were immensely helpful for a number of reasons. I really hope they might become available to us in this unit.ConclusionsWhen this project set out to investigate the ways diverse groups of students could utilise captioned lectures if they were offered it as a mainstream learning tool rather than a feature only disabled students could request, existing research suggested that many accommodations designed to assist students with disabilities actually benefit the entire cohort. The results of the survey confirmed this was also the case for captioning.However, currently, lecture captions are typically utilised in Australian higher education settings—including Curtin—only as an assistive technology for students with disabilities, particularly students who are D/deaf or hard of hearing. In these circumstances, the student must undertake a lengthy process months in advance to ensure timely access to essential captioned material. Mainstreaming the provision of captions and transcripts for online lectures would greatly increase the accessibility of online learning—removing these barriers allows education providers to harness the broad potential of captioning technology. Indeed, ensuring that captions were available “by default” would benefit the educational outcomes and self-determination of the wide range of students who could benefit from this technology.Lecture captioning and transcription is increasingly cost-effective, given technological developments in speech-to-text or automatic speech recognition software, and the increasing re-use of content across different iterations of a unit in online higher education courses. At the same time, international trends in online education—not least the rapidly evolving interpretations of international legislation—provide new incentives for educational providers to begin addressing accessibility shortcomings by incorporating captions and transcripts into the basic materials of a course.Finally, an understanding of the diverse benefits of lecture captions and transcripts needs to be shared widely amongst higher education providers, researchers, teaching staff, and students to ensure the potential of this technology is accessed and used effectively. Understanding who can benefit from captions, and how they benefit, is a necessary step in encouraging greater use of such technology, and thereby enhancing students’ learning opportunities.AcknowledgementsThis research was funded by the Curtin University Teaching Excellence Development Fund. Natalie Latter and Kai-ti Kao provided vital research assistance. 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