Дисертації: "Internet in higher education Australia"

1

Jay, Jenny. "The use of digitised video of experienced teachers at work in preservice teacher education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/1703.

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This portfolio describes an action research study designed to improve the quality of teaching and learning in an undergraduate teacher education course. It will describe the process of the initial implementation of an online module containing video segments of teachers at work. Use of the Internet and high quality digitised video has been combined to increase the number of classrooms preservice teachers can observe. Is it the answer to improving the depth of understanding of teacher's work and creating a higher level of reflective practice in undergraduates attending a teacher education program? The study examines the experience of a team of university lecturers and tutors and 232 first year undergraduate students when an online module was introduced into their first year general educational studies unit. In particular the study will investigate how the use of 'high tech' software provided frequent, relevant opportunities for viewing teachers at work and whether they have implications for future teacher training institutions. The presentation of the study in digital form is an innovative way of presenting the results of an action research study. The digital format enables the display of information and evidence not normally available in a print format.

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2

Paul, Suzanna. "Comparative assessment of the effectiveness of online vs paper based post graduate courses in occupational and environmental safety and health at Edith Cowan University, Perth, Western Australia." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0030.html.

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3

Paul, Suzanna. "Comparative assessment of the effectiveness of online vs paper based post graduate courses in occupational and environmental safety and health at Edith Cowan University, Perth, Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/88.

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Although online / e-learning is shifting the teaching paradigm at tertiary institutions, there are limited studies that assess the effectiveness of online courses, particularly in the occupational and environmental health field and among mature aged students. The main aim of this study was to evaluate the effectiveness of online "Blackboard" units as compared to traditional "paper based" units taught as part of the Professional Masters in Occupational and Environmental Health at the Edith Cowan University. Unit commencement and completion questionnaires were designed and distributed over two academic semesters (in 2004 and 2005) to evaluate students' perceptions of the effectiveness of the modes of delivery. Some questions about characteristics of the students, their knowledge of technology and their expected learning outcomes were included. To obtain more detailed information, a focus group meeting was conducted. In addition lecturers were interviewed prior to and after teaching in the courses. The interview questions from lecturers provided information about their expectations from the unit content, rationale for selecting online as opposed to traditional paper based methods and their experience in teaching in traditional paper based mode versus virtual teaching methods.

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4

Hogan, Bernard Michael, and n/a. "The Internet as a Research and/or Communication Tool to Support Classroom-Based Instruction: Usage, Value, and Utility for Post-Secondary Students." Griffith University. School of Film, Media and Cultural Studies, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040719.124141.

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Recent research indicates that the Internet (or Net) is currently being used at many post-secondary institutions in support of traditional, classroom-based instruction. From 1994 to 2002, the percentage of post-secondary classes using the Web as a research tool and E-mail as a method of communication has increased almost ten fold. An extensive literature on the evaluation of the Internet as an educational technology has developed in recent years; however, there are some gaps that need to be filled to provide a more complete understanding of the Internet and its use by post-secondary students. First, most of the studies focus primarily on student usage of the Net, and less so on the value (or the advantages and disadvantages) and the utility (or usefulness) associated with that usage. Second, many of these studies make a distinction between the research and communication functions of the Internet. While I argue that this is an appropriate distinction, many examine one function or the other only and not both simultaneously. The central research problem that this study addresses is helping to fill those two gaps in the evaluation literature by examining in detail student usage, value and utility of the Net as a research and/or communication tool for post-secondary students in support of classroom-based instruction. Drawing upon work from the fields of media studies, learning theory, and theories of communication, I establish a "Net as Tool" framework and adopt a uses and gratifications approach to examine student use of the Net. The three main inter-related concepts of usage, value and utility are used as organizing themes for the study, and I designed and developed a survey instrument to gather original quantitative data from post-secondary students in both Canada and Australia to fully examine those concepts. Two focus group sessions were designed to supplement this quantitative data with qualitative findings (and to generate more in-depth insights into student usage, value and utility of the Net as a research and/or communication tool). The results presented in this study have both theoretical and practical importance. In regards to the theoretical side, I have identified the underlying dimensions of usage, value, and utility, and highlighted what makes the Net valuable and useful as a research and/or communication tool. Additionally, I have identified the factors which are related to usage, value, and utility, and explored the inter-related nature of those three concepts. I concluded my study with an outline of the importance of the skill of digital literacy so that students can cope effectively with the online environment. These findings are significant because they help to fill some specific gaps in the evaluation knowledge of the Net in post-secondary education. In addition, I have developed a practical strategy which suggests how the Net could be used most effectively by students as a research and/or communication tool in support of classroom based instruction. The areas addressed by the strategy include access, infrastructure, technical support, training, integration into the curriculum, and appropriate use of the tool. The overall strategy is important because it contributes to our understanding of the Net as an educational tool, and it outlines ways to address the issue of the digital divide within post-secondary education. It is hoped the strategy will be useful to training staff, post-secondary administrators, instructors, and students.

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5

Oakshott, Stephen Craig School of Information Library &amp Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997." Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.

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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.

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6

Rueckert, Caroline M. "Conceptions of care in international higher education in Australia." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107901/1/Caroline_Rueckert_Thesis.pdf.

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This thesis analyses conceptions of care within the public discourse about international higher education in Australia from 2002-2013. It examines a series of public texts from the period that specifically addressed questions about the 'care' and 'duty of care' that government and institutions afforded to international students studying in Australia. I trace through the conceptions of care that are articulated within these documents, analyse how they both constitute and are constitutive of wider social practices within the period, and posit a new critical model of care to provide a way forward for how we might practice care more effectively within international higher education, both in Australia and elsewhere.

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7

Wang, Liang. "Internet-mediated intercultural English language education in China's higher education institutions." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530497.

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8

Hidaka, Tomoko. "International students from Japan in higher education in South Australia /." Title page, contents and introduction only, 2002. http://web4.library.adelaide.edu.au/theses/09AR/09arh6321.pdf.

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9

Cooper, Trudi. "Quality management in Australian higher education : A critical review." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/842.

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Quality management in higher education is a politically contentious issue in Australia. as it is in North America, New Zealand, and many European countries. The Australian government has instituted a quality management system for higher education that it claims will improve university efficiency, accountability and quality. Critics assert that the current quality management system is detrimental to universities and undermines the capability of universities to deliver maximal benefits to individuals and to society. Evaluation of the basis of conflicting claims is necessary to enable decisions about the usefulness of current practices and decisions about whether existing quality management arrangements should be retained, modified and developed, or replaced, or, abolished.

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10

Renner, William 1966. "The open learning initiative : a critical analysis of change in Australian higher education, 1990-1997." Monash University, School of Political and Social Inquiry, 2003. http://arrow.monash.edu.au/hdl/1959.1/9353.

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11

Sinclair-Jones, Janet A. "The idea of the university in Australia in the 1990s." Thesis, Curtin University, 1996. http://hdl.handle.net/20.500.11937/1747.

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Over the past ten years Australian higher education has undergone a transformation from a binary structure, marked by a division of 'traditional universities' and colleges of advanced education, to a uniform university structure. This transformation was first proposed in 1987 by the Hon. John Dawkins, Minister for Employment, Education and Training in the Hawke Labor Government. The proposals appeared in the form of a 'Green' policy discussion paper which drew substantial amounts of criticism from the academy, but nonetheless were swiftly transformed into policy as a 'White' paper or policy statement. Since that time, Australian higher education institutions have been subject to a series of changes that have fundamentally changed the patterns of tertiary education provision established over the previous forty years. They have experienced a re-allocation of research funds which has eroded the established advantage of the traditional universities; they have been obliged to accept amalgamations; and, student numbers have expanded at a rate and to a proportion never previously imagined. All of this has been achieved under the banner of improving Australia's place in the highly competitive international economy. The champions of a restructured higher education sector have argued that this competitiveness is greatly dependent upon Australia's ability to improve the scientific and technical base of its human capital: higher education must move towards a more efficient and effective provision of education which will meet the needs of the market.The transformation of higher education has been achieved without the unanimous blessing of the academy. Many of the most strident critics of what have come to be known as the Dawkins Reforms are academics who have expressed dismay at these changes. In particular there has been as strongly argued case that the reforms, with their emphasis on science and technology, mark the end of liberal education in Australia. Australian higher education is now, they declare, the site of mass education based upon a new instrumentalism in which the liberal arts have no significant place.This dissertation takes such criticisms as its focus. In particular it attempts to show that the critique founded upon a defence of the inherent role of liberal education in the Australian university sector has been misguided. Furthermore, the dissertation argues that because so much of the attack on the restructuring policy took this form there was little place for a substantial critical appraisal of the validity of restructuring based upon an imperative of the market.The idea of the university in Australia as one fundamentally defined by liberal education is examined at two levels. First, it is argued that the notion of liberal education used to defend the university against new instrumentalism is an idealised notion which both ignores the historical construction of such an idea at a time when liberalism itself was undergoing transformation, and, wrongly assumes the absence of instrumentalism, within it. Second, the history of the establishment of the university in Australia is reviewed to show that whilst the founders of the universities often had sympathies for the liberal arts, from the outset Australian universities were consistently conditioned by the drive for instrumental education.Higher education policies in the post-WWII era are given particular attention in order to show that mass higher education is no new phenomenon, but the continuation of the drive towards expanded education provision. Just as with the expansion of schooling to mass schooling, a greatly expanded higher education sector has been necessary to fulfil the continued demands of the social democratic consensus. The thesis concludes with the argument that the critique of higher education reforms has been hobbled by the absence of a critical sociology of education which could place the restructuring of Australian higher education in the context of the transformation of social to market democracy.

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12

Malik, Mandeep Singh, and n/a. "Exploring the Need for Higher Education in Sales." University of Canberra. Community Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20090609.090420.

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13

Wong, Yuet-yau Raymond. "Use of internet facilities for higher education in Hong Kong /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19872100.

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14

Shanks, Pamela-Anne. "A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia." Thesis, Shanks, Pamela-Anne (2006) A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/304/.

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This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare. The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy. The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment. The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.

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15

Shanks, Pamela-Anne. "A critical policy analysis of the Crossroads Review : implications for higher education in regional Western Australia /." Shanks, Pamela-Anne (2006) A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/304/.

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This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare. The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy. The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment. The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.

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16

Gatward, Andrew James. "An internet-attached robot system supporting teaching in higher education." Thesis, University of Reading, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577780.

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This research addresses three questions in the area of networked robotics: I. A model-driven review of the requirements for an Internet-attached robot system for use as a teaching resource for undergraduate and taught postgraduate level degree courses. 3. Creation of a baseline model of electronics and mechanical manufacturing capabilities across UK Higher Education establishments. 4. Establish whether manufacturing an Internet-attached robot from a bespoke design which meets all these requirements demonstrates advantages over the use of commercial off-the-shelf products. 5. A discussion of the cost and benefits of three common approaches to student assignments in robotics and related fields; hands-on laboratory experiments, simulators, and remote access laboratories. A pedagogical model for an Internet-attached online robot system for use in higher education is presented, which has been built on both a survey of Universities within the United Kingdom, and published work from authors around the world. Complementing the pedagogical model is a summary of the manufacturing capabilities typically available in a University workshop. A custom designed and purpose built mobile robot platform is presented, which together with its supporting arena environment provides an implementation of the pedagogical model. The mobile robot platform is fully bespoke, and careful design ensured that the mechanical components did not exceed the manufacturing capabilities of a typical University. Features of the robot include four-wheel drive and steering, a number of different sensors, and stereo vision support. The on-board sensors include ultrasonic rangefinders, surface colour sensors, a low-cost laser object sensor, and three stereo vision heads. Connectivity to the robot is via standards-based 802.llg wireless Ethernet and TCP/IP. A decentralised processing approach was used, so as to enable robustness and resilience of the system, and attempting to ensure that a failure of one part of a subsystem does not affect the operation of the system as a whole.

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17

Wong, Yuet-yau Raymond, and 黃月有. "Use of internet facilities for higher education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3126945X.

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18

Capshaw, Norman Clark. "How the internet affects higher education a multi-country analysis." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/991507789/04.

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19

Kiley, Margaret. "Expectations and experiences of Indonesian postgraduate students studying in Australia : a longitudinal study /." Title page, table of contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phk478.pdf.

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20

Weeks, Patricia Ann. "Facilitating a reflective, collaborative teaching development project in higher education : relections on experience." Thesis, Queensland University of Technology, 1994.

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A rapidly changing social, educational, political and economic context has meant that there are calls for teaching processes in universities to change from the traditional didactic, lecture method to a more problem-based, student centered active approach to learning, in order to promote and encourage the development of creative, analytical, flexible, lifelong learning skills in graduates. In Australia in recent times there has been an emphasis placed on improving the quality of teaching in higher education. Recently teaching in higher education has been nominated by the Government as an area of national priority. Many universities have responded by establishing Academic Staff Development Units part of whose brief is to assist with the improvement of university teaching practices. University lecturers are well trained in their own disciplines but it is unusual for them to have received any pre-service formal education in teaching methodology. This study was based in and limited to the Queensland University of Technology (QUT) where teaching is a valued part of the mission, and an Academic Staff Development Unit (ASDU) was established to provide support and assistance to lecturers. Part of the brief of the unit is to provide programs, courses, projects and individual consultation to assist lecturers to make changes and improvements to their teaching practices. This study explored the processes involved in encouraging lecturers to join and sustain their involvement with a voluntary collaborative, cross faculty teaching development project (TRAC) which promoted an alternative method of teaching development. This teaching development project offered academics an opportunity to move out of the traditional forms of teaching development by becoming reflective practitioners (Schon, 1983, 1987). The fact that some lecturers were becoming involved and making improvements to their teaching practice by reflecting on and researching their own teaching suggested a need to focus on the processes required to foster and sustain this involvement. The purpose of this study, therefore, was to examine my process of facilitation in the teaching development project. The study is descriptive and interpretive, it was designed to reveal the processes involved in facilitating the project. Narrative inquiry was used as the mode of research in this study as it was an appropriate means of understanding an experience in which the researcher was an active participant and for capturing the complexity of improving teaching in higher education. As facilitator of the project the researcher kept a journal and data was collected through a series of unstructured conversations with lecturers involved with the TRAC project. Observations were made of group meetings and the documents relating to the reflective, collaborative teaching development project were collected. This study aimed to add to the literature on the role and concerns experienced by the facilitator of a teaching development project in higher education. By engaging in reflective inquiry, the researcher learned more about her role and responsibility as a teaching developer and the potential promise and possible pitfalls of helping others engage in studying their teaching practice in higher education. She came to understand more about engaging in reflective practice. The narrative highlighted the processes involved in facilitating a university-wide collaborative, reflective teaching development project for lecturers in higher education, which was aimed at improving the quality of university teaching. By giving a detailed analysis of the individual experiences of the facilitator the study provided a portrayal of the barriers to change and the discussion extended to the implications for supporting lecturers in their quest to become "reflective practitioners" or "teacher-researchers" of their own lecture rooms, laboratories, tutorial rooms and studios in order to improve their pedagogic practice. This study has not aimed to portray a "perfected" process of facilitation, but rather to explore various processes involved in one particular situation. Inquiry into teaching in higher education increasingly focuses on how students learn. While there are many reports in the school sector of teachers examining their own teaching practice, we read very little information about self-reflection either among lecturers or among teaching developers in higher education. The narrative focused on the exploration of my daily practice. The emerging portrayal was characterised by complexity. In this study, I observed that for lecturers to venture beyond the security of former patterns of teaching, to extend their vision and to engage in the change process to improve their teaching practice, I had to create the opportunities and provide support for lecturers whilst they became involved in questioning their teaching practice. I had to provide a 'safe haven' as they entered into a process of thinking, talking and writing about their experiences as lecturers. I found for many lecturers, telling their stories (either through writing or talking) and sharing their concerns with colleagues produced a remarkably fresh and personalised awareness of the experience of being a lecturer.

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21

Anderson, Stoerm E. "The evolution of higher education in China storied experiences of internet usage by students and faculty /." online access from Digital Dissertation Consortium access full-text, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3243971.

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22

Ball, Mary Alice. "Advanced Internet connectivity in higher education: The states's role in equitable access." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284319.

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The Internet increasingly influences how we communicate with one another, conduct business, and educate our children. Our ability to connect to the Internet therefore becomes an integral part of our participating in and contributing to society. In this paper I examine equitable access to the telecommunications infrastructure that increasingly is used to transfer information around the country and the world. I focus my discussion on statewide networks and advanced Internet connectivity for publicly funded institutions of higher education. Using an informational questionnaire of all fifty United States and case studies of Mississippi and Washington, I investigate the role of state government in developing statewide networks that equitably serve public education. My findings indicate that more than any other source state government plays a critical role in financing the creation of statewide networks. They also show that the involvement of state government promotes equitable access to advanced networking but typically addresses this issue in terms of geographic location or socioeconomic status, rather than race. My research confirms that the more formalized the government's administrative structure for managing information technology, the more likely it is to fund the establishment of a statewide network. I also find that the presence of high technology corporations positively influences the development of a statewide network not so much because of the active involvement of industry but because the state government will act more entrepreneurially in constructing telecommunications infrastructure to promote industrial investment and economic growth.

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23

Goretsky, Andrew M. "Student Engagement of Traditional-Aged Undergraduates using Portable Internet Devices." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076079.

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The purpose of this qualitative study was to gain a better understanding of the expectations and experiences of traditional-aged undergraduates as they interacted through portable internet devices (PID) at their institution of higher education (IHE). A Basic interpretive qualitative design was used for this study (Merriam & Associates, 2002; Merriam, 2009). One-on-one interviews were utilized to gather data from 22 students. Interviews were conducted with students from a single institution who lived on campus and owned at least one PID. The data was analyzed using an open thematic analysis (Merriam, 2009) and was guided by Kuh’s (1993) theory of student engagement.

Six major findings were identified. First, there has been an emergence of a new digital divide due to the proliferation of these devices. Second, it is important to consider the context of a student’s interactions when trying to engage through PIDs. Third, students have high expectations of their IHE student life and personnel when interacting via PIDs. Fourth, for students, there is continuity of interactions that occur with peers, faculty, staff, and external communities. Fifth, students are conditioned to, and, in fact, expect greater flexibility in planning efforts due to PID use. Lastly, PIDs have enabled a new form of accountability for students, allowing them to set and meet goals.

Observations from the study led to seven primary recommendations for practitioners. These recommendations focused on policies and practices IHE personnel can employ to foster engagement most effectively in their students. The implications for practice included that IHE personnel need to: (a) assess how students use PIDS to interact at the IHE, (b) make prudent decisions about communication efforts through PIDs to maximize return on investment, (c) assess continuously in-person situations to ensure maximum engagement from students, (d) provide PIDs to students upon arrival, (e) enhance communication efforts with parents and external communities, (f) integrate accountability and expectation functions on to institutional apps, and (g) develop strategic and tactical plans for engagement through PIDs. Results of the study provided insight into the unique blending of both the physical and virtual worlds of traditional-aged undergraduates through their use of PIDs.

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24

Lima, Paulo Roberto Camargo de. "A comunicação educacional e a internet." Universidade do Oeste Paulista, 2008. http://bdtd.unoeste.br:8080/tede/handle/tede/15.

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Made available in DSpace on 2016-01-26T18:49:29Z (GMT). No. of bitstreams: 1 dissertacao Paulo Roberto.pdf: 307256 bytes, checksum: 72e960631e150ca562a0b12b15164a98 (MD5) Previous issue date: 2008-09-26
The objective of the present research was to investigate the use of the internet as a research tool by college students. For fundamental theory, we turned to the ideas of Paulo Freire concerning the dialogical character of education and authors like José Manuel Moran that have the same outlook that study the educational implications of the internet for the construction of collaborative and egalitarian learning cultures. As for methodology, it was of qualitative nature and had the data collection done by means of semi-structured interviews done in 2007 with the students studying the 4th module of the course of Technology in Marketing at a Higher Learning Institution in the north of Parana. The analysis had as focus the verbalization from the students regarding the following: access to computers, the ways of using the Internet and its use for academic procedures, and operating sites for school research, the individual interest in researching the Internet and the issues the students had researched on the net. As a result, it was found that students provide more attention to the networking of sites Orkut and MSN. Under the context of teaching-learning-study, the use of the internet limits the research of content of work proposed by professors, it appears as a replacement of traditional encyclopedia. From this analysis it is important to point out that both professors and students still suffer in need of a better understanding of the potential of the internet as a tool for collaborative learning.
A presente pesquisa teve como objeto de investigação a utilização da internet como instrumental de estudo por parte de alunos do ensino superior. Para a fundamentação teórica recorreu-se ao pensamento de Paulo Freire a respeito do caráter dialógico da educação e a autores que, com esse mesmo olhar, estudam implicações educativas da internet para a construção de culturas de aprendizagem colaborativas e igualitárias, entre eles José Manuel Moran. Quanto à metodologia, foi de natureza qualitativa. A coleta de dados foi realizada por meio de entrevista semi-estruturada, no ano de 2007, com os alunos do 4° módulo do curso de Tecnologia em Marketing, de uma IES privada do norte do Paraná. A análise tomou como foco a verbalização dos alunos referente: ao acesso a computadores; às formas de utilização da Internet e seu uso para procedimentos acadêmicos; os sites explorados para pesquisas escolares; o interesse individual em pesquisar pela Internet e os assuntos os alunos já haviam pesquisado na rede. Como resultados, verificou-se que os alunos dispensam maior atenção aos sites de relacionamento Orkut e MSN. No contexto de ensino-estudo-aprendizagem, o uso da Internet se limita a busca de conteúdos para trabalhos propostos por professores e aparece como substituta da clássica enciclopédia. Em decorrência desta analise, é importante ressaltar que tanto o aluno quanto o professor ainda se ressentem de uma melhor compreensão das potencialidades da Internet como ferramenta de colaboração cognitiva.

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25

Sinclair-Jones, Janet A. "The idea of the university in Australia in the 1990s." Curtin University of Technology, School of Social Sciences and Asian Languages, 1996. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11499.

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Over the past ten years Australian higher education has undergone a transformation from a binary structure, marked by a division of 'traditional universities' and colleges of advanced education, to a uniform university structure. This transformation was first proposed in 1987 by the Hon. John Dawkins, Minister for Employment, Education and Training in the Hawke Labor Government. The proposals appeared in the form of a 'Green' policy discussion paper which drew substantial amounts of criticism from the academy, but nonetheless were swiftly transformed into policy as a 'White' paper or policy statement. Since that time, Australian higher education institutions have been subject to a series of changes that have fundamentally changed the patterns of tertiary education provision established over the previous forty years. They have experienced a re-allocation of research funds which has eroded the established advantage of the traditional universities; they have been obliged to accept amalgamations; and, student numbers have expanded at a rate and to a proportion never previously imagined. All of this has been achieved under the banner of improving Australia's place in the highly competitive international economy. The champions of a restructured higher education sector have argued that this competitiveness is greatly dependent upon Australia's ability to improve the scientific and technical base of its human capital: higher education must move towards a more efficient and effective provision of education which will meet the needs of the market.The transformation of higher education has been achieved without the unanimous blessing of the academy. Many of the most strident critics of what have come to be known as the Dawkins Reforms are academics who have expressed dismay at these changes. In particular there has been as strongly argued case that the reforms, with their ++
emphasis on science and technology, mark the end of liberal education in Australia. Australian higher education is now, they declare, the site of mass education based upon a new instrumentalism in which the liberal arts have no significant place.This dissertation takes such criticisms as its focus. In particular it attempts to show that the critique founded upon a defence of the inherent role of liberal education in the Australian university sector has been misguided. Furthermore, the dissertation argues that because so much of the attack on the restructuring policy took this form there was little place for a substantial critical appraisal of the validity of restructuring based upon an imperative of the market.The idea of the university in Australia as one fundamentally defined by liberal education is examined at two levels. First, it is argued that the notion of liberal education used to defend the university against new instrumentalism is an idealised notion which both ignores the historical construction of such an idea at a time when liberalism itself was undergoing transformation, and, wrongly assumes the absence of instrumentalism, within it. Second, the history of the establishment of the university in Australia is reviewed to show that whilst the founders of the universities often had sympathies for the liberal arts, from the outset Australian universities were consistently conditioned by the drive for instrumental education.Higher education policies in the post-WWII era are given particular attention in order to show that mass higher education is no new phenomenon, but the continuation of the drive towards expanded education provision. Just as with the expansion of schooling to mass schooling, a greatly expanded higher education sector has been necessary to fulfil the continued demands of the social democratic consensus. The thesis concludes with the argument ++
that the critique of higher education reforms has been hobbled by the absence of a critical sociology of education which could place the restructuring of Australian higher education in the context of the transformation of social to market democracy.

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26

Knowles, Robert G. "Further education students and the internet : a case study." Thesis, University of Huddersfield, 2004. http://eprints.hud.ac.uk/id/eprint/10115/.

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This research is a case study of the way students at a Further Education College are making use of computer technology, in particular their use of the Internet, both at home and at college. The research used a multi-method approach that involved the collection of data by use of questionnaire and interviews. The questionnaire was completed by two hundred students drawn from a range of courses offered at the college. The students invited to complete the questionnaire represented both full time and part time students. From the students who completed the questionnaire twenty were invited to take part in individual interviews. From the data collected the researcher has been able to establish a link between a student's cultural background and their use of computers and the Internet. The researcher has been able to gather data to support the theory that for students from some cultural backgrounds there is a likelihood that they will use Infonnation Technology for certain tasks more than students with a different cultural background. As a means of identifying groups of students who could be described as having the same cultural background the data gathered was analysed by comparing students by gender, ethnic group and religion. This research has shown that the use of computers and the Internet has become part of everyday life and as such part of our society's culture. However the research has shown that different cultural groups within our society are using the Internet in different ways and for different purposes. The data showed that male students had a more positive attitude towards computers than female students; it was also found that male students made more use of email at college than female students. The researcher has found two significant differences regarding students' use of the Internet, namely that males use the Internet more than females for entertainment and that students from a Pakistani ethnic origin use the Internet more than white students for private use. Students from Pakistani ethnic origins were also found to use email at home more than students from other ethnic backgrounds. Part of the questionnaire was used as a student self-assessment of Infonnation Technology (IT) skills and the training they had received. Analysis of this section of data showed that whilst the amount of training of students in the use of IT is independent of gender, religion and ethnicity the level of skills claimed was not. Male students claimed a higher level of IT skills than female students and the level of skill in IT claimed by Christians is significantly less than that claimed by both Muslims and those of no religion. The questionnaire results led the researcher to believe that students from different cultural backgrounds were using computers and the Internet differently. The interviews were used to probe the implications of these differences with students from particular ethnic groups. The results showed that, at the college where the study took place there were Muslim Pakistani females students who were using the Internet as their main means of social interaction, when not at college. For these students this level of social interaction would not have been available to them they did not have access to the Internet. These students were making extensive use of chat rooms on the Internet. They prearranged to talk on line to people they knew, and they did this on a regular basis. This is in contrast to female students from other cultural groups who did not use chat rooms to the same extent, and when they did it was to talk to people they did not know. The research also found that some computer use was independent of a student's cultural background. One such area related to students having difficulties or problems when using the Internet. From the students interviewed the researcher believes that for many of the students the instruction they are receiving, particularly with reference to using the Internet, is inadequate to meet their needs. In addition to the lack of IT training, some students saw the monitoring of computer use as problematic. Parental monitoring students' use of computers at home was mainly done by having the home computer located in a family room. Few of the students said that content monitoring software was being used on these machines. All students accepted this monitoring within the home environment but many were unhappy with the monitoring arrangements that the college had put in place. This research project has shown that it is not sufficient for future education researchers to investigate computer use in terms of type of use alone, as has been the case in many previous studies. This research has shown that how students choose to use computers needs to be interpreted in terms of their gender and cultural background.

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27

Addison, Patricia A. "Receptivity to a proposed change in accounting education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1196.

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This cross-sectional correlation study is concerned with accounting practitioners' receptivity to a propose change in accounting education; specifically, that the existing three year degree course be extended to four years. This change is proposed by the Accounting Profession in Australia. A model of accounting practitioners' receptivity towards the proposed change, at the adoption stage, was revised and adapted from a general model of teacher receptivity to any system-wide change. The revised model has one dependent variable, receptivity, which is measured in three aspects; overall feelings, attitudes, and general behaviour intentions towards the proposed change in accounting education. It has eight Independent variables, and a number of situation variables. These independent variables are; attitudes towards the structure and content of the proposed change, general beliefs about the change based on the expanding scope of accounting practice, overall feelings about the strengths and weaknesses of accounting graduates, overall feelings about alleviating fears and uncertainties of the proposed change, overall feelings about the practicality of the proposed change in the lecture room and tutorial room in two aspects, general behaviour intentions about expectations and achievements for the proposed change, and general behaviour intentions to support instructors and the accounting profession. The relationships between the dependent variables and the independent variables are examined in the context of a number of situation variables.

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28

Philpott, Rodger Frank. "Commercializing the university: The costs and benefits of the entrepreneurial exchange of knowledge and skills." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186730.

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The emergence of the global economy has forced the Australian government to revise economic strategies and to seek institutional changes. Higher education's new roles in research and human resource development, have been manifested in university commercialization activities. Mindful that Universities are prestige rather than profit maximizers, this study applies Schumpeter's (1942) theoretical model for the survival of a firm under financial stress. The model's responses, extended to education by Leslie and Miller (1973), include new products, new markets, restructuring, increased productivity and new supply factors. University entrepreneurial activities have monetary and non-monetary impacts. The non-monetary costs and benefits of Australian university enterprise were studied by Leslie (1992) and Leslie and Harrold (1993). In this study, academics at Curtin University of Technology (Perth, Western Australia) were selected as entrepreneurial or non-entrepreneurial subjects and surveyed on the non-monetary costs and benefits of entrepreneurial activities affecting Curtin's teaching, research and public service mission. This data were analyzed and subsequently compared with data obtained by Leslie (1992). Differences in academic perceptions were found among the Curtin respondents by gender, academic status, discipline area, entrepreneurship and non-entrepreneurship, and entrepreneurial revenue importance. Using the Leslie data inter-institutional differences were examined and an order of entrepreneurial institutional types proposed, with Curtin University described as a frontier entrepreneurial university. The taxonomy of costs and benefits developed by Leslie (1992) was revised with the addition of personal social costs, stress, networking and professional development. An estimate was made of the dollar value of non-monetary items; non-monetary benefits were three times the dollar value of monetary benefits; non-monetary costs were less than half the monetary cost levels. The ratio of non-monetary costs to benefits was 1:3.5. Academics in the disciplines of engineering and science had more favorable perceptions of entrepreneurial costs and benefits than respondents in business studies. Health science respondents were described as having pessimistic perceptions. Future research may look at the levels of commercial revenue and investigate the effects of the amount of financial success or failure on the entrepreneurial efforts of academics. In university enterprise successes seem to foster success and the favorable perceptions of academics.

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Kwok, Mei-hing. "A study of innovation for web-based teaching and learning in higher education." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41261951.

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Stiglingh, Etienne Jacques. "Using the internet in higher education and training a development research study /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10262007-115638/.

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31

Meulenberg, Paul Martin Charles, and pmeulenberg@swin edu au. "An investigation into the effectiveness of implementing video conferencing over IP." Swinburne University of Technology, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20051025.144820.

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Nobody really knows with certainty what education using digital video communication technology will be like in the next ten years. The only thing that seems certain is that it will not be like the present. While no one can see into the future, we can research present realities and current rates of change as bases for projecting ahead. Video conference systems that operate over IP (Internet Protocol) are being implemented in educational organisations, businesses and homes around the globe. Video conference manufacturers inform us that the implementation of such systems and their use is relatively straightforward. This may or may not be the case. This research argues that there is significantly more to implementing video conferencing over IP than simply installing the equipment, training staff and commencing classes. This study reports on an investigation into the effectiveness of implementing digital video conferencing over IP in educational institutions. It specifically looks at this in respect of the desktop and small group user. Research in desktop videoconferencing in education exists but is not abundant, for example, Thompson (1996), Kies et al., (1997), Bogen et al., (1997), Daunt (1999), Davis and Kelly (2002), Davis et al., (2004). With the considerable progress made in IP technologies, more educational providers are moving to use desktop and small group videoconference systems to link to classes and/or students over the Internet. This is a trend that is growing rapidly world-wide. The implementation and application of IP video conferencing in education is under-researched. This study examines three separate case studies to collect the required data. It looks at the processes required to set up effective communications with students and teachers using digital media. It identifies the specific difficulties that need to be overcome, both technically as well as the human factors that are involved. It addresses these issues chiefly as related to desktop users and small groups of participants in particular. In conclusion it also focuses on the design aspects of the video conference equipment and venues used in educational environments. The aim of the research, therefore, is to understand current and future trends of implementing and using video conferencing over IP, in a technical, human and design sense. The research has practical significance for educational institutions, as it provides useful information for students, tutors, technicians and designers involved in digital video conferencing technologies now, and in the years to come.

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32

Murray, Kathleen R. "Students' Criteria for Course Selection: Towards a Metadata Standard for Distributed Higher Education." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2619/.

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By 2007, one half of higher education students are expected to enroll in distributed learning courses. Higher education institutions need to attract students searching the Internet for courses and need to provide students with enough information to select courses. Internet resource discovery tools are readily available, however, users have difficulty selecting relevant resources. In part this is due to the lack of a standard for representation of Internet resources. An emerging solution is metadata. In the educational domain, the IEEE Learning Technology Standards Committee (LTSC) has specified a Learning Object Metadata (LOM) standard. This exploratory study (a) determined criteria students think are important for selecting higher education courses, (b) discovered relationships between these criteria and students' demographic characteristics, educational status, and Internet experience, and (c) evaluated these criteria vis-à-vis the IEEE LTSC LOM standard. Web-based questionnaires (N=209) measured (a) the criteria students think are important in the selection of higher education courses and (b) three factors that might influence students' selections. Respondents were principally female (66%), employed full time (57%), and located in the U.S. (89%). The chi square goodness-of-fit test determined 40 criteria students think are important and exploratory factor analysis determined five common factors among the top 21 criteria, three evaluative factors and two descriptive. Results indicated evaluation criteria are very important in course selection. Spearman correlation coefficients and chi-square tests of independence determined the relationships between the importance of selection criteria and demographic characteristics, educational status, and Internet experience. Four profiles emerged representing groups of students with unique concerns. Side by side analysis determined if the IEEE LTSC LOM standard included the criteria of importance to students. The IEEE LOM by itself is not enough to meet students course selection needs. Recommendations include development of a metadata standard for course evaluation and accommodation of group differences in information retrieval systems.

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33

Elmahdi, Ismail. "Computers as roommates the Ohio University residence hall computer project and the lives of first-year students /." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1080658294.

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34

Tompkins, Abreena Walker. "Brain-based learning theory an online course design model /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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35

Fansler, Kenneth W. Riegle Rodney P. "A taxonomy of asynchronous online education establishing the phenomenon /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1232413851&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177682608&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Rodney P. Riegle (chair), Dianne C. Gardner, W. Paul Vogt, Galen B. Crow. Includes bibliographical references (leaves 141-175) and abstract. Also available in print.

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36

Shamsini, Iman. "Learners' engagement with internet materials : an action research study into the use of internet materials with EFL learners in a Syrian context." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/46017/.

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This thesis reports on two action research cycles conducted in the English Department of the Higher Language Institute at Tishreen University, Syria. With the problem of global coursebooks that are pre-determined for learners, the aim of this action research was to use supplementary internet materials that could better meet learners‘ personal needs and interests in the context. In the first cycle, the plan was to get learners live access internet materials within the Tishreen Higher Language Institute. However, technical problems were experienced. They necessitated developing appropriate internet methodology for using internet materials in the context. In the second cycle, the internet was accessed via outside computers to bring supplementary materials to the language classroom. Both the appropriateness and the effectiveness of using supplementary internet materials were investigated. Qualitative methods of data collection and analysis were used. The action research process of developing context-appropriate methodology was found to be supportive of learners‘ engagement. Using internet materials appropriately created the conditions for learners‘ behavioural, cognitive, affective, and social engagement with internet materials.

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Harris, Jeremy William. "Towards an Internet-based Distance Education (IDE) Framework for Religious-based Higher Education Organizations: A Case of the Alliance for Assemblies of God Higher Education." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/173.

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Internet-based distance education (IDE) continues to grow in popularity and ubiquity. Acceptance of IDE among Christian higher education institutions has also increased. However, these institutions seek assistance. Such was the case with the nineteen institutions endorsed by the Assemblies of God (AG). The AG's oversight organization (The Alliance for Assemblies of God Higher Education, Alliance) was asked by member institutions for IDE aid, resources, and direction. To understand the current environment of IDE within AG higher education, an organizational discovery case study reviewed the historical IDE trends within AG higher education, surveyed institutional faculty members and administrators as to their IDE beliefs and situations, and analyzed the data collected. From the research findings, the Alliance gained a better understanding of the needs and intentions of its member institutions. It also realized the aid and resources to offer its endorsed institutions, what endorsement requirements were needed for spiritual development in an online distance education setting, and an overall IDE direction that the organization could provide or facilitate. To aid the organizational discovery, a research framework was created that the Alliance could reuse and share with similar organizations for their own internal discovery.

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Ross, Terryl. "MOSAIC : a case study of the impact of the internet on a diversity-based learning community /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7653.

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Marsh, William Casey. "Knowledge incorporated : plagiarism and anti-plagiarism therapies in higher education /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3153697.

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40

Van, der Schyff Karl Izak. "Cloud information security : a higher education perspective." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011607.

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In recent years higher education institutions have come under increasing financial pressure. This has not only prompted universities to investigate more cost effective means of delivering course content and maintaining research output, but also to investigate the administrative functions that accompany them. As such, many South African universities have either adopted or are in the process of adopting some form of cloud computing given the recent drop in bandwidth costs. However, this adoption process has raised concerns about the security of cloud-based information and this has, in some cases, had a negative impact on the adoption process. In an effort to study these concerns many researchers have employed a positivist approach with little, if any, focus on the operational context of these universities. Moreover, there has been very little research, specifically within the South African context. This study addresses some of these concerns by investigating the threats and security incident response life cycle within a higher education cloud. This was done by initially conducting a small scale survey and a detailed thematic analysis of twelve interviews from three South African universities. The identified themes and their corresponding analyses and interpretation contribute on both a practical and theoretical level with the practical contributions relating to a set of security driven criteria for selecting cloud providers as well as recommendations for universities who have or are in the process of adopting cloud computing. Theoretically several conceptual frameworks are offered allowing the researcher to convey his understanding of how the aforementioned practical concepts relate to each other as well as the concepts that constitute the research questions of this study.

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41

Yang, Ning. "Factors influencing international students' choice of enrolling at higher education institutions via the internet." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1084.

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As the competition increase in the Higher Education industry, marketing departments of Higher Education Institutions view students as consumers and market their institutions. At the mean time, universities around the world encourage their international offices to increase the foreign student enrollments. This research investigates the factors influencing international students’ choice of enrolling at Higher Educational Institutions (HEI) via the internet: international students’ Internet use to facilitate information search and decision making. This survey of international students from Nelson Mandela Metropolitan University (NMMU) explored the Internet’s role in marketing international education. Based on this exploratory research, NMMU educational institutions gain insights of online customer service for successfully recruiting students. The results show that prospective overseas students do indeed use the internet. Overall evaluation of the factors influencing the use of the internet for enrolling at HEIs was determined by four factors: namely, perceived usefulness, consumer involvement, perceived ease of use and opinion leadership.

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42

Mitchell, Elizabeth. "Applying and assessing a contingency model for online learning policy implementation in higher education /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2785.

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43

Bain, Yvonne Catherine. "Learning through online discussion : case studies of higher education student's experiences." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=167158.

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Although much has been written about learning in online discussion, the research literature reveals the need for further empirical research to be carried out. For example, the use of online discussion is often seen as a means by which students can engage in a socially constructivist approach to learning, (Pena-Shaff et al., 2005; Hudson et al., 2006; Schrire, 2006) whilst others raise questions about the depth of engagement and the preparedness to learn in this socially constructivist context (Hawkey, 2003; Roberts and Lund, 2007). The need to gain further understanding of learning through discussion is raised by Ravenscroft (2005); McConnell (2006); Goodyear and Ellis (2008). This study adds to empirical research by exploring students’ engagement with online discussion at an individual and course level. Two key research questions are: What are the different approaches taken by students when responding to learning activities which ask them to engage in online discussion? What are students’ perceptions of how their engagement in online discussion impacts on their learning and the learning of others? The study is qualitative, phenomenographic in nature drawing on six case studies of Higher Education students’ engagement with online discussion. A rich set of empirical data is gathered within the case studies. A grounded approach to data collection and analysis is used, including the analysis of interview data in order to hear the students’ voices about their experiences. The findings from the analysis of the case studies reveal different strategies that students use when engaging in online discussion, and diverse students’ views of learning through online discussion, even from within the same course context. A framework for learning through online discussion emerges from the discussion.

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44

Chew, Esyin. "A blended learning model in higher education : a comparative study of blended learning in UK and Malaysia." Thesis, University of South Wales, 2009. https://pure.southwales.ac.uk/en/studentthesis/a-blended-learning-model-in-higher-education(34470b43-d024-47cd-9d67-b88bdc46bcc9).html.

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Blended learning, involves the combination of two fields of concern: technology and education; or two groups of people: technologists and educationists. However, current literature shows less consideration on the potential disciplinary gap in the blended learning experience, as a result there is a paucity of evidence from cross-country/institutional/disciplinary investigations. This study aimed to explore, analyse and compare the blended learning experience in higher education. The research is reflected in 3 questions: (1) What are the current blended learning experiences in the selected higher educational institutions? (2) How such experience varies in different disciplines? (3) What are the reflections on the comparative experiences in (1) and (2)? The qualitative case study with comparative methods was used to obtain in-depth findings for these research questions. I visited 4 universities in two countries and sampled 51 research participants’ voices from contrasting disciplines. With these voices, I thoroughly discussed individual case studies, followed by a cross-case and cross-discipline comparison. These findings enabled insights to be drawn on a major argument: blended learning did enable and enhance learning experiences in all case studies but disciplinary differences remain a major challenge. The analysis shows that academics from science-based disciplines have an advantage at the instrumental level of technological usage without transforming learning experience; social science-based academics, due to their disciplinary nature, have embedded technology in wider trans-technical aspects that would enhance and transform learning and teaching. In the context of blended learning, I would argue that learning has not been enhanced (1) if the technology is the sole focus; (2) if the research effort of “technology enhanced learning” does not gain ground in educational theories and (3) does not recognise the disciplinary differences. Arising out of these findings, I proposed a blended learning model that indicates the boundary of the current literature and research findings, and a blended learning definition - an educational-focused process to enhance and transform f2f learning with the blend of technology in a symbiotic relationship. It is necessary for educationists and technologists to establish such a symbiotic relationship and the inter-disciplinary integration and discourse, that may impact on the individuals’ practice beyond their own disciplinary territory.

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45

Palvetzian, Talene E. "Integrating Internet-facilitated international academic partnerships into local university environments : faculty perspectives." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98566.

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This study explores how to integrate faculty-initiated Internet-facilitated international academic partnerships into their local university environments. Recently some faculty have begun initiating international partnership activities which carryout their university's research, teaching, and service missions. These partnerships (including courses, projects, or entire programs) are considered by their initiators to benefit both faculty and student development. Faculty see the Internet as enabling them to construct interactive and collaborative virtual forums where disperse student and faculty bodies can co-engage in exciting international research, teaching, and learning opportunities. This study aims to encourage the development of Internet-facilitated international academic partnerships so that more faculty in all disciplines are supported by their local institutions to better integrate their partnerships. Presently, partnerships are not well integrated. Impart this is because the Internet as a communication tool is relatively new phenomenon. However, it is also due to the tendency for faculty level partnerships to be overlooked by higher levels of university administration. As a result, the value of Internet partnerships has not yet been explored in relation to their local institutional missions. This study therefore consults faculty with experience partnering online in order to garner faculty insights pertaining to partnership integration. The results help to determine (1) core characteristics of these faculty-level partnerships (2) faculty motivations for initiating them (3) university environments implicated by integration and (4) identify faculty support and development opportunities appropriate to support integration.

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Szemborski, Dora. "Student perceptions of the effectiveness of online tools used with accounting program students at Northcentral Technical College." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009szemborskid.pdf.

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LAMPE, ERIN ELIZABETH. "DESIGNING TO MARKET HIGHER EDUCATION USING QUICKTIME STREAMING VIDEO WEBSITE." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1054225749.

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Seaton-Sykes, Philippa, and n/a. "Teaching and Learning in Internet Environments in Australian Nursing Education." Griffith University. School of Nursing, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040218.122119.

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Since the introduction of the Internet, there has been an increase in the adoption of this technology for educational purposes. This development and widespread availability of Internet technologies, alterations in the needs of clinical practice and the characteristics of students, have all inspired changes in nursing education (Mallow & Gilje, 1999). In response, nursing education has embraced the opportunity this communication medium offers to the diverse groups of students in nursing. These students may be studying at a distance, or due to other constraints such as time or professional commitments, studying in flexible ways where students may or may not be in the classroom. In other instances, Internet technologies are being used with the aim of enriching learning in nursing. However, despite widespread development and implementation of these innovations, the effects on nursing education have not been extensively researched (Cheek, Gilham & Mills, 1998; Gillham, 2002; Mallow & Gilje, 1999) and little is known about how the Internet contributes to teaching and learning, what learning outcomes are, or what support is required by teachers and students (Billings, 2000). At this time of rapid development of Internet-based and Internet-supported courses in the Australian nursing education system, there is a need to ensure such courses are educationally effective, clinically relevant, and that resources are appropriately assigned. This exploratory study aimed to contribute to effective discipline-specific use of internet learning environments through increased understanding of students and academics experiences of teaching practices and learning processes. There were two phases to this mixed-method study, a survey of course coordinators, and secondly, interviews with eleven students and sixteen academics. The survey of diverse schools of nursing across Australia provided foundational information about the ways the Internet was integrated into nursing education, and the preparation and supports that were offered to students for Internet-based or Internet-supported learning. Guided by a constructivist theoretical framework, and analysed thematically, the key findings of this study were drawn from the academics and students experiences in a variety of nursing courses in universities located across Australia. The Internet was employed in these courses in a variety of ways. At the time of data collection for both the survey and the interviews, more courses were Internet-supported than Internet-based. A variety of Internet information and communication features were used in courses. The survey findings provided both a context for the interview findings, and a degree of confirmation of these findings. The context reported was diverse, consistent with an emergent educational environment that has few precedents to guide its implementation. The academics experiences revealed that teaching in online environments was vastly different to face-to-face teaching and required different practices of teaching and learning that took into consideration the separation of teachers from learners, and learners from each other. While often enthusiastic about the new environment, many teachers needed specific preparation, support, and adequate resources to teach in this new environment. Similarly, students experienced a dislocation from the learning environments to which they were accustomed. Significant shifts were apparent in the students constructions of both individual and collaborative learning that were contingent upon the separation of teachers and learners, and the necessity of communicating in a written medium. Both teachers and learners revealed how, consequent upon their dislocation, they were relocating to a new interpretation of time, place and relationships in Internet learning environments, and were reconstructing teaching and learning. The reconstructions of learning included ways of relating that built learning communities predicated on a shift in focus from teaching to learning. These included both a shift in individual students learning, and a constructed understanding that arose variously from shaping a fundamental comprehension or challenging thinking, to expand comprehension in the group. Through new understandings and practices, the participants were beginning to construct a place for students and teachers to realise the possibilities for enriched learning that online communities can provide. The findings of this study are discussed in terms of the possibilities for teaching and learning in nursing education, and recommendations are made.

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Quann-Youlden, Cathy, and n/a. "Commonwealth Higher Education Policies: Their Impacts on Autonomy and Research in Australian Universities." University of Canberra. Business & Government, 2008. http://erl.canberra.edu.au./public/adt-AUC20081202.151704.

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In recent years, the Australian Government's (Commonwealth) relationship to universities has become one of greater involvement as political circles recognise the escalation in the significance of higher education as a key determinant in Australia's economic, social, cultural, and intellectual development. The increasing role of the Commonwealth in Australian universities is largely a consequence of this recognition, but it is also due in part to changes in the way governments approach the public sector and publicly funded institutions. Both the literature and extensive Commonwealth reports provide an array of details in relation to: what the Commonwealth wants from its universities; why it wants it; what it is doing to ensure that it gets what it wants; and the results of its actions-at least from the perspective of the Commonwealth. But what is missing is how universities themselves perceive the impact of the Commonwealth's increasing involvement in universities. Although academics and managers in Australian universities have much to say about how current and proposed Commonwealth policies affect their working environment they are not given much of a venue to opine. As such there is a lack of literature on how universities perceive the impact of this increasing involvement. This dissertation aims to fill the gap by providing a forum that addresses universities' perceptions of how Commonwealth policies affect their universities. Specifically, this dissertation sets out to discover if and how Commonwealth policies change universities and focuses on how policies influence autonomy and research in Australian universities through the responses of those who work in the offices of the deputy vice chancellors of research in twelve Australian universities. One of the most significant findings of the thesis is that the Commonwealth's increasing involvement in universities is viewed by respondents as a consequence of the Commonwealth's mistrust of Australian universities. Furthermore, the Commonwealth is seen as lacking expertise in areas relating to universities-their needs, history, purpose, mission, and how they best relate to and contribute to society-and their need for autonomy. This dissertation offers some insights into perspectives whereby policies built on the Commonwealth's mistrust and lack of expertise in university matters negatively influence autonomy and research productivity in Australian universities. The results indicate decreased productivity which leads to further mistrust that appears to decrease productivity even morea cycle that respondents fear might be a self-propelling downward spiral. Eight hypotheses and one overarching proposition emerge from the findings. In addition, nine areas are identified as adding to the overall understanding of the affect that Commonwealth policies have on university autonomy and research productivity in Australian universities.

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Gray, Kathleen Mary. "Working in Web mode : the transformation of a university environmental subject through its development for online teaching and learning /." Connect to thesis, 2001. http://eprints.unimelb.edu.au/archive/00001434.

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Thesis (Ph.D.)--University of Melbourne, Faculty of Education, 2001.
System requirements: IBM PC or compatible, or Macintosh computer. Data in Appendix 3, on disk: Web site maps and Web pages of the 6 versions of the subject site. Typescript (photocopy). Includes bibliographical references (leaves 209-217).

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