Faculty of Education - Theses
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ItemWorking through tension : a response to the concerns of lesbian, gay and bisexual secondary school students(University of Melbourne, 2001)
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ItemEvaluation of web site design in online learning : a case study approach(University of Melbourne, 2002)As a result of economic rationalism and technological determinism, it has been argued that a global imperative to adopt Online Learning (OLL) is being driven by "megauniversities" (Bates, 1996, p.6), in order to deliver a mass-produced education (Clark, 1996; Laurillard, 1996). While this may have been enough for its initial justification, many now believe it should provide "value-added" (Leigh, 1997, pp.5-6), benefits that also improve the quality of learning as well (Alexander, 1996; Andres 1996; Laurillard, 1996). To accomplish this, some would argue, requires a paradigm shift away from traditional "Instructional" design approaches towards a model of "Constructivism" where the delivery of education becomes learner-centred (Alexander, 1996, p.5; Jonassen, 1994, pp.1-3). The capacity of the World Wide Web (WWW) to meet these demands is wellrecognised. Not only can it deliver "anytime, anywhere" (Bates, 1996, p.1), but by incorporating interactive hypermedia (IHM) it may be possible to create an environment where opportunities for "deep" learning (through "knowledge construction"), as well as "life-long" learning may occur (Alexander 1996, pp.5-6; Jonassen, 1994, p.2). Hence it is crucial that educators are able to make informed decisions about web design strategies in order to contribute to the process of maximising quality outcomes in OLL. The purpose of this study was to investigate student perceptions of two (2) contrasting OLL sites and any effects web usability design (Nielsen, 1997), may have had upon either site's potential to value-add to a user's learning experience. Conducted within a TAFE(1) setting by a teacher using students as volunteers(2), a qualitative case study approach was applied. Prior to this investigation a specific set of web usability design (WUD) guidelines was created in order to aid in the development a model OLL web site that aimed at promoting an interesting and stimulating learning environment while simultaneously reducing the cognitive load placed upon a user. A second site containing essentially the same subject material but contrasting dramatically in terms of its delivery design was then also produced. So that a comparative evaluation of these two sites could be made twelve volunteers, of mixed gender and generally representative of a TAFE student population, were recruited to act as heuristic usability evaluators. This study demonstrates that to promote the potential for a better quality OLL experience for students, careful consideration of web usability design (WUD) is important. That teachers can play an active role in the design, development and evaluation of an OLL program is also possible given that this case study shows that it is feasible to implement an iterative design strategy that is less costly and more time efficient than traditional computer engineering models. Consequently in the process of conducting this form of inquiry it was found that in the application of these WUD guidelines a strategy that provides a more responsive approach to student needs in OLL is achievable and that in the end this must be one of the key considerations in providing a quality learning experience.
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ItemVocational learners and their readiness to undertake self-directed learning through the use of new learning technologies(University of Melbourne, 2002)
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ItemTeaching abstract physics to junior secondary students using computer technology(University of Melbourne, 2001)This study investigated the use of computer technology in the teaching of Einstein's Special Theory of Relativity to junior secondary students. A teaching unit was developed incorporating a computer program for the purposes of the research. Six subjects completed pre-tests prior to undertaking the program and post-tests at the conclusion of the program. The subjects were also interviewed at the conclusion of their post-tests. All subjects demonstrated some degree of conceptual change in their understanding of relativistic effects. Five of the six subjects demonstrated a considerable change in their conceptual understanding of abstract phenomena described by the theory.
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ItemThe transfer of nurse eduction from hospital schools of nursing to higher eduction : the Victorian perspective(University of Melbourne, 2000)
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ItemPrincipal expertise and problem-solving in three independent girls' schools in Victoria, Australia(University of Melbourne, 2000)
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ItemWhich students may benefit from talking computers : an investigation of the effect of a computer text reader on reading comprehension(University of Melbourne, 2003)This study investigated the use of a computer text reader with speech output as support for the reading comprehension of secondary school students. Synthesised speech reading of text by a computer allows users to access information aurally as well as, or instead of, reading it. The students in the study were not previously , identified as having reading difficulties. Secondary students who experience reading difficulties are likely to be disadvantaged in all subjects that require the reading of texts. Computer text reading programs may be valuable in an assistive role, in that they may provide an alternative method of independent access to more complex texts than would be possible without such assistance. The process of selecting assistive technology, should include the gathering of information about the individual learner, the task, and the technology under consideration, as the suitability of a particular technology varies among individuals and contexts of use. The characteristics of the learner in this study were examined through a general reading assessment using the Neale Analysis of Reading Ability (Neale, 1999). A trial of the task and technology was conducted in which measurements were made of the students' reading comprehension with and without the use of the text reader feature of the software Read and Write, Version 5.0. (textHELP, 2001).
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ItemThe piano accordion in music education in China(University of Melbourne, 2003)Musical learning on the accordion has been well established in China over the last fifty years. Although it is not a national instrument, the accordion was once the most popular instrument in China. However, music education literature has neglected the importance of the accordion. Little research on the instrument, and its education in China can be found in the literature and the descriptions of accordion found in many musical encyclopaedias and dictionaries are severely lacking in detail. Although the accordion has been one of the instruments for study within the Australian Music Examination Board (AMEB) for many years, most school teachers have little or no understanding of the instrument. There are few music schools in Australia offering a course teaching students the art of playing the accordion. As a result of this, the current generation of music students is especially ignorant of the importance and capabilities of the instrument, and the accordion has not received its proper status as a truly special instrument. As an accordion player I find this situation disappointing, therefore, it is my intention to provide an insight into the role the accordion has played in modern Chinese society. Hopefully, this might assist the accordion to become more recognised in Australia.
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ItemTeams at work : an action research based case study of an integrated approach( 2002)Team approaches are increasingly common in workplaces globally. The shifting emphasis from individual to team production has inspired research to identify key workteam success factors. Some approaches have focussed on structural, task and procedural aspects of team performance, while others have focussed on interpersonal aspects. This study aimed to focus on both aspects, using a broad analysis of the factors responsible for organisational effectiveness and team success. It linked an integrated approach to team development within the organisational context to these factors. The study used an Action Research approach, aiming to implement organisational improvements as well as gathering research data and addressing research questions through instruments that identified organisational development priorities and gave insights into team effectiveness and satisfaction. The "Organisational Effectiveness Project" produced improvements in the targeted areas of communication, respect for management, and organisational competence including team performance. The project had limited impact in improving general awareness of organisational vision. The team development elements focussed on a management team and a cross-functional planning team. Using the MBTI, the study demonstrated the substantial influence of personality type on team performance. The MBTI is an effective predictive and development tool, although its impact can be diminished if respondents misrepresent their personality preferences. The management team achieved a significant improvement in measured team 'fitness', but qualitative feedback indicated that satisfactory change was not sustained. Changes in membership and the lack of continued team development work diminished early achievements. Contributing factors may have included the limiting impact of local government structures on management team functioning, personality issues, individual capabilities, or facilitator skill level. A genuine team approach is more complex at management level than for a crossfunctional team. The cross-functional team reached its primary objective efficiently while achieving improvements in team performance and member satisfaction. A major setback might have been avoided through more attention to weaknesses within both teams. Senior management commitment is fundamental amongst the key success factors for all organisational teams. An ongoing focus on team development and strategy might have improved outcomes, but this requires substantial commitment. The range of instruments and approaches used during this study are relevant to an integrated ongoing approach to team and organisational development process, matching development activities directly to specific team issues. Managing the transfer of learning into the workplace is essential for sustained deep change. Like personal fitness, team fitness is not a 'quick fix', but requires constant steady application, particularly in ensuring that change is deep and sustained. The range of instruments and approaches used during this study have the potential to be used in an integrated approach to team and organisational development process, which should be continuous and ongoing. Like personal fitness, team fitness is not a 'quick fix' that can be maintained without constant steady focus.