Faculty of Education - Theses
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ItemIdentifying the factors that support or restrict the use of open education resources by higher education academic staff at a vocational education institute( 2015)This thesis investigates the factors that facilitate the use of Open Education Resources (OER) by higher education staff at a public Tertiary and Further Education Institute (TAFE). By using a case study methodology, academic staff were interviewed regarding their use or non-use of OER, their perceptions of OER, as well as what they regarded as the challenges and enablers in using these resources. This study provides an Australian perspective to research already undertaken in this area, as well as an insight into the contemporaneous use of OER with emerging teaching pedagogies such as Web 2 technologies. For the purpose of this research, OER are defined as resources that are freely available for use, reuse, modification, and sharing in educational contexts, with intellectual property requirements ranging from public domain through to creative commons licensing arrangements. The research found that OER provides a number of benefits, including facilitating the use of extensive and cost effective education resources, supporting learners through Web 2 technologies and allowing academic staff to engage with professional bodies and the broader community. Conversely, a number of issues were also identified that inhibit the use of OER. These include difficulty in sourcing appropriate teaching resources, awareness of copyright and intellectual property legislation, access to technology, cultural and language barriers along with a perception that OER are not academically rigorous. The implications for institutions arising from this research therefore include the requirement to develop an OER culture within the institute; capitalise on existing knowledge; explore the use of web 2 technology and pedagogy; and finally, staff professional development. This research has also found that there are a number of benefits for institutes in utilising OER including: academic delivery cost reductions, marketing and commercialisation opportunities, developing enhanced learner experiences, and being able to leverage off existing blended learning pedagogies.
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ItemTransition from secondary school to university( 1999)Transition between secondary school and university can be a time of stress and anxiety. It is a time when decisions about courses and careers can have extraordinarily significant implications. It is, therefore, a time when information about courses, universities and university life must be effectively presented and thoughtfully comprehended. This study explores secondary student insights into university before and during the crucial decision making process as well as the consequences of those insights and decisions. (For complete abstract open document)
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ItemPathways: a policy study( 1994)Improving pathways between the sectors is an aspect of educational policy within Australia which has risen to high visibility in recent years. It has been an important part of Commonwealth policy on reform of both higher education and training sectors. Improved pathways are seen to assist in up-grading workers’ qualifications in the minimum time, and more cost-effectively; to assist in enabling a better balance of post-secondary education and training to be provided; to increase the status, visibility and use of TAFE middle-level credentials; and to achieve better equity in higher education provision. The economic and equity arguments are married, by asserting that a wider base will be ultimately more economical. Of equal importance is the convergence of vocational and general education as a preparation for life and work. Using the Swinburne University of Technology Pathways Project 1992-3 as a case study, this paper demonstrates that valuable models of more highly articulated curriculum and structures are possible within a pathways concept. In addition, improved credit transfer agreements and implementation strategies at institutional level are shown to materially assist TAFE students’ access to higher education courses. However, there are limitations to how far “Pathways” type approaches can succeed in implementing government policy while the sectors are encouraged to remain so polarised, and while universities have no real incentive to increase their TAFE articulating students. While they remain strictly vocational in nature, TAFE qualifications cannot achieve full recognition in a degree. A more generalist qualification, like the associate degree, would arguably be more successful in creating the convergence of general and vocational education, and greater credit transfer. Likewise, an expansion of TAFE’s mission could bring a better acceptance of TAFE as an alternative higher education pathway option.
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ItemAcademic adjustment of Japanese students to an Australian learning environment( 1997)The purpose of the investigation is to identify factors that influence the successful academic adjustment of students coming from a Japanese learning environment to an Australian academic institution. This thesis examines the academic adjustment of two Japanese students studying an undergraduate degree in computer science at an Australian university. Research data was utilised from a six-month case study and an interview was conducted with the Japanese students. A group of English as a Second Language teachers and a group of academics were interviewed about their perceptions of the factors influencing this cultural and learning transition. The findings indicate that there are a considerable number of factors influencing the academic adjustment of Japanese students studying in Australian institutions including language and communication style, learning style, student/teacher relationships, assessment, concepts of success and failure, course content, the impact of local students and institutional differences between Japan and Australia. The recommendations of this study suggests a three-pronged approach. Programs are needed to assist Japanese students in their transition to Australian learning environments, informed by further research into their cultural and educational background. The second strategy should support the Australian academics and local students with whom the Japanese students interact. The third recommendation relates to the need for changes in institution's attitudes and policies to the international student market.