Crossing the border : comparing partial and fully online learning

In many countries across the world, online learning is playing an ever-increasing role in higher education. However, there seem to be starkly contrasting analyses of the educational value of online learning. In this paper, I reflect on my own online learning experiences in the UK and Australia and conclude that there are significant differences between partial and fully online course units. I also develop general criticisms of online learning system design and suggest a number of fundamental design and performance objectives for the design of online learning systems.

The road to internet banking: understanding emerging customer issues

This paper presents findings from an empirical study of banking customer experiences with the adoption of Internet banking. Using a qualitative, interpretive grounded theory approach and single and group interviews, the study explores customer perceptions and experiences and provides an understanding of how and why specific factors affect their decision whether or not to bank on the Internet in the current era. The findings are used to develop a theoretical framework which conceptualizes and links consumer issues influencing the adoption of this application, and we also provide a set of recommendations for banks. Specifically, the findings suggest that convenience – in particular, time savings – is the major motivator to bank on the Internet, while there are a range of other influential factors which could be modulated by banks. The results also highlight increasing online risk acceptance by customers and the growing importance of deep levels of customer support for online services. Key gender differences in attitudes to Internet banking are highlighted. This study suggests that organizations will improve their management of customer attitudes to new Internet service applications by understanding the need to proactively address customer fears and misconceptions about the technologies involved.

At home on the road? Can drivers' relationships with their cars be associated with territoriality?

The current research explores the relationship between people and their cars within the framework of Altman's theory of human territoriality. It further develops the research of Sandqvist by examining the descriptions given by people with differing ownership and uses of their cars and exploring the congruence between these and the characteristics used to describe human territories. Thirteen focus groups were held with young drivers between the ages of 18 and 25 years, drivers over the age of 25 who are parents of pre-license age children, drivers over the age of 25 who do not regularly transport children, and drivers of work vehicles. Analyses of discussions revealed that drivers’ descriptions of the relationship with their car could be matched with Brown and Altman's descriptions of territory types. However, variations existed both between and within individuals as to the application of the labels ‘primary’, ‘secondary’ and ‘public’ territory to the car. Implications for the understanding of road user behaviour and the further development of theory on the car as a place or an object in terms of territoriality are discussed.

Beyond the road : Beat writing and its socio-cultural contexts

This study looks at the contribution of Beat Generation writers to the post-World-War II reinvigoration of the American literary tradition. It challenges the reductive judgements of many critics and demonstrates that the Beat phenomenon was as much an expression of its historical moment as a rebellion against it.

Are safety-related features of the road environment associated with smaller declines in physical activity among youth?

This study examined how objective measures of the local road environment related to safety were associated with change in physical activity (including active transport) among youth. Few longitudinal studies have examined the impact of the road environment on physical activity among children/adolescents in their neighborhoods. Participants were children aged 8–9 years (n=170) and adolescents aged 13–15 years (n=276) in 2004. Data were collected in 2004 and 2006 during followup of participants recruited initially in 2001 from 19 primary schools in Melbourne, Australia. Walking/cycling to local destinations was parent-reported for children and self-reported by adolescents. Moderate-to-vigorous physical activity (MVPA) during nonschool hours was recorded using accelerometers. Road environment features in each participant’s neighborhood (area within 800 m radius of their home) were measured objectively using a Geographical Information System. Linear regression analyses examined associations between road features and changes in active transport (AT) and MVPA over 2 years. Children’s AT increased but MVPA levels decreased in both age groups; on average, younger girls recorded the greatest declines. The number of traffic/pedestrian lights was associated with ΔAT among younger girls (B=0.45, p=0.004). The total length of walking tracks (in meters) was associated with ΔAT among younger girls (B=0.0016, p=0.015) and adolescent girls (B=0.0016, p=0.002). For adolescent boys, intersection density was associated with ΔAT (B=0.03, p=0.030). Slow points were associated with ΔMVPA among younger boys before school (B=1.55, p=0.021), while speed humps were associated with ΔMVPA among adolescent boys after school (B=0.23, p=0.015). There were many associations for adolescent girls: for example, the total length of local roads (B=0.49, p=0.005), intersection density (B=0.05, p=0.036), and number of speed humps (B=0.33, p=0.020) were associated with ΔMVPA during nonschool hours. Safety-related aspects of the built environment are conducive to physical activity among youth and may help stem age-related declines in physical activity. Passive road safety interventions may promote AT and physical activity among less active girls, in particular.

Challenges of multimedia self-presentation : taking, and mistaking, the show on the road

One privilege enjoyed by new-media authors is the opportunity to realize representations of Self that are rich textual worlds in themselves and also to engage the wider world, with a voice, a smile, imagery, and sound. Still, closer investigation of multimedia composition practices reveals levels of complexity with which the verbal virtuoso is unconcerned. This article argues that while technology-afforded multimedia tools make it comparatively easy to author a vivid text, it is a multiplicatively more complicated matter to vividly realize and publicize an authorial intention. Based on analysis of the digital story creation process of a youth named “Steven,” the authors attempt to demonstrate the operation of two forces upon which the successful multimodal realization of the author's intention may hinge: “fixity” and “fluidity.” The authors show how, within the process of digital self-representation, these forces can intersect to influence multimodal meaning making, and an author's life, in consequential ways.

Crossing the line : collusion or collaboration in university group work?

In both policy and practice, collusion is a perplexing area of academic integrity. Students are expected to learn to work collaboratively in university courses, yet are often required to submit assessment tasks as individuals whilst in group-work situations. This paper discusses the tension between 'collaboration' and 'collusion' in group-work and the consequences for crossing the line. Adopting a theoretical framework from Bourdieu's work (Bourdieu and Passeron, 1971; Bourdieu, 1991) on symbolic power, the notion of legitimate voice and intertextuality, this paper outlines the effects on the academic identities of 17 students found 'guilty' of collusion in one Australian university. In addition, 34 staff involved in formal disciplinary procedures were interviewed. The findings indicate that collusion is a fraught notion and not approached systematically across the university, nor with any degree of confidence by staff or students. The delineation between 'acceptable collaboration' and 'collusion' appears to be founded in shifting sands, with negative attitudes towards collaborative tasks being the main lesson learned by students.

John Kerry and Pakistan : the road ahead

The nomination of John Kerry as the new US Secretary of State will be generally welcomed in Pakistan.  But the US-Pakistan bilateral relationship will continue to be difficult.