Online versus postal data collection : a re-examination of the response differences using demographically matched data

Past research has identified differences between online and mail collected responses to the same survey, but differences in the demographics of respondents had also been noted making the cause of the variation unclear. In the research reported here, responses to the same questionnaire, delivered via mail and internet surveys, were demographically matched across a range of variables. This removed the impact of response differences caused by age, gender, type of product consumed and length of customer relationship. Across all the different question types and response scales, significant differences were still found between mail and online respondents, even when data were ipsatised. Notably, online respondents were far less likely to use the end-points of the scale, perhaps indicating issues with the online collection methodology. The conclusion is that the two methods of data collection can not be assumed to be directly inter-changeable, and that the method used can lead to different results if not managed carefully.

Designing contemporary e-supported professional development environments to enhance tertiary teaching and learning

National and organsational imperatives in Australian higher education are demanding systematic and cost-effective approaches to the professional development of staff in their teaching in order to enhance the quality of student learning. Many universities are geographically distributed, multi- campus, multi-city and multi-modal in nature, and highly dependent for their effective operation on information and communications technologies (ICT). Deakin University is one such university operating in Australian higher education. Consistent with the progressive principles and practices of the learning organisation, new approaches and environments are required to support the professional development of staff for enhanced teaching and learning in higher education. These environments now require substantial use of e-learning for both learning about teaching online and the development of teaching capacities in the world of the modern-day, technologically-supported physical classroom. This article outlines the imperatives to establish and operate cost-effective e-supported environments for professional development for excellence in teaching and learning. The key principles underlying these emergent environments are outlined, along with the major tools, resources and features of such environments. A contemporary online teaching case site is highlighted as indicative of new approaches to supporting professional development of staff for excellence in online teaching and learning.

Structural deficiency or cultural racism: the educational and social experiences of Arab-Australian youth

This paper discusses the cultural, attitudinal and structural factors that impact upon the social experiences and educational achievements of Arabic-speaking background (ASB) students in three Melbourne secondary schools with high levels of cultural and linguistic diversity. The paper makes the case for and then outlines a multidimensional approach to multicultural education to better integrate ASB students and their families into the schooling environment. Key strategies developed and tested include a model of school-community partnership, online and interactive teacher support material (TSM) as well as on-going teacher professional development workshops on reflexive approaches to cultural diversity and intercultural tension.

Second life first hand: a teacher perspective

The professional landscape in public relations is changing as new communication and social networking technologies are integrated into day-to-day professional practice. Whilst adoption of such technologies by public relations practitioners is certainly on the increase, their use can still be regarded as limited and application experimental to some degree. However, few could argue that these technologies will be increasingly important to public relations practice in coming years.
In this context, public relations educators must strive to deliver a contemporary curriculum reflective of industry expectations and best practice principles but which also provides students with exposure to new communication contexts and technologies.

The advent of persistent virtual worlds generated by Massively Multiplayer Online Role Playing Games (MMORPGs) and Collaborative Virtual Environments (CVEs) offer new realms for public relations practitioners and educators alike. Virtual worlds potentially provide public relations educators with novel but relevant training grounds for their students. These 3D worlds offer dynamic and authentic learning environments which have the capability to foster deep learning and engender a sense of community within a student cohort in a way that many computer-mediated classrooms sadly lack.

This paper will present the experiences of two tertiary educators’ journey towards a conceptual understanding of the persistent virtual world, Second Life, from a teacher perspective. The paper argues that the successful adoption of new online technologies like Second Life need not be inhibited by preferences for technology or prior ICT skills as long as teaching staff are given the necessary support and training by their institutions coupled with opportunity for familiarisation and experimentation.

Writing, digital culture and English curriculum

In their out-of-school lives, young people are immersed in rich and complex digital worlds, characterised by image and multimodality. Computer games in particular present young people with specific narrative genres and textual forms: contexts in which meaning is constructed interactively and drawing explicitly on a wide range of design elements including sound, image, gesture, symbol, colour and so on. As English curriculum seeks to address the changing nature of literacy, challenges are raised, particularly with respect to the ways in which multimodal texts might be incorporated alongside print based forms of literacy. Questions focus both on the ways in which such texts might be created, studied and assessed, and on the implications of the introduction of such texts for print based literacies. This paper explores intersections between writing and computer games within the English classroom, from a number of junior secondary examples. In particular it considers tensions that arise when young people use writing to recreate or respond to multimodal forms. It explores ways in which writing is stretched and challenged by enterprises such as these, ways in which students utilise and adapt print based modes to represent multimodal forms of narrative, and how teachers and curriculum might respond. Consideration is given to the challenges posed to teaching and assessment by bringing writing to bear as the medium of analysis of, and response to, multimodal texts.

CHC students online : responses to course organisation

Previous research by the authors has shown that Confucian Heritage Students participating in online problem solving discussions show a high degree of message postings that are related to the organization of the course of study, rather than to its contents and intellectual challenges. The authors argue that this is consistent with the more broadly based research outcomes relating to the achieving strategy that is quite typically exhibited among CHC students. This interview based study explores the perceptions of CHC students as they engage with collaborative learning online, and shows that the concerns relate to matters to do with assessment, with the reliability and timeliness of group member inputs, and the possibilities of plagiarism.

The summer games

As part of a nationally funded project, we have developed and used 'games' as student centred teaching resources to enrich the capacity for design in beginning students in architecture, landscape architecture and urban design. Students are encouraged to learn inter-actively in a milieu characterised by self-directed play in a low-risk computer modelling environment. Recently thirteen upper year design students, six from Adelaide University (Adelaide, South Australia, Australia), five from Deakin University (Geelong, Victoria, Australia), and two from Victoria University, (Wellington, New Zealand) were commissioned over a ten-week period of the 2000-2001 Australian summer to construct a new series of games. This paper discusses the process behind constructing these games.

This paper discusses six topical areas:

– what is a game;
– specific goals of the summer games;
– the structure of a game;
– the game-making process;
– key findings from the production unit; and
– future directions.

So what do customer value propositions and strategic planning have to do with teaching and learning?

Within most universities there are central areas that assist with teaching and learning and, in the case of universities offering programs through distance education or flexible learning, there are also units that develop and or manufacture course material. As budget constraints squeeze universities and, with a plethora of choices in online and integrated learning, the usefulness of centralised learning resource units can be called into question. To ensure these units remain vital and can justify their budgets to their parent organisations they need to demonstrate delivery of customer value. What do faculty staff value from a central unit? What irritates students about their course materials? What are the most important services from the point of view of a head of school? This paper outlines the process followed by Learning Services at Deakin University to discover its customers’ value model. Customer value propositions and the removal of what irritates the customer are then used to drive strategic planning, service offerings and continuous process improvement.

The global corporate curriculum and the young cyberflâneur as global citizen

Contents: Introduction: youth, mobility, and identity / Nadine Dolby and Fazal Rizvi -- New times, new identities -- The global corporate curriculum and the young cyberfleneur as global citizen / Jane Kenway and Elizabeth Bullen -- Shoot the elephant: antagonistic identities, neo-marxist nostalgia, and the remorselessly vanishing past / Cameron McCarthy and Jennifer Logue -- New textual worlds: young people and computer games / Catherine Beavis -- Diasporic youth: rethinking borders and boundaries in the new modernity -- Consuming difference: stylish hybridity, diasporic identity, and the politics of culture / Michael Giardina -- Diasporan moves: African Canadian youth and identity formation / Jennifer Kelly -- Popular culture and recognition: narratives of youth and Latinidad / Angharad Valdivia -- Mobile students in liquid modernity: negotiating the politics of transnational identities / Parlo Singh and Catherine Doherty -- Youth and the global context: transforming us where we live -- The children of liberalization: youth agency and globalization in India / Ritty Lukose -- Youth cultures of consumption in Johannesburg / Sarah Nuttall -- Identities for neoliberal times: constructing enterprising selves in an American suburb / Peter Demerath and Jill Lynch -- Disciplining "Generation M": the paradox of creating a "local" national identity in an era of "global" flows / Aaron Koh -- Marginalization, identity formation, and empowerment: youth's struggles for self and social justice / David Quijada.

Designing blended learning in higher education : the neomillenial learner and mediated immersion

Blended learning as a term and a learning approach is still being refined, at times debated as a legitimate area of research, at times seen as the answer to the conundrum and challenges of the digital learner. Is it the Emperor’s new clothes? As Morrison (2003) suggests, blended learning could be seen as an uncertain or unsure strategy, or alternatively a way to find a solution to promises given for e-learning. Three case studies within this paper explore the possibilities of e-learning within a work-based framework. Elements of ‘neomillenial learning styles’ (Dede in Educause Quarterly vol 28 No 1 2005) reflected by students in postgraduate coursework programs provided the challenge and stimulation of designing and facilitating e-learning components, incorporating experiential or action learning with ‘associational’ approaches rather than linear ones. The journey to virtual simulations such as the postgraduate Newlandia incorporates the learner perspective, or how to activate neomillenial learning styles; blended learning with online and face-to-face community activist groups working for solutions to a water problem; and a virtual scenario which can appeal to and engage an internationalised user group. Do Dede’s neomillenial learners synthesise and process experiences rather than (or as well as) information? Is this mediated immersion a part of Newlandia’s applicability to the modern learner? The student teams of community activists and project managers described in the case studies incorporate a potent mix of learning styles, nationalities and backgrounds, expectations, interpersonal and technical skills and indicate a trend in millennial learners towards a community of knowledge which is collaborative, mobile and group-focused.

Lifelong learning, the knowledge economy and professional development

There is increasing rhetoric surrounding the concepts of lifelong learning and the knowledge economy (Peters, 2001); specifically e-learning and web-based learning environments. This paper seeks to explore the journeys of two professionals from two separate disciplines and work environments located in one higher-education institution where there is an increasing push to develop learning materials using online and other e-learning technologies.

With the steady shift from traditional learning, online learning is now playing an integral part of course delivery at the Australian regional university where the authors work. A contextual analysis of online learning within the broader views of the institution provides examples of discourses relating to online environments, knowledge management, and the professional development of the participants.

This discussion draws on the concepts of lifelong learning (Crowley, 2002; Serim & Murray, 2003) and embeds them within an online learning environment. Exploration of the multiple workplace environments within the institution under review demonstrates one way in which educators can embrace and position themselves as they negotiate changing educational discourses.

All the animals are gone? The politics of contemporary hunter arcade games.

Recent proliferation and popularity of personal computer and console games has meant that scholarship around video arcade games has been largely ignored. Arcade games had their halcyon days during the 1970s and 1980s when 'Space Invaders', 'Pong' and 'Donkey Kong' were household names. The inception of scholarship into games occurred in the 1990s; a time when arcade games were writ small in the cultural imagination, at least compared to the newer home computer and video games. Thus in games theory they are typically discussed only in terms of their role as antecedents to their more popular kin. Moreover, they seem innocuous because they are so publicly accessible. Against this assumption, and lack of scholarship, this paper explores a selection of contemporary arcade games which we describe as 'hunting' games. Arcade hunting games are first-person shooter (FPS) involving one or more players shooting simulated wild animals. They are commonly situated in cinema foyers, hotels, and family entertainment centres. However, despite a presumption of institutional moderation afforded by the public accessibility of these spaces, this paper argues that this genre works through a range of political modalities that require more scholarly consideration than currently given.

Shopping with mum : mother and daughter consumer socialization

Purpose – Responding to calls for a greater understanding of consumer socialization in young people, this paper aims to investigate daughters' perceptions of shopping with their mothers. It seeks to provide insights into the significance of the retail shopping experience for young women.

Design/methodology/approach – This exploratory study is based on 30 online and three face-to-face interviews with young women aged between 20 and 22. The authors asked the young women who they shopped with and why and to recount some of their best and worst shopping experiences. The interviews were coded and analysed to reveal several recurring themes. This paper reports only on data relating to shopping with their mothers.

Findings – The four major themes that emerged from the interviews with the young women were: gaining independence; trust in mother; the bank of mum; quality time with mum.

Research limitations/implications – The sample is limited to young women in a Midwest university in the USA. Attitudes to consumption and shopping and the mother daughter relationship are culturally derived and may differ in other contexts.

Practical implications – Women are critical to the retail industry and make the bulk of buying decisions for the family. Daughters represent the next generation of this major market force. Marketers and retailers must be cognizant of the power of this relationship.

Originality/value – This paper is the first to report on the daughter-mother shopping experience, with daughters' perceptions of this experience and the outcomes of the consumer socialisation that occur.

The star and celebrity confessional

In this book the different manifestations, meanings, and processes of the star and celebrity confessional will be explored.

The confessional is taken to be any moment in which a star, celebrity, or fan engages in revelatory acts that are considered to be authentic, heart-felt, and honest. These confessional encounters can take place in an interview, through performance and presentation events, online, and in ‘unscripted’ encounters. A star may break down in tears, or reveal a previously unknown truth about their private life. However, this authenticity is often found to have been manufactured, or is timed to occur against a new release or product launch. Alternatively, the desire to confess may be seen to draw attention to the centrality of pseudo forms of emotion in contemporary culture and the obsessional behaviour it produces. In this book authors consider acts of confession by celebrities such as Tom Cruise, Michael Jackson, Jade Goody, Britney Spears, Sarah Jessica Parker, Tracey Emin, and Russell Crowe.

Individual, social, and physical environment factors associated with electronic media use among children : sedentary behavior at home

Background: Individual, home social and physical environment correlates of electronic media (EM) use among children were examined and pattern of differences on school and weekend days.
Methods: Youth (n = 298) aged 11 to 12 years self-reported time spent using EM (TV, video/DVD, computer use, and electronic games) on a typical school and a weekend day, each dichotomized at the median to indicate heavy and light EM users. Anthropometric measurements were taken. Logistic regression examined correlates of EM use.
Results: In total, 87% of participants exceeded electronic media use recommendations of ≤ 2 hrs/day. Watching TV during breakfast (OR = 3.17) and after school (OR = 2.07), watching TV with mother (OR = 1.96), no rule(s) limiting time for computer game usage (OR = 2.30), having multiple (OR = 2.99) EM devices in the bedroom and BMI (OR = 1.15) were associated with higher odds of being heavy EM user on a school day. Boys (OR = 2.35) and participants who usually watched TV at midday (OR = 2.91) and late at night (OR = 2.04) had higher odds of being a heavy EM user on the weekend.
Conclusions: Efforts to modify children’s EM use should focus on a mix of intervention strategies that address patterns and reinforcement of TV viewing, household rules limiting screen time, and the presence of EM devices in the child’s bedroom.