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.

Personal pedagogies and online teaching

This paper describes the rationale for and approach to research that is investigating the context, use and effects of a new teaching and learning online environment on the pedagogical practices of academics in a Faculty of Education in a traditional university setting. The use of online communication software is not new to the university. There is a history of use of a different suite of online communication software, but a new set of ‘tools’ was imposed in a top down model. Associated with this imposition was a requirement that all units in all courses make use of this software at least at a most basic level.

Musical arts education in Africa : differentiation, integration and disassociation

By discussing the future challenges to musical arts education in Africa in which local cultural practices are valued, the differences of those historically marginalised by virtue of gender, race, ethnicity, and class, are celebrated. In Africa, musical arts education and culture are regarded as an integral part of our life, which not only embraces the spiritual, material and intellectual aspects of our society, but also contributes greatly toward our emotional development. This affirms the integrity and importance of various forms of 'Art' including literature, technology, design, dance, drama, music, visual art, media and communication.

This paper will discuss the future of African musical arts education programmes through the dynamic cycle of differentiation, integration and disassociation. The authors will consider the concept of ‘differentiation’, ‘integration’ and ‘disassociation’ within musical arts practice. An analysis of selected international arts education programmes provides a globally differentiated perspective through a discipline-based approach. In the African context, arts education programmes are located within an integrated approach. The structure of a Music Action Research Team (MAT cell) in Southern African Developing Community (SADC) countries will be highlighted as a means to address disassociation through the active engagement of professional development programmes offered by the Centre for Indigenous African Instrumental Music and Dance (CIIMDA).

Security in the online e-learning environment

This paper addresses the role of security in the collaborative e-learning environment, and in particular, the social aspects of security and the importance of identity. It represents a case study, completed in Nov 2004, which was conducted to test the sense of security that students experienced whilst using the wiki platform as a means of online collaboration in the tertiary education environment. Wikis, fully editable Web sites, are easily accessible, require no software and allow its contributors (in this case students) to feel a sense of responsibility and ownership. A comparison between two wiki studies will be made whereby one group employed user login and the other maintained anonymity throughout the course of the study. The results consider the democratic participation and evolution of the work requirements over time, which in fact ascertains the nonvalidity of administrative identification.

Employing wikis for online collaboration in the e-learning environment: case study

This paper examines the various ways in which students reflect on their very recent experiences in collaborating in an online e-learning environment. Wikis, fully editable Websites, are easily accessible, require no software and allow its contributors, in these case students, to feel a sense of responsibility and ownership. Wikis are everywhere, but, unfortunately, the online literature has not yet begun to focus enough on wikis (Mattison 2003). Whereas students are used to the WebCT based university Elearning environment, Deakin Studies Online (DSO), this case study, completed in Nov 2004, was conducted to test the wiki platform as a means of online collaboration in the tertiary education environment. A full analysis of the results is presented, as are recommendations for improving the platform in an effort to employ wikis and utilize them to their full and absolute potential.

Renegotiating the pedagogical peace : a case study in online discussions for undergraduate on campus students

This paper reports an investigation into the ways in which undergraduate students, who are studying on campus, learn in online discussions. The study focuses on student strategies, and the role of text, time and place independence, peer interaction and the influence of the curriculum. It also examines the relationships between online discussions and face to face classes. The study found deep approaches to learning were widely used and were associated with constructivist learning activity, thinking and interacting online in groups in a way that adds value to the classroom, close integration with face to face activity and a positive perception of online discussions and the course as a whole. This case study confirms the relational nature of student learning in a blended learning environment.

Virtual communities of practice for regional small businesses: bringing informal networks online

Virtual communities of practice (VCoPs) are online business networks which are increasingly used by large organisations as a key strategy for creating value in the knowledge-based economy of the 21st Century.This paper examines the applicability of VCoPs to cross-industry regionally clustered small business networks. Interviews conducted with government and industry informants in two regional areas of Australia indicate that these strategies used for establishing VCoPs are applicable to such small business networks. Both regions had regional networks with active member involvement displaying CoP characteristics. Significant social capital existed on which VCoPs could be built, and there were viable alternatives to satisfy the roles of sponsors and leaders. There were, however, significant impediments that will have to be addressed before VCoPs can be  implemented such as the apparent reluctance of many SME owners to use the Internet and ICT generally, and the preference for informal networking. Funding to ensure that VCoPs are sustainable was also an issue. VCoPs appear to be extremely useful in linking small businesses in regional areas and in the development of viable regional clusters.

Student perspectives of online learning

The advent of online learning in tertiary education has changed the way students interact with institutions and undertake their studies. All students at Deakin University interact with their courses through an online learning environment. While online learning environments can be evaluated in a number of ways, the perceptions of the key users and their levels of satisfaction with the online learning environment are important measures.
This paper presents results of a survey of students studying at Deakin University in 2005. The survey explored their perceptions of learning in the online environment. The results indicate that overall students were enthusiastic about learning in such an environment. The main advantages are the flexibility that it provides and the ability to study when it suits students. The disadvantages include technical issues such as speed of access, and the need to participate regularly. The size and spread of the responses suggest that these outcomes can be generalized for all students studying online.

New students, new learning, new environments in higher education : literacies in the digital age

Information literacy is developing new meanings and importance in the online age of teaching and learning in higher education. Information literacy, as a highly prized graduate attribute, is related to the development of lifelong learning capacities. Its strong re-emergence in the form of digital literacy in the context of major online developments at Deakin University is considered through four cases. In each case the reader is asked to consider how the teaching staff members have conceived critical discipline-based information and digital literacies, how these conceptions are related to desired learning outcomes, the types of digital and online environments designed to support the development of these literacies, and how each one contributes to the development of lifelong learning capacities. Information and digital literacy is enlivened through being situated in broader understandings of new generations of learners, new forms of learning and new e-supported learning environments. Educational design, evaluation, research and technology implications of these new types of digital and online-based teaching and learning environments are finally examined.

An analysis of computer-mediated marketing education : the relationship between access to WEBCT, tutorial attendance and student grades

One of the problems faced by Australian academics in the 21 st century is to facilitate learning with a changing profile of students, in bigger and bigger classes. As educators at tertiary institutions, our environment is undergoing major changes as increasingly marketing programs are offering courses either partially (Web enabled) or totally (Web exclusive) online. This study has developed a significant model allowing the prediction of students' overall results and indicates that a student's final grade is dependant, in part, on accessing the study materials and study tools available to them via WebCT and attending face-to-face tutorials.

Wholly online learning in environmental science

In recent years there has been a significant shift in the way courses and subjects are delivered to students in tertiary institutions. Advances in technology have resulted in a change to the traditional face-to-face lecture and tutorial teaching format, with many subjects in tertiary education now available online. Although research has explored the advantages and disadvantages of online learning, there has been little attention paid to this teaching format in the field of environmental science. In particular, there is little evidence in the literature to suggest that this method of teaching is appropriate for studies in environmental science or for environmental science students. This study examined the outcomes from a wholly online subject in environmental science at Deakin University, Australia. More specifically, the study aimed to investigate student views about online learning in environmental science as well as online group work. Questionnaires were distributed to all students who completed the core second year subject Society and Environment in semester 1, 2005. Although many of the responding students (n = 48) recognised the benefits of wholly online learning, the findings suggest that most prefer to learn in a face-to-face environment. This paper examines the implications of these findings for future online teaching methods in this discipline.

Residential proximity to school and the active travel choices of parents

Issue addressed: Walking for transport can contribute significantly to health-enhancing physical activity. We examined the prevalence and duration of walking to and from school, together with perceived influences on doing so, among parents of primary school children. Methods: Questionnaires were completed by parents from four primary schools (one government and three private) located in south-east Queensland (n=559; 40% response rate). Results: Eighteen per cent of parents reported walking for at least 10 minutes during journeys to school. Significantly greater proportions of parents with only one car in their household, with a child who attended a government school, with no driver’s licence, who had less than 11 years of education, and lived within two kilometres of the school walked for at least 10 minutes during the school journey. Factors perceived by parents most strongly to influence walking to school were: being physically active; safety concerns for the child walking alone; not having to park; walking being the child’s preferred option; too much motor vehicle traffic; and their child’s age and level of road sense. Conclusions: Despite the overall low prevalence of walking to school by parents, health-enhancing benefits may be achieved even when other modes of transport are used in conjunction with walking.

Assessment of online reflections : engaging English second language (ESL) students

Online discussion boards are being used increasingly by tertiary educators as a tool for encouraging greater student interaction and developing learning communities. In particular, educators who have adopted a learner centered, socio-constructivist approach to teaching have sought to facilitate collaborative learning in which students reflect upon and share their experiences and perspectives, and construct knowledge together through developing shared meanings. This paper presents the findings of an electronic survey of the perceptions of 70 distance education EFL and ESL students concerning a compulsory assessment item involving contribution to an online course discussion board. The study revealed that the majority of the students enjoyed the assessment item and agreed that posting to the online course discussion board had allowed them to achieve a range of cognitive and social learning outcomes, as well as to develop some important graduate skills. In particular, ESL students reported the benefits of posting to the discussion board in terms of sharing their experiences with others and reducing the feeling of isolation. Further, when considering social outcomes, ESL students perceive the discussion board provided them with an opportunity to meet and develop a closer relationship with other students in the course and encouraged them to keep up with their studies.

Accommodating culture and cultural diversity in online teaching

The term 'culture' has been in common use for a long time. However there is no universally accepted definition and hence it is important to define clearly what culture means in a particular research context. The research reported here is part of a project undertaken at a large Australian university in late 2005. The overall aim of the project was to identify the characteristics of culture and cultural diversity, and to consider how these manifested themselves when teaching and learning in an online environment. The article reports on particular outcomes from the second stage of the project. This involved conducting focus groups with experienced academics and educational developers of online units. The aim was to gain an understanding of culture and cultural difference in the online environment and to consider what strategies were effective in teaching a culturally diverse cohort of online students. The findings from the focus group sessions were benchmarked with other external faculty. The cultural factors of ethnicity and language, attitudes to educational learning, education and prior learning, learning styles and socio-economic background were well supported by the external faculty. However the factors of religion and gender were not supported. Practices for accommodating such cultural differences amongst students within the online class are presented.

Achieving greater feedback and flexibility using online pre-laboratory exercises with non-major chemistry students

Compulsory online pre-laboratory exercises were required of non-major, first-year university chemistry students in response to poor student preparation for laboratory sessions. The online pre-laboratory exercises were designed to be straightforward, endeavoring to help students maximize the benefits of the introductory laboratory class. Diagrams and pictures were included in the exercises to improve descriptions. Students were allowed multiple attempts with immediate feedback provided to help them learn from their mistakes. The study is a descriptive account of students' perceptions of the impact of online pre-laboratory exercises on their learning. Students recognized the value of the exercises in improving their organization, their preparedness for the laboratory class, and their understanding of the chemistry concepts of the weekly experiments. The increased flexibility of doing pre-laboratory exercises online and the increased feedback to students were two important aspects of this project that nearly all students recognized as being beneficial to their learning.