Structural equation modeling for evaluating the user perceptions of E-learning effectiveness in higher education

A crucial prerequisite for sustainable e-learning is the understanding of learners’ preferences for various pedagogical strategies, technologies, and the management of learning resources. This paper presents an empirical study aiming to empirically test the theoretical (pedagogies, technologies and management) (PTM) model on the preference of learners and on the perceived impact of the effectiveness of e-learning. This study uses structural equation modelling (SEM) to identify the critical dimensions in the PTM model for augmenting the effectiveness of e-learning. This leads to the development of a PTM model with the path coefficients showing weak to strong relationships ranging from 0.15 to 0.42 with acceptable significance levels. The results support the hypothesis that management, technology, resources and metadata ontology dimensions affect the effectiveness of elearning both directly and indirectly through enhancing the management effectiveness of learning resources. However, the result does not support positive influence of pedagogical strategy per se on e-learning effectiveness. The implications of this study indicate the criticality of effective management of learning resources to enhance e-learning effectiveness.

The perceptions of learners on the effectiveness of e-learning in higher education: An empirical study

This paper examines the critical dimensions of the effectiveness of e-learning from the perspective of e-learners within the framework of pedagogy, technology and management of learning resources in higher education. A survey is conducted in an Australian University for exploring the association between the critical dimensions of e-learning and the learners' perceived impact of these dimensions on the e-learning effectiveness using multiple regression analysis. The results show that technology, management of learning resources, metadata and management effectiveness of learning resources positively influence the effectiveness of e-learning in higher education.

Failure to thrive: mid-career women in higher education

Gender underrepresentation in higher education (HE) is a persistent global phenomenon. The purpose of this research was to re-examine it through symbolic interactionism (SI). Eight women aspiring to leadership were invited to participate in semi structured interviews after attending a leadership programme specifically designed to enhance their prospects. Analysis indicated ambiguities and contradictions surround notions of leadership, as well as opportunities for leadership. This was evidenced by their appraisal of the existing leadership, speculations regarding their leadership capacity, how the participants position themselves and are positioned in their workplace. Actively “paying it forward” was seen as facilitating promotion, and line managers’ familiarity with the work undertaken by aspirants. Formal leadership training was advocated rather than experiential processes. 

Enriching interdisciplinary connections : student engagement in theory and practice in higher education programs in Australia and the UK

This paper provides insight into how postgraduate students in two pre-service disciplines, namely medicine and education, identify and make meaning of their circumstances in the globalised era of tertiary education.
Drawing on elements of Giddens’ theory of structuration, we discuss some of the tensions students have reported encountering in an era which is characterised by greater internationalisation of the student body and more globalised curricula.

Opportunities and challenges : preparing generalist teacher education students in music education in Australia

The Australian Curriculum ‘the Arts’ will be implemented across Australia from 2014. This curriculum is expected to replace existing State and Territory curricula where educators are given the opportunity to review, renew, and refresh their practice. Music tertiary educators are faced with opportunities and challenges to effectively prepare and engage pre-service teachers (PSTs) as generalist classroom teachers. This paper focuses on PSTs within the Bachelor of Primary Education course at Deakin University (Melbourne, Australia). Within this course PSTs undertake two Arts units as generalist teachers, in Trimester one where they are introduced to music elements and creative music making. In Trimester two they focus on pedagogical issues and classroom implementation. In 2013, I gained ethical permission to undertake a research project titled “Pre-service teacher attitudes and understandings of Music Education”. This case study draws on semi-structured interview data with music lecturers who taught in Trimester two at Deakin University in 2013 (10 x 3 hour workshops). Using Interpretative Phenomenological Analysis I analyzed and codified the interview data and report on two themes: ways of teaching and creative music making. This paper also highlights the challenges and opportunities sessional staff face when preparing PSTs in music education as generalist teachers.

Brand orientation and service quality in online and offline environments: empirical examination in higher education

This study examines the relationship between perceived brand orientation (PBO) and service quality (SERVQUAL) in both online and offline education environment. A total of 476 questionnaires were completed by undergraduate students of a particular university in Australia. Structural equation modeling was employed in this study to examine the associations between PBO and service quality (SERVQUAL). The “interaction” dimension of PBO is significantly related to all elements of SERVQUAL in both groups. The “affect” dimension is only significantly related to the “tangibles” dimension in the online groups and is not significantly related to all SERVQUAL dimension in the offline groups

Preparing health professionals to work in diabetes education and care: a situation analysis

Worldwide, the increasing prevalence of chronic diseases places enormous expectations of and responsibility on health systems. Preparing the health workforce to adequately respond to these increasing demands is a challenge of critical importance. The aim of this study was to provide an overview of how health professionals (HPs) are prepared to work in diabetes care and education. A one shot cross-sectional study was undertaken to collect the data using self-completed anonymous on-line questionnaires. The invitation to complete the questionnaire was sent to more than 3745 HPs. One thousand one hundred and sixteen responses were collected, 68% were from highincome countries and 32% from middle- and low-income countries (LMIC). Most HPs developed their knowledge and skills through work experience and self-study: very few attended a formal education program as part of their training. Thirty-six percent of LMIC respondents did not have a credential/certification in diabetes and 72% reported their organizations support them to learn about diabetes education/care. Moreover, 80% referred to the International Diabetes Federation publications when making clinical decisions or planning diabetes care. Results provide insight into how HPs are educationally prepared to work in diabetes education and care and could serve as a foundation for future research. These findings emphasize the emerging necessity to develop certified/credentialing programs for HPs, especially in LMIC.

The role of teachers in delivering education about respectful relationships: exploring teacher and student perspectives.

The focus of this article is a school-based respectful relationships (RRs) pilot project involving grade 8 and 9 students. The project sought to develop a primary prevention approach to gender-based violence (GBV) in Australia. Of particular concern is the curriculum delivery component of a whole school approach that was piloted over a 10-week period in four High Schools in Melbourne, Victoria in 2010. Using data collected from teachers and students through survey, focus group interviews and student written reflections, the article identifies the key role of the teacher, the curriculum materials and the curriculum context in assisting teachers to teach about GBV. Although there was opposition to teaching specifically about GBV by some male teachers, the data indicate that this did not detract from teachers exploring these issues under a 'RRs' framework. Through 'supported risk taking', and the adoption of participatory teaching approaches and affirming and inclusive classrooms, teachers and students ended up with a positive experience of teaching and learning about GBV.