Can multimedia meet tertiary educational needs better than the conventional lecture? A case study

Educational researchers have long derided the university lecture as an effective mode of delivery of educational materials, but currently there are many reports on the advantages offered by computer. In this study a multimedia solution was sought to replace existing face to face lectures because it appeared to offer a close 'media versus need' match. Consequently, a decision was made to develop a design template for an interactive computer based program that would be suitable for a range of subject content. In order to personalise the instruction, a large video insert was incorporated as the main screen's most prominent design feature. From here the learner could navigate to support material including interactive simulations. The program was piloted with a small group of students and, in particular, the student tracking data that the program automatically generates yield some interesting learning style information.

Educational partnerships on-line: global collaborative learning through an on-line student exchange programme

Deakin University and the University of Calgary have used the internet to provide workplace-based learners with the possibility of a student exchange programme which does not disrupt their careers, lives or families.  The programmes involved in this on-line exchange were both developed in response to the needs of workplace learners and are representative of the role of universities in the field of life-long learning.  This paper describes the first phase of the exchange and discusses the shared pedagogical philosophies and shared implementation of on-line groupware which provided a rationale for the exchange.  The paper will explore the cross-cultural implications of the educational experience and the possibilities such an exchange opens up for life-long learners.

Challenges of web-based learning environments: are we student-centred enuf?

The last decade has seen a phenomenal growth in the use of the Web in university education, with various factors influencing the adoption of Web-based technology. The reduction of government funding in the higher education sector has forced universities to seek technological solutions to provide courses for a growing and increasingly diverse and distributed student population [13,14]. Another impetus has been a shift in focus from teacher-centred to learner-centred education, encouraging educators to provide courses which enable students to manage their own learning [6]. In this paper we discuss challenges associated with the design and provision of Web-based learning environments that are truly student-centred. We draw on interview and questionnaire data from an evaluation study to raise issues surrounding the provision of online environments that meet learners' needs. We discuss the challenges of catering for the needs of different learners and the challenges associated with helping students to make the transition into new online learning environments.

Self-determination theory and needs satisfaction in marketing education : are we meeting the needs of students in large marketing classes?

The aim of this study is to assess whether universities are meeting the needs of students in large marketing classes. In so doing the study investigates the application of self determination theory and psychological needs satisfaction. The basic needs scale, comprising of three constructs; Control, Competence and Caring was adapted and used to evaluate students’ perception of an introductory marketing subject. The study used a multi-method approach consisting of a literature review, a qualitative phase involving in-depth interviews with marketing teaching staff and focus groups with marketing students and a survey of students about introductory level marketing. An adapted version of the basic psychological needs scale was included in a questionnaire that was administered to a convenience sample of 366 students. MANOVA, ANOVA and descriptive statistics were used to analyse the data. The results show that the psychological needs satisfaction of many students are not being fully realised. It was also found that marketing degree students enjoyed the challenges and were more stimulated by the subject. The higher achieving students enjoyed the challenge of the subject more than the lower achieving students. As a result of this study, there are three suggestions for further research. Firstly, further study should compare subjects, with relatively small enrolments, to those with large enrolments to corroborate the value of this method of assessing student satisfaction. Secondly, the use of a larger sample across other universities would confirm whether these findings hold for other institutions. Finally, it is suggested that a structural model should be developed to extend this investigation of student satisfaction and the constructs used in the study.

Flexible delivery and student attrition in the vocational education and training sector: case studies of students who dropped out

Government policy in Australia is increasingly encouraging training organisations in the Vocational Education and Training (VET) sector to adopt flexible delivery approaches. This policy shift is supported by key VET stakeholders including Industry Training Advisory Boards. A recurring theme in VET policy documents is an apparent confidence that flexible delivery can meet the diverse needs of individual learners while at the same time providing cost savings. Yet evidence is emerging that Australian VET learners are not typically ready for flexible delivery, and this lack of readiness is reflected in high attrition rates and low pass rates in many flexibly delivered courses. One research project found that over 70% of learners in the Australian VET sector do not have the learning capabilities required to be ready for flexible delivery. A recent review of the module outcomes achieved by VET students nationally found that students studying by external/correspondence and self-paced unscheduled modes had lower module completion rates than students studying by other delivery strategies.

Research on student progress in flexible delivery within the Australian VET sector has largely been quantitative. That research provides useful statistical data on completion and attrition rates for various modes of delivery, but does not explore the reasons underlying the high attrition rates found in flexible delivery. The qualitative research that is available tends to focus on students who successfully complete their courses, not on those who withdraw. As a result, the Australian literature on flexible delivery in the VET sector is lacking in-depth qualitative information about students who enrol in courses but do not complete. In comparison, the broader literature on distance education and flexible delivery in other educational sectors offers some useful insights into student attrition, and can be can be used to inform research into attrition within the Australian VET sector.

This paper reports on aspects of a research project that followed up six adult learners who enrolled in VET courses but who either failed assessment or withdrew. The research project presented the students’ stories in the form of narrative case studies, focussing on the detailed examination of the barriers that each student experienced, and analysing these barriers in relation to issues raised in the literature. This paper reports on two particular themes that emerged from that research project. The literature on distance education and flexible delivery argues that:


· student dropout is often not determined by a single factor, but by the interaction of a number of factors that build up over time;

· students who experience difficulties when studying by flexible delivery can often be reluctant to access the support that is available to them.

This paper uses these themes as a point of reference in presenting the stories of some of the students who participated in the research project.

Student evaluations and the impact on curriculum, teaching and assessment

This presentation discusses some of the major pressures on universities to frame curriculum around employability skills and professional requirements. Recent evaluation of Australian university courses by graduates suggests that many institutions remain perplexed as to how to do this. The presentation suggests that the student evaluations do not necessarily indicate poor curriculum development but possibly a lack of making skill development more overt through teaching and assessment. The main objective of this presentation is to outline and describe a project on how curriculum needs to and can respond to professional needs and what this may entail for the way in which traditional professional courses are taught and assessed. The presentation seeks to involve participants in identifying and discussing options for the teaching and assessment of skills and possible options for how these skills can be progressively developed throughout a course of study.

Library learning space design : a good student fit

We are seeing a renewed interest nationally and internationally in the design and development of new learning environments. There is, at Deakin and more generally in the higher education sector, recognition that the students' experience of a flexible and supportive educational environment is central to excellent teaching and fosters student success. Recent Carrick Institute (now the Australian Learning and Teaching Council) grants have supported the need for a greater understanding of good practice, with workshops being held around the country.

The student experience is integral to planning the re-purposing of Library spaces at Deakin's two larger campuses, Waurn Ponds and Burwood. The physical spaces within the Library will be flexible and provide support for individual learning and study, group learning and discussion, with ubiquitous ICT access and assistance services readily accessible. The improvement to the amenities, including contemporary, wired casual spaces, will encourage students to come on to campus and stay, strengthening opportunities to build a learning community. This learning community can extend through opportunities for social networking to students studying online and off-campus.

Library services and spaces will align with the new pedagogical needs of the university, providing holistic support for students' flexible learning experiences.
"We know that space can have a significant impact on teaching and learning . . . What we know about how people learn has changed our ideas about learning space. There is value from bumping into someone and having a casual conversation. There is value from hands on, active learning as well as from discussion and reflection. There is value in being able to receive immediate support when needed and from being able to integrate multiple activities [and multiple information sources] to complete a project." (Diane Oblinger, Learning Spaces, EDUCAUSE, 2006).

An empirical model of international student satisfaction

Purpose – Based on the theoretical framework of expectancy-disconfirmation paradigm, the purpose of this paper is to examine the differences in student perceptions of the level of satisfaction related to educational and non-educational services among four groups of international postgraduate business students from China, India, Indonesia and Thailand undertaking study in Australia.

Design/methodology/approach – The data used in this study were derived from a mail survey conducted among international postgraduate business students from Asia studying at five universities in the state of Victoria, Australia. A total of 573 usable responses were received. Analysis using structural equation modelling, multivariate analysis of variance (MANOVA) and analysis of variance (ANOVA) was undertaken.

Findings – This study develops and tests a model of international postgraduate student satisfaction. Findings indicate that the importance of service quality factors related to both educational and non-educational services varies among nationality groups and, therefore, has a differential impact on student satisfaction.

Practical implications – The study provides insights into seven constructs related to educational and non-educational services that are perceived as important by postgraduate business students from Asia in satisfaction formation. Universities should develop a diversified strategic marketing plan that incorporates the differential needs of international postgraduate business students according to the educational and non-educational constructs developed in this paper.

Originality/value – This study makes a contribution by filling a void in academic research in the area of satisfaction in relation to postgraduate international business students from four nationality groups in Asia.

Blended and online learning : student perceptions and performance

Purpose – The purpose of this paper is to improve educator knowledge of the antecedents and consequences of blended learning in higher education.

Design/methodology/approach – A longitudinal case study approach is adopted. Three case studies each involve tracking a student evaluations of teaching (SET) measure (willingness to recommend) and grade point average for three subjects from the same business discipline over six years. The cases involve comparison of: a business subject taught solely online; a business subject where experimentation in the blend of face-to-face teaching and learning is involved; and a business subject where face-to-face teaching is primarily used, and where in the most recent iteration online content supplements the learners' experiences.

Findings – The findings suggest that there are situations where integrated use of blended learning involving face-to-face teaching, digital media and digital communication with simple navigation between the content items leads to positive student perceptions. This is in contrast to negative student perceptions in the situation where learners must navigate in online learning, and where there is little or no face-to-face instruction. While not examined in detail, nor part of the research question, it is not surprising to find no relationship between learning mode and grade point averages is evidenced.

Research limitations/implications – The effects of prior computer literacy and language proficiency across the students used in this study, and potential demographic and experiential differences between on-campus and off-campus students are not controlled for. Additionally, only three business subjects are investigated and it is recognised that there is a need for a broader study. Finally, with response levels to the university-controlled SET that typically range between 20-43 per cent for these large subjects, there is possible non-response bias that it was not possible to counter over the six years involved.

Practical implications – The findings in this study suggest that while blended learning offers many benefits to higher education institutions and learners alike, care needs to be taken in the manner in which such approaches are implemented in light of possible negative learner perceptions where a less traditional approach is taken.

Originality/value – A major contribution of this study is the fact that experimentation has taken place in terms of the degree of face-to-face and online learning that have been blended in at least one subject (case study two), and the fact that the SET for this subject are compared, longitudinally, with two other subjects which lie on either side of this subject in terms of the extent of online and face-to-face teaching and learning employed – 100 per cent online in case study one and almost 100 per cent face-to-face in case study three.

An integrated student support framework for a Malaysian university

This thesis reports on an investigation at the University Tun Abdul Razak (UNITAR), Malaysia focused on students’ needs for student support services. The research addressed a new problem in distance education concerning institutional practices and strategies for providing student support within blended learning contexts, such as at UNITAR. The thesis addresses important matters related to the use of forms of education to address Malaysia’s social, political and economic development.

The study had two main research purposes. The first purpose was to investigate what barriers UNITAR’s students had to completing their study successfully. The second was to investigate students’ support services needs. The latter was divided into six subsidiary purposes. The first subsidiary purpose was to identify and compare the students’ needs intensity for the four categories of support services: administrative, academic, welfare and post-study services. The second subsidiary purpose was to investigate whether there is any correlation between students’ attributes of age, gender, marital status, number of children, enrollment status, distance from learning centre, academic abilities, course satisfaction and academic achievement, with their support needs. The other subsidiary purposes were to compare needs intensity for the four categories of services between men and women, younger and mature-age students, and lower and higher academic achievers.

The research design employed mixed methods, involving both qualitative and quantitative techniques. A series of interviews was conducted with UNITAR staff members during an inventory study of the University. Then, the students were surveyed through a questionnaire that contained closed-ended and openended questions. After analysing and compiling the results of the survey, another cycle of surveys was conducted with selected staff members through email, to validate the findings and obtain their feedback to the students’ views and their suggestions for future improvement. The quantitative survey data were analysed using SPSS, whereas the qualitative data from interview, survey and email were analysed by using content analysis techniques.

The findings of the study demonstrated that UNITAR’s students have problems in their study, which are related to their demographic and institutional attributes, and these affect their needs for four categories of support services. Generally, students attached the highest priority to academic services, followed by post-study services, administrative services and, lastly, welfare services. Four patterns of associations between students’ attributes and support services needs were identified. In particular, support services needs differences were identified between men and women, younger and mature-age students, and lower achieving and higher achieving students.

Drawing the findings of this study, relevant past studies, contemporary practices and constructive views of scholars from the relevant literature, the thesis concludes by proposing an integrated student support framework for UNITAR and suggest how this may be considered and applied more broadly in similar blended learning contexts in Malaysia and beyond.

Broadening conceptions of curriculum for young people : reports from three student - teachers on exchange

Research reports prepared by three Australian preservice teachers Paula Shaw, Chris Sharp and Scott McDonald undertaking their teacher education practicum in Canada, form the basis of this paper. The reports provide critical insights into three aspects of education for young people in both Canada and Australia. They also provide critical insight into the ways in which a practicum research project, along with the opportunities afforded through an international experience, enabled the preservice teachers to broaden their understanding of the curriculum for young people, of issues relevant to the diverse needs of young people, and of themselves and their priorities as teachers. The preservice teachers investigated three topics: attempts to reduce homophobia in schools; the presence or absence of Aboriginal content in the school curricula in British Columbia and Queensland; and “schools-within-schools” as a means to meet the needs of diverse student populations. Linda Farr Darling from the University of British Columbia provides a response to the three reports.

Student support : bridging the gap between students and the university

Bangladesh introduced open and distance learning as a means of providing education for people in isolated and remote locations through the establishment of the Bangladesh Open University (BOU). The broad aim of the BOU is to provide flexible and needs-based education to those unable or not wishing to enter conventional educational institutions. The BOU is presently the only university in Bangladesh to provide mass education and also to provide continuing education and professional and technical education to support the existing educational system. The BOU has a mission that encompasses secondary and higher levels of education. BOU operates its programs through a centralised academic and administrative staff, and regional and local offices throughout Bangladesh that organise local tutorials and distribute information and materials. BOU has adult students in all parts of the country, and most of the students live in rural areas. They need support that is appropriate to their local circumstances. Using an interpretive approach, this research examines the support needs of students studying for the Secondary School Certificate and the Bachelor of Education, assesses the effectiveness of current support services and explores alternatives to the current system. The underlying assumption is that support needs to be appropriate to the country’s culture and circumstances, and useful and feasible from the perspectives of students, staff, administrators and senior university officials. To investigate the appropriate support for distance education students, this research was conducted in four sample regions. Two were selected from areas of sparse population where the terrain makes transport difficult and two from areas that are more densely populated and where transport is easier. A questionnaire survey and focus groups were conducted with students, focus groups with local staff and interviews with Regional Directors within the four sample regions. Interviews were also undertaken with central University senior staff to get their perspectives on current and future policies for student support.

An interview schedule for use in the assessment of tertiary students' learning development needs

The initial interview is an important aspect of development of and intervention in tertiary student learning. Yet there are no published interview schedules available to psychologists working in the area of tertiary academic skills development. This paper presents an interview schedule for use with individual tertiary students seeking assistance with learning and academic skills development. Some preliminary comments about the application of the schedule are also offered.

Potential utilisation of assessment centre methodology to enhance student placement outcomes, experiences and employability

Background: Placements are of particular importance due to the richness of learning associated with placement experiences and the wider links they represent to industry and the community. Students often refer to placements as the most significant, productive and memorable component of their training. Importantly, placements also provide the opportunity for students to become work ready, i.e., integrate their knowledge into a new set of employable skills and personal qualities. There is now increased emphasis on employability by employers and universities alike; in fact, it now represents a critical performance measure for Australian universities. Despite these key points, there appears to be inconsistencies in approaches to maximising work placements across and within Universities. Assessment centre methodology may represent a useful approach to standardise and optimise work placements for all stakeholders. Assessment centre methodology has been used successfully for selection purposes in industry for the past 50 years. However, their use as a developmental tool is less prominent. Furthermore, their application in the higher education setting, particularly in the context of placements and student development appears under researched.
Overview of issue: Only one published study was found that reported the use of a developmental assessment centre with a post-graduate sample. That study took place over 10 years ago when the concept of employability was still gaining recognition and work placements were less common. The current paper reviews this unique concept in the context of the existing literature and the current needs of Universities, employers and students.
Discussion: It is argued that the reconsideration of assessment centre methodology for development represents an innovative approach to consistently maximising work placement outcomes, experiences and employability.
Conclusions: Given the importance and increased use of placements, the application of assessment centre methodology within the placement curriculum warrants further research. This methodology represents a standardised approach for implementation within a range of placement programs to enhance student development, placement outcomes and employability.

Where shall the future student learn? Student expectations of university facilities for teaching and learning

This paper examines some of the issues surrounding educational facilities - their design and impact upon student learning now and into the future. It details some of the recent literature in this area with particular emphasis upon teaching and learning trends that match the needs of modern students. The responses of a group of first year university students in the School of Property, Construction and Project Management at RMIT University are also matched against these trends. The conclusions from these responses drawn indicate that the future university student will want flexible learning spaces that can adapt to both individual and collaborative work with a strong emphasis on social learning and advanced technology. The responses also indicate a mismatch between existing lecture theatres and tutorial rooms and the third space learning that these graduates of 2011 want. The results have implications for all higher education institutions as we enter the new millennium.