Deakin Studies Online student survey 2004/2005

The data was collected to gauge Deakin University students' perceptions of the university's centralised learning management system, especially if it enhanced their learning experience. It identified the features that were most used and valued by the students and those they felt could be improved.

The dataset consists of a set of survey questions and the survey results in an electronic database. It comprises of 2908 responses from 2004 and 2526 responses from 2005; including approximately 1000 open-ended comments providing rich qualitative data.

The data includes the following categories of information:
• demographic and background information (including gender, mode of study);
• perception of importance of and satisfaction with a range of LMS functions;
• a number of overall LMS satisfaction measures; and
• open-ended written comments about the LMS.

Deakin Studies Online staff survey 2004/2005

The data was collected to guage Deakin University staff perceptions of the university's centralised learning management system, especially if it enhanced their teaching. It identified the features that were most used and valued by the teaching staff and those they felt could be improved.

The dataset is comprised of a set of survey questions and the survey results in an electronic database. It consists of 156 responses from 2004 and 120 responses from 2005; including approximately 100 open-ended comments providing rich qualitative data.

The data includes the following categories of information:
• demographic and background information (including gender, mode of study);
• perception of importance of and satisfaction with a range of LMS functions;
• a number of overall LMS satisfaction measures; and
• open-ended written comments about the LMS.

Developing the Deakin online teaching and learning repository

Slides for a report on the development of the Deakin online teaching and learning repository and the proposal to create a modern Deakin version of the 1991Najaden Collection of papers on collaborative learning through computer conferencing. The collection will be called Audio, Video, Disco - Look, Listen, Learn and contain 'best of breed' papers about Deakin's past and future as a distance edcuation - flexible learning university, from the Deakin online teaching and learning repository.

Investigating Ways of Enhancing Online Research

We live in an era characterized as ‘the Digital Age’ and the ways in which we engage in teaching, learning and research are evolving with the increased use of digital technologies. This paper describes a study that investigated the ways in which a cohort of Education students in Victoria, Australia engaged in online research projects using Information Communication Technologies (ICT) as the main form of communication during the research process. When an array of technologies, related resources and training are made available to staff and University students, what are the key influences that effect their adoption and application of the selected mediums? Understanding the answer to this question is important in informing instruction and technological pedagogies for distance education and research. Data was gathered from students and their research supervisors via the use of online surveys. The research identified a number of key factors that influenced people’s preferences for using certain digital technologies. The study revealed that there was a tendency for people to prefer the use of asynchronous forms of digital communication. It is argued that more research is needed in this area in order to improve the application of online modes of communication and ensure that those researching via distance/technological modes are not disadvantaged in their research and learning experiences.

An overview of online-research in information systems

As the Internet has changed communication, commerce, and the distribution of information, so it is changing Information Systems Research (ISR). The goal of this paper is to put the topic of application and reliability of online research into the focus of ISR by exploring the extension of online research methods (ORM) into its popular publication outlets. 513 articles from high ranked ISR publication outlets from the last decade have been analyzed using online content analysis. The findings show that in ISR online research methods are applied despite the missing discussion on the validity of the theories and methods that were defined offline within the new environment and the associated challenges.

Testing the psychometric properties of Clary's volunteer motivation scale with online panel members

Academic researchers, industry and policy-makers are increasingly using online panels as a means for data collection for their research. Online panels are frequently constituted by volunteers who can choose to accept offers to participate in research (cf. voluntary opt-in Cooper 2000). This research focuses on the importance volunteering as the primary reason as to why individuals decide to become panel members. In so doing, we tested the psychometric properties of Clary et al. 's (1998) Volunteer Functions Inventory (VFI) making use of confirmatory factor analyses and ascertained that the dimensions exhibit adequate levels of reliability and validity in an online panel member's milieu.

Classifying Australian PhD theses : linking research and library practices

This paper draws on the findings from, and the methods and approach used, in the provision of a database of Australian PhD thesis records for the period 1987 to 2006, coded by Research Fields, Courses and Disciplines (RFCD) fields of study. The project was funded by the Research Excellence Branch of the Australian Research Council. Importantly, the project was not merely the creation of yet another database but constitutes a valuable research resource in its own right. It provides an alternative source of data about research training with a focus on research output and research capacity building rather than input as does data on enrolment. The database is significant as it can be used to track knowledge production in Australia over a twenty year period and contains approximately 54,000 bibliographic records. The database of Australian PhDs has been constructed from downloaded bibliographic records from Libraries Australia. Recommendations for practice relate to university libraries, doctoral candidates, and the coded database. We suggest that libraries are more consistent with cataloguing procedures, including the thesis ‘publication’ date, and that they are more timely in uploading their thesis records to Libraries Australia or, alternatively, Australian Research Online. We also suggest that PhD candidates code their own theses using the new ANZSRC scheme (which replaced the RFCD classification in 2008), and also use clear and communicative thesis titles and thesis abstracts. With regard to the coded database, we suggest it becomes a requirement for universities to provide the ANZSRC coding of submitted theses

Understanding the context of distance students : differences in on- and off-campus engagement with an online learning environment

 While a growing number of higher education institutions are providing online modes of study for both on- and off-campus students, there are very real differences in demography, technology experiences, reasons for study, etc. between on- and off-campus students, and research into engagement with online learning environments (OLEs) indicate differences in the way that on- and off-campus students interact with OLEs. In Australia, Deakin University is a major provider of distance and online education, and provides a case study of a higher education institution with a mature and large-scale OLE implementation providing support to both on- and off-campus students. Deakin Studies Online (DSO) is Deakin University’s OLE. Based on a representative sample of 1322 responses to the 2011 DSO evaluation survey, this paper presents a large-scale, up-to-date and fine-grained investigation of impact of mode of study on the student experience of using an OLE. It was found that the primary place of access to DSO for both groups was home, mobile access to DSO seems likely to be of growing importance to both groups, and there was no statistically significant difference in the mean satisfaction ratings between on- and off-campus students for virtually all DSO functions. Off-campus students gave significantly higher mean ratings of importance (though not satisfaction) to a range of DSO functions that could be viewed as ‘value adders’ by off-campus students, enhancing their overall learning experience. For more than half of the DSO functions surveyed, on-campus students reported statistically significant higher mean frequency of access than off-campus students. The finding that elements of the institutional OLE are not universally perceived and used the same way by all students groups challenges the value of standard, one-size-fits-all institutional policies and templates relating to the use of OLEs.

Online health information seeking: How people with multiple sclerosis find, assess and integrate treatment information to manage their health

Background and objective: The Internet is increasingly prominent as a source of health information for people with multiple sclerosis (MS). But there has been little exploration of the needs, experiences and preferences of people with MS for integrating treatment information into decision making, in the context of searching on the Internet. This was the aim of our study. Design: Sixty participants (51 people with MS; nine family members) took part in a focus group or online forum. They were asked to describe how they find and assess reliable treatment information (particularly online) and how this changes over time. Thematic analysis was underpinned by a coding frame. Results: Participants described that there was both too much information online and too little that applied to them. They spoke of wariness and scepticism but also empowerment. The availability of up-to-date and unbiased treatment information, including practical and lifestyle-related information, was important to many. Many participants were keen to engage in a 'research partnership' with health professionals and developed a range of strategies to enhance the trustworthiness of online information. We use the term 'self-regulation' to capture the variations in information seeking behaviour that participants described over time, as they responded to their changing information needs, their emotional state and growing expertise about MS. © 2014 John Wiley & Sons Ltd.

Self-regulated learning strategies & academic achievement in online higher education learning environments: a systematic review

© 2015 Elsevier Inc. All rights reserved. As enrolments in online courses continue to increase, there is a need to understand how students can best apply self-regulated learning strategies to achieve academic success within the online environment. A search of relevant databases was conducted in December 2014 for studies published from 2004 to Dec 2014 examining SRL strategies as correlates of academic achievement in online higher education settings. From 12 studies, the strategies of time management, metacognition, effort regulation, and critical thinking were positively correlated with academic outcomes, whereas rehearsal, elaboration, and organisation had the least empirical support. Peer learning had a moderate positive effect, however its confidence intervals crossed zero. Although the contributors to achievement in traditional face-to-face settings appear to generalise to on-line context, these effects appear weaker and suggest that (1) they may be less effective, and (2) that other, currently unexplored factors may be more important in on-line contexts.

Rating counselor - client behavior in online counseling: Development and preliminary psychometric properties of the Counseling Progress and Depth Rating Instrument

Although there are widely accepted and utilized models and frameworks for nondirective counseling (NDC), there is little in the way of tools or instruments designed to assist in determining whether or not a specific episode of counseling is consistent with the stated model or framework. The Counseling Progress and Depth Rating Instrument (CPDRI) was developed to evaluate counselor integrity in the use of Egan's skilled helper model in online counseling. The instrument was found to have sound internal consistency, good interrater reliability, and good face and convergent validity. The CPDRI is, therefore, proposed as a useful tool to facilitate investigation of the degree to which counselors adhere to and apply a widely used approach to NDC