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Vol. 18 No. 3 (2021)

Published: 1 July 2021

Articles

  • Editorial 18:3 Celebrating women in higher education on International Women’s Day

    Kerryn Butler-Henderson, Alisa Percy, Jo-Anne Kelder

    We have timed publishing our first standard issue of the year to coincide with International Woman’s Day, 8 March 2021 to celebrate the contribution women have made to higher education. The first woman documented as teaching in a university was more than 800 years ago, and yet it is only the last century that the number of female academics has started to increase (Whaley, 2011). In Australia, the first university was established in 1851, yet it would be another 32 years until Julia Guerin graduated in 1883 from the University of Melbourne with a Bachelor of Arts (Hons) in 1883 (Women's Museum of Australia, 2020). And another 10 years when Leonora Little graduated from Melbourne University with a Bachelor of Science in 1983. Despite these accomplishments in the late 19th century, it was not until 1959 when the first woman, Dorothy Hill, was awarded a Chair appointment (Chair of Geology) in an Australian university, and nearly a century before Australia has its first female Vice Chancellor, when Dianne Yerbury became the Vice-Chancellor of Macquarie University in 1987, a position she held for twenty years. Australia’s higher education history tells a clear story of the slow integration of women in higher education, particularly within the STEM fields. For example, Little graduated in 1893 with a Bachelor of Science, but it was 1928 before the first female Lecturer in Mathematics, Ethel Raybould was appointed, and another 36 years before Hanna Neumann became the first female Professor of Pure Mathematics in 1964. It was just over 60 years ago that Margaret Williams-Weir was the first female Indigenous Australian to graduate with a university qualification in 1959. Female Indigenous Australians remain under-represented in the Australian university graduate population. The current situation for Australian higher education still retains a dominance of males within academic roles, such as 30 percent more men in Associate and Full Professor roles than women (Devlin, 2021). And whilst there has been progress in some jurisdictions, such as the majority of Queensland vice chancellors are women in 2021, these continue to be the exception, for example only 28% of vice chancellors in Australia are women. International Woman’s Day is an opportunity to reflect on the significant contribution women make in higher education in Australia and globally. We celebrate through the publication of this issue, with many female authors from across higher education globally.

    Read article: Editorial 18:3 Celebrating women in higher education on International Women’s Day

  • During and beyond a pandemic: Publishing learning and teaching research through COVID-19

    Joseph Crawford

    The novel coronavirus pandemic (COVID-19) has been a prevailing topic in contemporary higher education literature over the past year. The initial and emerging responses will be ongoing sources of critical reflection and future research. This commentary seeks to reflect on three types of manuscripts we are reviewing frequently within the Journal of University Teaching and Learning Practice, and those published elsewhere. Despite our best efforts, many publications overemphasize the present context without contextualising previous insights, or retain previous knowledge without application to contemporary practice. This commentary provides a brief review of manuscripts with pre-COVID-19 data, COVID-19-specific data, and future focused reflections. The objective is to posit mechanisms by which these manuscripts can serve as a practical account, be useful to current practitioners, and create ongoing opportunities to imagine a future higher education that serves the broad academic community well.

    Read article: During and beyond a pandemic: Publishing learning and teaching research through COVID-19

  • Work like a girl: Redressing gender inequity in academia through systemic solutions

    Kelly-Ann Allen, Kerryn Butler-Henderson, Andrea Reupert, Fiona Longmuir, Ilana Finefter-Rosenbluh, Emily Berger, Christine Grove, Amanda Heffernan, Nerelie Freeman, Sarika Kewalramani, Shiri Krebs, Levita Dsouza, Grace Mackie, Denise Chapman, Marilyn Fleer

    Historically, the professional structure of higher education has provided restricted employment, career, and leadership opportunities for women. This is exacerbated where there is an intersection between gender and race, culture, religion, or age. Women continue to be underrepresented in senior leadership positions across a range of disciplines, and this lack of representation of women within the professional structure of higher education itself acts as a barrier for more women reaching senior levels within institutions. More women are needed in higher positions to increase representation and visibility, and to encourage and mentor others to then aspire to follow a similar path. This critical review examines gender equity across the major career benchmarks of the academy in light of the impact of the personal contexts of women, systemic processes, and cultural barriers that hinder career progression. Research-based systemic solutions that work towards improved gender equity for women are discussed. The findings from this critical review highlight the need for global systemic change in higher education to create ethical equities in the employment, career, and leadership opportunities for women.

    Read article: Work like a girl: Redressing gender inequity in academia through systemic solutions

  • Team-taught vs sole-taught anatomy practical classes: Enhancing the student learning experience

    Laura Y Whitburn, Meg Colasante, Heath McGowan, Diane L Hughes, Aaron C McDonald, Rod A Green, Anita Zacharias

    Practical classes are an integral part of learning human anatomy. The importance of utilising 3-dimensional resources (such as cadavers and skeletons) is only overshadowed by the teacher/student interactions when determining a positive learning experience. As student diversity in Higher Education increases, teaching approaches must also evolve. This study was developed in response to increased student diversity within an anatomy course. It aimed to compare allied health students’ perceptions of anatomy practical classes delivered via two different formats. In 2018, a team-taught format (comprising a lead demonstrator (LD), clinical demonstrator (CD) and near-peer demonstrator (NPD)) was introduced at the large, metropolitan campus, while the smaller regional campus continued the sole-taught format. Student data were collected via anonymous online surveys and interviews. Quantitative data were analysed using ANOVA or appropriate non-parametric testing and qualitative data underwent thematic analysis. Satisfaction scores significantly increased at the team-taught metropolitan campus compared with 2017 when all practical classes were sole taught. Four key themes were realised with the team-taught format: Improved student learning experience; Diverse perspectives; Demonstrator characteristics (Nurturing expert (LD); inspiring clinical contextualiser (CD); relatable study advisor (NPD)); Confidence and approachability. Findings demonstrated that both sole- and team-taught anatomy practical classes can provide students with a positive learning experience; however, a team-taught format of practical classes may provide students with a richer learning experience. The multiple perspectives of different demonstrators were highly valued by students and should be considered as an important approach to teaching students with diverse academic credentials, backgrounds and learning experiences. The interaction between students and teachers is key to instilling motivation and active participation, especially during practical sessions. Stressing key pedagogical (andragogical) principles such as introducing clinical examples and sharing personal experiences can be enhanced if the background of the teaching staff is varied.

    Read article: Team-taught vs sole-taught anatomy practical classes: Enhancing the student learning experience

  • Short, multi-modal, pre-commencement transition programs for a diverse STEM cohort.

    Amy Larsen, Sarah Cox, Christopher Bridge, Deanna Horvath, Michael Emmerling, Carmel Abrahams

    A ‘quantum leap’ (Kift, 2015) in our understanding of the transition to university studies has brought about a reimagining of the role of transition programs from attempting to remediate deficiencies in ‘underprepared’ students, to instead using engagement with the curriculum to instil success-oriented behaviours and attitudes in them. In particular commencers from non-traditional backgrounds are confronted by greater sociocultural incongruities when starting higher education (Devlin, 2013), and face greater challenges in developing their new student identity. While affective change of this kind may necessarily be long-term in nature, semester or year-long ‘foundation’ or ‘bridging’ programs create barriers themselves in terms of time, cost, and stigma. This study provides evidence that significant results can be achieved with short, accessible, manageable, pre-commencement transition programs, that are situated in the curriculum, but also focussed on nurturing those behaviours and attitudes in at-risk students that are associated with greater likelihood of success and retention.

    Read article: Short, multi-modal, pre-commencement transition programs for a diverse STEM cohort.

  • The double-edged sword of ‘best aspects’ and ‘needs improvement’ in student experiences: A qualitative analysis

    Lily Arasaratnam-Smith, Narelle Coetzee, Courtney Hodson

    Improving student experiences in higher education is of ongoing interest to colleges and universities across the globe. Non-university higher education institutions (NUHEIs) have outperformed universities in Australian national surveys on student experience. The present study examines qualitative responses of the Student Experience Survey within the context of Alphacrucis College (AC), a faith-based, private NUHEI to provide a contextualised understanding of NUHEIs as well as to explore reasons why NUHEIs outperform universities in most student experience categories. Content analysis revealed several themes in areas of ‘best experience’ and ‘needs improvement.’ Results were examined across AQF levels and three study modes, namely online, blended, and on-campus. Findings are discussed in terms of the NUHEI student experience, lecturer training, lecturer performance indicators, and institutional infrastructure.

    Read article: The double-edged sword of ‘best aspects’ and ‘needs improvement’ in student experiences: A qualitative analysis

  • Students’ Practices of 21st Century Skills between Conventional learning and Blended Learning

    Hadiyanto Hadiyanto, Failasofah Failasofah, Armiwati Armiwati, Mukhlash Abrar, Yulhenli Thabran

    The application of blended learning in higher education has practically increased through the years, this is however aimed to develop the students rare 21st century skills. Furthermore, the present study investigates the differences in learning process across one semester, and the research design comprised of quasi experimental method without conducting any pre-test, particularly for the conventional and blended learning class. Therefore, self-evaluation questionnaire on 21st century skills were distributed, and the experimental outcome revealed the significant skill practice performed by students in blended learning classes compared to the counterparts in conventional programmes. This learning method was assessed to contain soft and hard skills, in addition to an increased GPA. The aim of this study, therefore, is to investigate the impact of blended learning in course application, with the goal of optimizing students’ 21st century skills and GPA.

    Read article: Students’ Practices of 21st Century Skills between Conventional learning and Blended Learning

  • Camera Roll, Action! Non-specialist Undergraduate English Learners’ Perceptions of Using Video Production in Learning English

    I Gusti Ngurah Agung Wijaya Mahardika, Utami Widiati, Yazid Bhastomi, Nunung Suryati

    This paper reports on non-specialist undergraduate English learners' perceptions about the use of video project in learning English, which was adopted to counter students’ low English learning motivation. Data were collected from the first-semester students of Hinduism Education Department in a state university in Indonesia. The students were taught English using group-based video projects where they developed their own scenarios, shot, edited, and presented their videos by themselves. Video production was used to enable the learners to use English actively and improve learners’ motivation to learn English in the future by promoting the learner’s sense of achievement. Using a questionnaire and interview, the researcher obtained data on students’ perceptions of the use of video project in learning English. The study results showed that the learners have a positive perception of the impact of video production on their English learning (dimension mean of 4.07). The learners also reported that video production improved their confidence in their English and increased their motivation (dimension mean of 4.17). Lastly, the learners considered video production as a feasible, enjoyable, and affordable way to learn English (dimension mean of 4.29).

    Read article: Camera Roll, Action! Non-specialist Undergraduate English Learners’ Perceptions of Using Video Production in Learning English

  • DIY assessment feedback: Building engagement, trust and transparency in the feedback process

    Matthew Smith, Cassie Lowe

    This study evaluates a novel assessment and feedback process in which students were tasked with actively engaging in the feedback process in a ‘DIY’ – do-it-yourself – assessment feedback workshop. The research team set out to explore how an active participation in the construction of the assessment criteria and utilisation of that co-constructed criteria would affect the students’ engagement with assessing their own work. Through providing the space in which students were encouraged to use criteria to mark their own work, the research team aimed to build the students’ trust and confidence in the transparency of the assessment process. The main findings of this study have shown the value of this DIY assessment feedback workshop, as it has proven to encourage a deeper level of reflection in the student participants and catalysed a greater connection between the learning process of assessment feedback with both their past and future assessments.

    Read article: DIY assessment feedback: Building engagement, trust and transparency in the feedback process

  • Why and how educators use exemplars

    Eleanor Hawe, Helen Dixon, Richard Hamilton

    A valued goal of Higher Education is the furthering of students’ ability to monitor and regulate their performance. When exemplars are purposefully integrated into teaching they have the potential to cultivate knowledge and skills that develop this ability. As the voices of educators have been largely silent in exemplar-focused studies, the current study sought to canvas educators’ views about why and how they use exemplars. This paper draws on data from 44 educators who responded to prompts in a Likert-scale survey and 14 educators who completed individual interviews. Findings identified three explicit and one implicit reason for using exemplars, with educators using these tools in ways that facilitate realization of each purpose. Educators appeared to hold an implicit expectation that as a consequence of working with exemplars, students would inevitably apply insights gained to their own work. Further, educators did not make any explicit reference to using exemplars to develop student self-monitoring or self-regulation. We concluded the full potential of exemplars can only be realized when educators acknowledge self-regulation as the overarching rationale informing use, and use exemplars alongside works-in-progress with the intention of facilitating the transfer of evaluative and productive knowledge and skills to current and future tasks.

    Read article: Why and how educators use exemplars

  • Practising postcolonial pedagogies in higher education teaching and research

    Mags Liddy

    Teaching about global development challenges is a complex and demanding process both for students and teachers. In this article, I examine the potential of postcolonial pedagogies in facilitating the process of learning to unlearn and in developing learners’ agency in reading the world. I focus on two teaching encounters to examine the potential of postcolonial pedagogies; one is a Sustainable Development module, part of a degree programme in formal higher education and the second teaching encounter are preparatory sessions for overseas volunteers.This paper examines the process and implications of utilising postcolonial pedagogies in these settings and is written from my perspective as a self-reflexive teacher and researcher. This form of teaching and learning raises three particular tensions for me: structural concerns in the Irish education system, pedagogical questions as well as personal implications for me as a teacher and my knowledge base. This article concludes with a summary of these identified tensions, outlining continuing questions rather than presenting solutions. Teaching about global development challenges is difficult, challenging and emotional work, demanding vigilance and reflexivity by the teacher.

    Read article: Practising postcolonial pedagogies in higher education teaching and research

  • Changes in teaching and learning practice in an undergraduate logistics and transportation course using problem-based learning

    Leovani Guimarães, Renato Lima

    This research paper presents the outcomes of a change in the teaching and learning practices from a traditional lecture-based method to a Problem Based Learning (PBL) curriculum in the undergraduate Logistics & Transportation (L&T) course at the Federal University of Itajubá (UNIFEI), Brazil. Detailed PBL practices adoption and the perception by the students of the PBL process are explored in survey research using a mixed-methods approach. The data was collected in two subsequent semesters of the L&T course, with different PBL scenarios and students, gathering quantitative and qualitative data. It was demonstrated that aligned with the theory on PBL, the majority of the students, over 91%, appreciated the benefits of the PBL-based practices in all course dimensions, with a strong perception of L&T teaching and learning improvements. Researchers and faculty involved in university teaching and learning can use PBL detailed practices, including problem scenarios and theoretical framework to design their own PBL classes to improve student learning and can also use the questionnaire structure and statistical tests for adoption in future implementations. The study is one of the few to provide a change in teaching and learning practices, associated with a valid and reliable two-stage survey covering the course concepts and learning objectives modelled by Factor Analysis, and, going beyond to provide PBL process impact and adaptations due to COVID-19 pandemic.

    Read article: Changes in teaching and learning practice in an undergraduate logistics and transportation course using problem-based learning

  • The impact of COVID-19 on the private higher education system and students in Oman

    Mohammed Abushammala, Wajeeha Qazi, Ram Kishore Manchiryal

    The outbreak of novel coronavirus (COVID-19) worldwide has had a significant impact on the global higher education community. The governments around the world adopted social confinement measures to combat COVID-19, which has resulted in the closure of higher education institutions. Faced with multiple challenges, faculties rapidly converted curriculum to an online environment, which is anticipated to occur without sufficient preparation. Therefore, this study conducted a survey of students in post-secondary private institutions throughout Oman, to understand different approaches adopted by academic institutions to deliver education during the COVID-19 restriction, and the consequences of these restrictions on academic activities and quality of education. Moreover, the extent to which personal and financial circumstances have created challenges for students to continue their education is also analyzed. A total of 213 respondents completed the study, which were overrepresented by students enrolled in bachelors programme. The student satisfaction from the arrangement and delivery of education online was not more than 50 percent. The exams were cancelled and replaced by extra coursework in most cases, and in some cases students were assessed based on only the existing coursework. The major concern for many students (40%) was the inability to pay tuition fees due to the financial implication caused by the COVID-19 pandemic.

    Read article: The impact of COVID-19 on the private higher education system and students in Oman

  • COVID-19 mandated self-directed distance learning: Experiences of Saudi female postgraduate students

    Amani Alghamdi

    Since the emergence of the 2020 coronavirus (COVID-19) pandemic, Saudi Arabia (SA) has preserved the safety of its citizens by mandating crisis distance education (CDE). Appreciating that most learners struggle with such an abrupt shift in delivery mode, especially one that depends on self-directed learning (SDL), this exploratory, qualitative study solicited data in May 2020 from a convenience sample of 20 Saudi female postgraduate students enrolled at a public university in the Eastern Province of SA. Findings affirmed that SDL via CDE contributed to their educational growth, and they will continue to engage with SDL after the health crisis ends. In short, their SDL CDE experience changed the way they will approach their education in the future. Their high level of SDL allowed them to assume responsibility for their learning. They especially gained an appreciation for the role of reflection, self-monitoring, and self-evaluation. SDL both instilled and promoted self-confidence, self-reliance, commitment, and perseverance. Implications for future research were tendered and universities are encouraged to intentionally build learning environments that support learner-centered and self-directed learning to move the country through and beyond the COVID 19 pandemic.

    Read article: COVID-19 mandated self-directed distance learning: Experiences of Saudi female postgraduate students