H. Carter
The second issue of volume three of the Journal of University Teaching and Learning Practice (JUTLP) contains five papers on what I hope you will find is an appealing range of topics.
The second issue of volume three of the Journal of University Teaching and Learning Practice (JUTLP) contains five papers on what I hope you will find is an appealing range of topics.
A. Smith, P. Ling, D. Hill
This paper reports the findings of a major national research project examining the use of multiple modes of delivery in Australian universities. A variety of factors including the increased use of online educational technology has pushed
This paper reports the findings of a major national research project examining the use of multiple modes of delivery in Australian universities. A variety of factors including the increased use of online educational technology has pushed Australian universities in recent years to extend the ways in which they deliver learning and teaching. However, the extent of the uptake of these modes of delivery has remained somewhat unclear as have the precise reasons why universities have adopted multiple modes. The paper reports the result of a survey which clarifies the extent of the use of multiple modes of delivery in Australian universities and case study research that attempts to unpack the reasons for adoption. The research finds that traditional face to face delivery is still the dominant form of delivery but universities are experimenting with a surprisingly wide variety of alternatives.
P. Massingham, T. Herrington
Non attendance of lectures and tutorials appears to be a growing trend. The literature suggests many possible reasons including students’ changing lifestyle, attitudes, teaching and technology. This paper looks at the reasons for non
Non attendance of lectures and tutorials appears to be a growing trend. The literature suggests many possible reasons including students’ changing lifestyle, attitudes, teaching and technology. This paper looks at the reasons for non attendance of students in the Faculty of Commerce at the University of Wollongong and identifies relationships between attendance, participation and performance. The results indicate that there are valid reasons for non attendance that are both in the control of learners and teachers. There are also clear benefits for students to be gained in attendance; however, changes in the way we learn, teach, assess and use technology are recommended if we wish to reverse the trend.
K. Fitch, A. Surma
Murdoch University’s public relations program attracts a significant number of international students. Up to 60% of students in some units come from Singapore and Malaysia. While many spend at least one year in Australia as part of the
Murdoch University’s public relations program attracts a significant number of international students. Up to 60% of students in some units come from Singapore and Malaysia. While many spend at least one year in Australia as part of the three year degree, students in both countries may complete the entire degree offshore from 2007. The authors rewrote a second year public relations unit with the aim of making it more relevant for local and international students. This posed particular challenges in terms of pedagogical and conceptual approaches. For instance, there are cultural and linguistic issues which influence the ways students learn, and which have particular implications for a unit which expressly aims to consolidate students’ professional writing skills. There are also implications for public relations theory, which tends to be dominated by Western concepts and models, and public relations practice, which varies in different countries. This paper offers a reflection on the issues we addressed in the redevelopment of the unit, as well as some suggestions for future teaching and learning practices.
K. O'Regan
How universities and university people deal with plagiarism is articulated in universities’ plagiarism policies. Universities, policies and people are all located in a bigger context, one which is being increasingly shaped by global
How universities and university people deal with plagiarism is articulated in universities’ plagiarism policies. Universities, policies and people are all located in a bigger context, one which is being increasingly shaped by global issues. Some global issues of particular relevance to plagiarism are associated with the Internet and its attendant values and practices, Westernisation and notions of individualism versus collectivism, and contested constructions of the concept of ‘author’. Within this dynamic milieu, individual universities attempt to formalise appropriate policy statements. The policy of one Australian university is analysed here and suggestions offered regarding possible directions for research which seeks to reconcile plagiarism policy and practice with the global tides buffeting universities and those who work in them.
J. Penman, F. White
In late 2003, the regional campus of the University of South Australia initiated a peer-mentoring program aimed at assisting the smooth transition of new students to university life. In particular, the Nursing and Rural Health unit
In late 2003, the regional campus of the University of South Australia initiated a peer-mentoring program aimed at assisting the smooth transition of new students to university life. In particular, the Nursing and Rural Health unit envisaged a program that would be effective and rewarding for both student mentees and mentors. This paper presents an analysis of the peer-mentoring program initiated. It begins by discussing the concept of mentoring and the advantages and disadvantages of peermentoring programs in educational institutions. It then introduces the program, describes how it was conceptualised, implemented and strengthened and how the program developed into a unique ‘pop-up’ model of mentoring that fitted the needs of mentees and mentors. The paper evaluates the experiences of mentees and mentors and concludes with some suggestions for improving the program, which others may learn from. Key words: nursing education, first year academic experience, nursing students’ transition to university, peer-mentoring, mentee-mentor relationship.
