Vol. 21 No. 10 (2024): Quarterly Issue 4

Students’ engagement with feedback is vital for the learning process. It is widely acknowledged that technology can enhance students’ engagement with feedback. However, research on technology-generated feedback tools emphasises that

Students’ engagement with feedback is vital for the learning process. It is widely acknowledged that technology can enhance students’ engagement with feedback. However, research on technology-generated feedback tools emphasises that different technologies have varying impacts on students’ engagement. Recently, there has been a dearth of research shedding light on students’ engagement with feedback from quiz platforms. This mixed-methods study aims to examine the extent to which and how students engage with feedback on the Quizizz platform, drawing from Fredrick et al.'s (2004) framework of student engagement, including affective engagement, behavioural engagement, and cognitive engagement. Data were collected from a questionnaire with 294 respondents who were learning English as a foreign language at a private university in Vietnam and three focus group interviews with 15 participants. The findings indicate that participants moderately engaged with feedback from the quiz platform, and these engagements were quite complex. Moreover, data from the interviews revealed aspects of the quiz platform that can enhance students' engagement with feedback. Additionally, an Exploration Factor Analysis was conducted to explore the structure of the questionnaire measuring students’ engagement with feedback, which confirms the usefulness of the framework in measuring students’ engagement with feedback from an interactive platform. The implications for using a quiz platform regarding students’ feedback literacy were discussed.

The availability of software which can produce convincing, yet synthetic media poses both threats and benefits to tertiary education globally. While other forms of synthetic media exist, this study focuses on deepfakes: advanced Generative

The availability of software which can produce convincing, yet synthetic media poses both threats and benefits to tertiary education globally. While other forms of synthetic media exist, this study focuses on deepfakes: advanced Generative AI (GenAI) imitations of real people’s likeness or voice. This conceptual paper assesses the current literature on deepfakes across multiple disciplines by conducting an initial scoping review of 182 peer-reviewed publications. The review reveals three major trends: detection methods, malicious applications, and potential benefits, although no specific studies on deepfakes in the tertiary educational context were found. Following a discussion of these trends, we apply the findings to postulate the major risks and potential mitigation strategies of deepfake technologies in higher education, as well as potential beneficial uses to aid the teaching and learning of both deepfakes and synthetic media. This culminates in the proposal of a research agenda to build a comprehensive, cross-cultural approach to investigate deepfakes in higher education.

Anatomy is a particularly challenging unit in many first-year university courses, however adaptive learning resources provide an opportunity to engage students in practical-based units such as anatomy. Here, the impact on student

Anatomy is a particularly challenging unit in many first-year university courses, however adaptive learning resources provide an opportunity to engage students in practical-based units such as anatomy. Here, the impact on student engagement, student learning and exam preparedness of implementing 21 interactive online adaptive lessons was evaluated. A total of 276 first-year students, enrolled in allied health undergraduate degrees from 2016 to 2020, consented to participate in this mixed methods study. Our findings suggest a positive correlation between the number of lessons a student completed and a positive performance in each of the three assessment items in the unit (p<0.05). We also identify an increase in students perceived understanding of anatomy after completing the lesson (p<0.0001). Students worldwide appreciate individualised, flexible and engaging nature of learning technologies. Here, we evidence that students appreciated online adaptive lessons to learn anatomy and exhibited a high level of satisfaction.

The advent of Generative Artificial Intelligence (Gen AI) in educational tools like Google's Gemini represents a significant evolution. These technologies aim to revolutionize learning by creating human-like content in various formats

The advent of Generative Artificial Intelligence (Gen AI) in educational tools like Google's Gemini represents a significant evolution. These technologies aim to revolutionize learning by creating human-like content in various formats, enhancing personalized and engaging educational experiences. This research investigates the factors influencing Thai graduate students' adoption of Google's Gemini, employing a quantitative approach with data from 826 respondents via closed-ended questionnaires through convenience sampling. The analysis included demographic, socio-economic, and media platform preference variables. Using binary logistic regression, the study evaluated how these factors affect graduate students' intentions to use Google’s Gemini in Thailand. Key determinants identified include age, education level, occupational status, and preferences for social media platforms like Facebook and YouTube. The study provides insights into the factors influencing Thai graduate students' use of Google's Gemini, useful for stakeholders in digital literacy and technology adoption. It stresses the importance of tailoring digital environments to learners' diverse needs, influenced by demographics and social media, and offers strategies for enhancing digital literacy and engagement. The research also sets the stage for further academic inquiry into educational technology, advocating for an interdisciplinary approach to better understand technology's educational impact.

The cognitive capacity of humans typically reaches psychosocial maturity around the age of 18, providing students with a robust foundation to design their own lives. However, in higher education, many lecturers and students continue to

The cognitive capacity of humans typically reaches psychosocial maturity around the age of 18, providing students with a robust foundation to design their own lives. However, in higher education, many lecturers and students continue to rely on traditional lecture-based teaching as the predominant educational approach. This systematic literature review examines the application of paragogy in learning practices. Data for the review were collected from the Scopus, ERIC, and ScienceDirect databases, with article selection guided by the PRISMA method. The findings indicate that the implementation of paragogy is motivated by diminishing effectiveness in both reflective and collaborative interactions among peers, among other factors. The content and goals of paragogy implementation vary, with a primary focus on higher education students. These students, along with their peers, play a significant role in shaping their learning experiences. Key challenges include students' difficulties in grasping topics when unprepared, complications arising from managing large numbers of students and limited time in practical sessions, and other constraints encountered.

This research delves into how identity-needs and philosophies of paramedicine educators influence theoretical advancement and praxis in higher education. It examines the perceptions of paramedicine academics, their roles and the

This research delves into how identity-needs and philosophies of paramedicine educators influence theoretical advancement and praxis in higher education. It examines the perceptions of paramedicine academics, their roles and the transitional challenges when moving from clinical practice to academia. It explores the potential of transformative pedagogy in fostering social consciousness, justice, and innovation. Challenges and benefits of a constructivist approach to paramedicine education and future-orientation is assessed. Employing a multiphase mixed-methods participatory approach, researchers reached consensus on the guided themes (Phase 1) for staff collaborative engagement (Phase 2) during the inaugural ‘Paramedicine Educators Forum’, which featured participation of academic leaders and staff from four universities and one jurisdictional ambulance service. The study unveils the intricate tapestry of paramedicine educators' identities and philosophies and their impact on theoretical advancements and practical applications in higher education. Conversations revolved around defining the role of paramedics in academia, the potential of transformative pedagogy, and the balance between producing competent paramedics whilst nurturing criticality. Discussions also addressed the shortcomings of current undergraduate degrees in preparing students for technological advancements and the potential for extended degree programs. The findings underscore the need to adapt paramedicine education to meet the evolving demands of the profession, with paramedicine educators playing a leading role in this transformation. These insights may be instructive in providing guidance for educational policies and practices that shape the future of paramedicine education and may have transferability for other allied health professions.

This exploratory qualitative study analyses challenges to curriculum and learning design and suggestions for support, as described by educators at a university in Aotearoa New Zealand. Thematic analysis informed by specialist literature on

This exploratory qualitative study analyses challenges to curriculum and learning design and suggestions for support, as described by educators at a university in Aotearoa New Zealand. Thematic analysis informed by specialist literature on course design shows the COVID-19 pandemic was not a purely anomalous episode. While nationally mandated lockdowns forced the institutional response of Emergency Remote Teaching (ERT), and COVID-19 added novel challenges, this time of emergency also exacerbated more enduring challenges of resources (skills, support, and time), as well as of meeting student needs. Further, it hastened a long-called-for move to incorporate online and blended learning. Some institutional responses, such as insisting on dual delivery, were discretionary. Reviewing challenges (“big asks” and “sheer obstacles”) forced participants to reconsider the basics of course design. The study vindicates course design as a field whose knowledge is integral to teaching and learning but not pre-provided by teachers recruited for their disciplinary expertise. A basic lesson from this research for both future emergencies and “normal” times would be to consider the relationship between technology and pedagogy, the strengths and requirements of online/face-to-face modes, and the professional development and other support mechanisms for curriculum and learning design.

Learning Development is founded on multidisciplinary partnerships and collaboration, which can make it difficult for practitioners to recognise leadership in themselves and have it recognised by others, stymieing progression and

Learning Development is founded on multidisciplinary partnerships and collaboration, which can make it difficult for practitioners to recognise leadership in themselves and have it recognised by others, stymieing progression and confidence. This study aims to explore what leadership looks like in a collaborative, community-driven, third space field of practice, and how Learning Development practitioners might recognise leadership in themselves and enact it in practice. Based on based on semi-structured interviews, a phenomenological approach is taken to explore the perceptions and experiences of 20 participants who self-identify as Learning Developers with an interest in leadership. Four key themes emerged from the analysis: Being in the role; Being part of a team; Being part of a community; and Taking a wider view. Each indicates how leadership in Learning Development is values-driven, social, networked, critical, and operates on the three levels of team, community, and field. The interrelationships between these are expressed as a model for strategic influence driven by collaborative connections, and findings suggest that practitioners act as a hub through which knowledge and connections can flow. Given the challenges currently facing the higher education sector, it is vital that institutions are able to harness these crucial roles to remain flexible, responsive, and effective. This study provides a means for recognition and advancement in fields that lack the clear progression routes of academic and professional services colleagues.

Academic burnout is characterised by emotional exhaustion, depersonalisation, and diminished personal accomplishment amongst students. Despite its rising prominence in recent discussions, there remains a lack of systematic reviews

Academic burnout is characterised by emotional exhaustion, depersonalisation, and diminished personal accomplishment amongst students. Despite its rising prominence in recent discussions, there remains a lack of systematic reviews encapsulating the extensive literature on academic burnout. This bibliometric study aims to systematically review the literature and determine trends in academic burnout research. A total of 805 studies on academic burnout were retrieved from the WoS database and 570 articles meeting the selection criteria were analysed. The distribution of articles was analysed based on categories, publication years, and originating countries. Additionally, pertinent topics, journals, authors, and patterns of global and local citations were examined. Our analysis revealed a notable increase in articles on academic burnout in recent years. Leading contributors in terms of publications include China, the USA, and Finland. Recently, themes such as "Covid-19", "depression", "resilience", "classroom enjoyment", and specific demographics like "medical students" and "working students" have been frequently associated with academic burnout research. This research reveals the multifaceted structure of academic burnout. As a result, educational professionals can incorporate the multifaceted structure resulting from this research into programs designed to reduce academic burnout.

The significance of psychological wellbeing for student success is under-investigated, particularly for pre-tertiary Enabling students (those traditionally under-represented in higher education). Positive Psychology Interventions (PPIs)

The significance of psychological wellbeing for student success is under-investigated, particularly for pre-tertiary Enabling students (those traditionally under-represented in higher education). Positive Psychology Interventions (PPIs) have proven effective in enhancing wellbeing but are rarely integrated into university courses. This study explored a PPI, Be Positive, a 12-week program, designed to teach students strategies and techniques to help them re-frame their thinking about themselves and their academic pursuits. The program was evaluated with 37 Enabling students who completed weekly wellbeing questionnaires alongside self-reports about their study-related wellbeing. Results indicated fluctuating but generally positive levels of wellbeing throughout the program, with the highest levels recorded in the final weeks. A significant number of participants (79%) reported positive wellbeing by the program end, contrasting typical declines in student wellbeing during university terms. Thematic analysis of student reflections on how the program supported their wellbeing identified four key areas: affective balance, adaptive psychological resources, self-regulation, and positive implications for both academic and personal life. The findings suggest that PPIs like Be Positive can offer a proactive approach to mental health, equipping students with tools for resilience and emotional regulation, thereby enhancing wellbeing and potentially subsequent academic performance.

The COVID-19 pandemic has created significant disruptions in teaching and learning at universities, predisposing university students to develop mental health issues which may impact their academic experience. This study evaluated the

The COVID-19 pandemic has created significant disruptions in teaching and learning at universities, predisposing university students to develop mental health issues which may impact their academic experience. This study evaluated the academic experience and mental health status of students enrolled in Health Science courses at Swinburne University of Technology via a mixed-methods cross-sectional survey conducted on 36 students (18+ years). Out of these students, 10 attended in-depth interviews. Results obtained from both quantitative and qualitative data analyses found high levels of stress, anxiety and depression, with more than 50% experiencing levels above the clinical thresholds. About 39% of the participants reported feeling able to concentrate on their learning when materials were delivered via an online mode. Students’ engagement through online learning was significantly disrupted, 97.2% of the respondents found it difficult to perform group work and 75% reported not being able to engage with their peers. Higher levels of stress, anxiety and depression were significantly associated with a compromised learning experience. Spearman’s Rank Correlation showed a significant negative association between stress and students’ engagement with online learning (Spearman’s rho=-0.49, p=0.003). Supporting the learning experiences along with monitoring the mental health of all university students should be of high priority for university authorities.

Race-related class discussions can be conducive to self-censoring for a variety of reasons, though they also create opportunities for students to signal certain perspectives. The current study focuses on the perceptions, motivations, and

Race-related class discussions can be conducive to self-censoring for a variety of reasons, though they also create opportunities for students to signal certain perspectives. The current study focuses on the perceptions, motivations, and participation patterns of White students when race-related topics were discussed in class. A survey of 478 White students included quantitative and qualitative data describing students’ emotional experiences and desires regarding race-related discussions. Cluster analysis yielded three distinct groups of students: Enthusiasts, Worriers, and Detached. These groups varied in how they adjusted their discussion participation. The coding of open-ended responses and subsequent quantitative comparisons suggested that the groups varied in their motivations for willingly backing off, begrudgingly backing off, increasing participation, and their participation being contingent on class circumstances. A total of 14 major codes emerged across these four approaches.

Student acceptance and voluntary use of virtual classrooms such as Zoom is influenced by various latent factors which can be managed to improve student engagement, and their effects measured by technology acceptance models (TAMs). This

Student acceptance and voluntary use of virtual classrooms such as Zoom is influenced by various latent factors which can be managed to improve student engagement, and their effects measured by technology acceptance models (TAMs). This study sought to identify factors not currently accounted for in educational TAM research relating to virtual classroom use. To achieve this, we invited 742 students at a major Australian university to respond to four open questions on their attitudes towards using Zoom for learning. Thematic analysis was conducted on 169 valid responses. Themes were mostly aligned with known factors from a published taxonomy of important factors. However, health and well-being, and social comfort, emerged as two new factors affecting student intentions to use Zoom for learning. The findings suggest that these two new constructs influence student voluntary use of virtual classrooms such as Zoom.