Eva Heinrich | Massey University (original) (raw)
Papers by Eva Heinrich
Proceedings of Ed- …, 2001
Eva Heinrich, Russell Johnson, Daoshui Luo Institute of Information Sciences and Technology, Mass... more Eva Heinrich, Russell Johnson, Daoshui Luo Institute of Information Sciences and Technology, Massey University, New Zealand {E.Heinrich, RSJohnson, DSLuo}@massey.ac. nz ... Hermann Maurer Institute for Computer Science and Computer Supported New ...
Advancing Scholarship and Research in Higher Education
ASRHE has introduced a novel article category named ‘Research in Progress’. While the journal’s w... more ASRHE has introduced a novel article category named ‘Research in Progress’. While the journal’s website provides a succinct definition of this category, initial submissions indicate that further guidance is required to highlight requirements and opportunities. The editors have decided to approach this challenge by constructing an audio editorial, recorded in a conversational format, allowing for multiple voices and nuances to come across. Important aspects of Research in Progress lie in facilitating publication of tentative results, sharing of research approaches and discussion of research designs. The editors emphasize the need for a strong research foundation, as in literature grounding or careful research question design, and open and honest discussion of successes and failures. Research in Progress is strongly placed to invite collaborations and authors are reminded to be explicit in specifying how they want to work with others to take research forward. The editorial also addres...
Advancing Scholarship and Research in Higher Education
Advancing Scholarship and Research in Higher Education (ASRHE) is a new journal focused on progre... more Advancing Scholarship and Research in Higher Education (ASRHE) is a new journal focused on progressing learning and teaching in higher education by advancing scholarship and research. ASRHE is published by HERDSA as an open source journal under a Creative Commons licence. ASRHE features a group-based peer review process and introduces submission categories for research in progress and creative contributions.
Advancing Scholarship and Research in Higher Education
This editorial introduces the articles published in the 2022 edition of the journal Advancing Sch... more This editorial introduces the articles published in the 2022 edition of the journal Advancing Scholarship and Research in Higher Education. The journal’s editors reflect on the journal operations and on publishing in higher education in times of the COVID-19 pandemic.
J. Univers. Comput. Sci., 2000
Australasian Journal of Educational Technology, 2020
In this paper we explore and challenge the trajectory of research scholarship in the area of Tech... more In this paper we explore and challenge the trajectory of research scholarship in the area of Technological, Pedagogical and Content Knowledge (TPACK). In doing so we adopt the position, as elaborated in Harris et al.’s (2017) editorial, that TPACK research is in need of addressing two key questions: What do teachers need to know in order to integrate technology effectively in the classroom and how can they best develop that knowledge? In order to explore this concern we undertook a review of research using the TPACK framework published in the Australasian Journal of Educational Technology over the last five years. The resulting 22 papers in which the TPACK framework was used substantially as a theoretical or methodological base for the research was analysed in regards to how TPACK scholarship is developing in relation to the research directions set out in the Harris et al.’s (2017) special edition editorial. The review concludes that much of the research identified focused on explor...
Australasian Journal of Educational Technology, 2020
The bibliometric data in this editorial provide readers with information about the journal’s publ... more The bibliometric data in this editorial provide readers with information about the journal’s publication, review and article access statistics, the articles attracting the most interest over the past year and the citation performance of the journal.
Australasian Journal of Educational Technology, 2018
As our first issue for 2018 it is timely to provide some bibliometrics on the recent performance ... more As our first issue for 2018 it is timely to provide some bibliometrics on the recent performance of the journal. The bibliometric data in this editorial provide readers with information about the journal’s publication, review and article access statistics, the articles attracting the most interest over the past year and the citation performance of the journal. Overall, the journal continues to strengthen its position with high quality submissions and an increasing trend in citation impact factors.
Australasian Journal of Educational Technology, 2019
In this editorial we present the bibliometric data and explain the new Creative Commons license b... more In this editorial we present the bibliometric data and explain the new Creative Commons license being adopted from Volume 36. The bibliometrics include the journal’s publication, review and article access statistics, the articles attracting the most interest over the past year and the citation performance of the journal.
Active Learning in Higher Education, 2014
Many academic development initiatives build on community-based approaches, such as communities of... more Many academic development initiatives build on community-based approaches, such as communities of practice or learning communities. While these initiatives are largely successful for the individual academics involved, low participation rates prevent wide-reaching impact on learning about teaching. The research discussed in this article aims at reaching larger numbers of academics. It proposes to investigate ‘teaching groups’, which are defined as the already existing collegial contexts around academics based on shared teaching responsibilities. The teaching groups of focus group participants from a New Zealand university are identified; structure, interactions and atmosphere within these groups are explored. The research derives a scale of desirability for teaching groups, reaching from functioning to tight-knit groups. This scale is applied to the groups of study participants and reveals wide scope for improvement towards the development of stronger community characteristics. Futur...
Australasian Journal of Educational Technology, 2016
In this editorial Prof Barney Dalgarno reflects on the changes of AJET over the last three years.... more In this editorial Prof Barney Dalgarno reflects on the changes of AJET over the last three years. In doing so he offers a rough analysis of the extent of volunteering by editors and reviewers and makes a plea for authors to consider if they should or could contribute more.
Higher Education Research & Development, 2015
Academic development recognizes the strengths of communities, such as communities of practice or ... more Academic development recognizes the strengths of communities, such as communities of practice or learning communities, in providing academics with supportive environments for the development of teaching. The problem academic development faces is that not enough academics are involved in these communities. Instead of trying to interest academics in joining communities, this research looks at the existing contexts around academics, which it refers to as ‘teaching groups’. It is proposed that every academic involved in teaching belongs to at least one teaching group, formed by colleagues teaching in the same course, degree or subject and that teaching groups form relevant contexts for engagement with teaching. The research investigates how teaching groups compare to communities and finds that less than half of teaching groups named by participants have strong community characteristics, indicating large space for improvement in the remaining majority of groups. The suggestion is made that identifying teaching groups across an institution might provide a promising starting point for engaging a majority of academics and working with these academics towards increased interaction on teaching in open and trusting collegial atmospheres.
International Conference on Computers in Education, 2002. Proceedings.
Proceedings of the Symposium on Computer Human Interaction - CHINZ '01, 2001
The Human-Computer Interaction Group (HCIG) at the Palmerston North Campus of Massey University i... more The Human-Computer Interaction Group (HCIG) at the Palmerston North Campus of Massey University is a major focus of HCI activity in New Zealand. The majority of those involved in the HCIG are staff and students from the Institute of Information Sciences and Technology within the College of Sciences. This overview describes some of the activities of the HCIG.
EDUCAUSE Australasia, Melbourne, …, 2007
Assessment for learning is conducted with tasks that give students freedom of response and with o... more Assessment for learning is conducted with tasks that give students freedom of response and with outcomes that form part of the coursework. Such assessment is linked to higher-order skills such as analysis, synthesis and evaluation and its value is clearly established in the ...
Educational Technology & Society, 2004
Heinrich, E.(2004). Electronic Repositories of Marked Student Work and their Contributions to For... more Heinrich, E.(2004). Electronic Repositories of Marked Student Work and their Contributions to Formative Evaluation. Educational Technology & Society, 7 (3), 82-96. Electronic Repositories of Marked Student Work and their Contributions to Formative Evaluation Eva Heinrich ...
Australasian Journal of Educational Technology, 2017
AJET is the premier journal in Australasia which publishes manuscripts related to technology enha... more AJET is the premier journal in Australasia which publishes manuscripts related to technology enhanced learning and teaching in post-secondary education settings. As a result the journal recieves a large number of submissions of which only 30% actually get sent to review. This editorial explains common and ultimately avoidable issues that result in a large number of the 70% of rejections. This issue also contains eleven articles written by 27 authors who hail from 21 institutions across seven nations. The articles range across a diverse technologies, learning contexts, instructional designs, and research methodology. While there is no thematic organisation of this issue, the articles serve to remind us of the broad area of research in educational technology. In this field we continue to refine our understanding of the complex relationship between technologies and teaching as well as learning, a task made more challenging by diverse contexts and constant evolution and innovation in di...
Advancing Scholarship and Research in Higher Education
This ‘Research in Progress’ article explores how to build on self-determination theory (SDT) in t... more This ‘Research in Progress’ article explores how to build on self-determination theory (SDT) in the context of first year university course evaluations. It suggests the use of an established SDT scale, Balanced Measure of Psychological Needs (BMPN), plus two course specific scales on course design features and perceived knowledge gains. The scales form a conceptual design linking course design, needs fulfilment and knowledge gains. Two information technology courses have been examined and findings indicate the usefulness of the conceptual design for course evaluation. Per course, data from the three scales combine to coherent pictures; across courses differences show up that might be explained via course maturity. While approaches for a combined statistical analysis for the three scales are indicated, participant numbers were too small for testing of models. Several areas for follow up research are suggested and include refinement of the scales, application to other courses for comp...
Australasian Journal of Educational Technology
This research examined the impact of supplementing a learning management system, Moodle, with com... more This research examined the impact of supplementing a learning management system, Moodle, with communication tools, Discord and Teams, to support communication in blended and distance undergraduate courses in computer science, information technology, mathematics and statistics at a New Zealand university with well-established use of Moodle. Nineteen students participated in semi-structured interviews. Findings show that adding Discord or Teams increases information and knowledge exchange and helps students to connect with peers and teachers in their courses. Teams was beneficial particularly in settings with formal group work. Discord, which enables both students and staff to set up additional communication channels that are not restricted to course enrolments, was instrumental in connecting students across year levels with peers and alumni. This enabled discussions on course selection, career options and disciplinary topics beyond the course curriculum. Importantly, these beyond-cou...
Proceedings of Ed- …, 2001
Eva Heinrich, Russell Johnson, Daoshui Luo Institute of Information Sciences and Technology, Mass... more Eva Heinrich, Russell Johnson, Daoshui Luo Institute of Information Sciences and Technology, Massey University, New Zealand {E.Heinrich, RSJohnson, DSLuo}@massey.ac. nz ... Hermann Maurer Institute for Computer Science and Computer Supported New ...
Advancing Scholarship and Research in Higher Education
ASRHE has introduced a novel article category named ‘Research in Progress’. While the journal’s w... more ASRHE has introduced a novel article category named ‘Research in Progress’. While the journal’s website provides a succinct definition of this category, initial submissions indicate that further guidance is required to highlight requirements and opportunities. The editors have decided to approach this challenge by constructing an audio editorial, recorded in a conversational format, allowing for multiple voices and nuances to come across. Important aspects of Research in Progress lie in facilitating publication of tentative results, sharing of research approaches and discussion of research designs. The editors emphasize the need for a strong research foundation, as in literature grounding or careful research question design, and open and honest discussion of successes and failures. Research in Progress is strongly placed to invite collaborations and authors are reminded to be explicit in specifying how they want to work with others to take research forward. The editorial also addres...
Advancing Scholarship and Research in Higher Education
Advancing Scholarship and Research in Higher Education (ASRHE) is a new journal focused on progre... more Advancing Scholarship and Research in Higher Education (ASRHE) is a new journal focused on progressing learning and teaching in higher education by advancing scholarship and research. ASRHE is published by HERDSA as an open source journal under a Creative Commons licence. ASRHE features a group-based peer review process and introduces submission categories for research in progress and creative contributions.
Advancing Scholarship and Research in Higher Education
This editorial introduces the articles published in the 2022 edition of the journal Advancing Sch... more This editorial introduces the articles published in the 2022 edition of the journal Advancing Scholarship and Research in Higher Education. The journal’s editors reflect on the journal operations and on publishing in higher education in times of the COVID-19 pandemic.
J. Univers. Comput. Sci., 2000
Australasian Journal of Educational Technology, 2020
In this paper we explore and challenge the trajectory of research scholarship in the area of Tech... more In this paper we explore and challenge the trajectory of research scholarship in the area of Technological, Pedagogical and Content Knowledge (TPACK). In doing so we adopt the position, as elaborated in Harris et al.’s (2017) editorial, that TPACK research is in need of addressing two key questions: What do teachers need to know in order to integrate technology effectively in the classroom and how can they best develop that knowledge? In order to explore this concern we undertook a review of research using the TPACK framework published in the Australasian Journal of Educational Technology over the last five years. The resulting 22 papers in which the TPACK framework was used substantially as a theoretical or methodological base for the research was analysed in regards to how TPACK scholarship is developing in relation to the research directions set out in the Harris et al.’s (2017) special edition editorial. The review concludes that much of the research identified focused on explor...
Australasian Journal of Educational Technology, 2020
The bibliometric data in this editorial provide readers with information about the journal’s publ... more The bibliometric data in this editorial provide readers with information about the journal’s publication, review and article access statistics, the articles attracting the most interest over the past year and the citation performance of the journal.
Australasian Journal of Educational Technology, 2018
As our first issue for 2018 it is timely to provide some bibliometrics on the recent performance ... more As our first issue for 2018 it is timely to provide some bibliometrics on the recent performance of the journal. The bibliometric data in this editorial provide readers with information about the journal’s publication, review and article access statistics, the articles attracting the most interest over the past year and the citation performance of the journal. Overall, the journal continues to strengthen its position with high quality submissions and an increasing trend in citation impact factors.
Australasian Journal of Educational Technology, 2019
In this editorial we present the bibliometric data and explain the new Creative Commons license b... more In this editorial we present the bibliometric data and explain the new Creative Commons license being adopted from Volume 36. The bibliometrics include the journal’s publication, review and article access statistics, the articles attracting the most interest over the past year and the citation performance of the journal.
Active Learning in Higher Education, 2014
Many academic development initiatives build on community-based approaches, such as communities of... more Many academic development initiatives build on community-based approaches, such as communities of practice or learning communities. While these initiatives are largely successful for the individual academics involved, low participation rates prevent wide-reaching impact on learning about teaching. The research discussed in this article aims at reaching larger numbers of academics. It proposes to investigate ‘teaching groups’, which are defined as the already existing collegial contexts around academics based on shared teaching responsibilities. The teaching groups of focus group participants from a New Zealand university are identified; structure, interactions and atmosphere within these groups are explored. The research derives a scale of desirability for teaching groups, reaching from functioning to tight-knit groups. This scale is applied to the groups of study participants and reveals wide scope for improvement towards the development of stronger community characteristics. Futur...
Australasian Journal of Educational Technology, 2016
In this editorial Prof Barney Dalgarno reflects on the changes of AJET over the last three years.... more In this editorial Prof Barney Dalgarno reflects on the changes of AJET over the last three years. In doing so he offers a rough analysis of the extent of volunteering by editors and reviewers and makes a plea for authors to consider if they should or could contribute more.
Higher Education Research & Development, 2015
Academic development recognizes the strengths of communities, such as communities of practice or ... more Academic development recognizes the strengths of communities, such as communities of practice or learning communities, in providing academics with supportive environments for the development of teaching. The problem academic development faces is that not enough academics are involved in these communities. Instead of trying to interest academics in joining communities, this research looks at the existing contexts around academics, which it refers to as ‘teaching groups’. It is proposed that every academic involved in teaching belongs to at least one teaching group, formed by colleagues teaching in the same course, degree or subject and that teaching groups form relevant contexts for engagement with teaching. The research investigates how teaching groups compare to communities and finds that less than half of teaching groups named by participants have strong community characteristics, indicating large space for improvement in the remaining majority of groups. The suggestion is made that identifying teaching groups across an institution might provide a promising starting point for engaging a majority of academics and working with these academics towards increased interaction on teaching in open and trusting collegial atmospheres.
International Conference on Computers in Education, 2002. Proceedings.
Proceedings of the Symposium on Computer Human Interaction - CHINZ '01, 2001
The Human-Computer Interaction Group (HCIG) at the Palmerston North Campus of Massey University i... more The Human-Computer Interaction Group (HCIG) at the Palmerston North Campus of Massey University is a major focus of HCI activity in New Zealand. The majority of those involved in the HCIG are staff and students from the Institute of Information Sciences and Technology within the College of Sciences. This overview describes some of the activities of the HCIG.
EDUCAUSE Australasia, Melbourne, …, 2007
Assessment for learning is conducted with tasks that give students freedom of response and with o... more Assessment for learning is conducted with tasks that give students freedom of response and with outcomes that form part of the coursework. Such assessment is linked to higher-order skills such as analysis, synthesis and evaluation and its value is clearly established in the ...
Educational Technology & Society, 2004
Heinrich, E.(2004). Electronic Repositories of Marked Student Work and their Contributions to For... more Heinrich, E.(2004). Electronic Repositories of Marked Student Work and their Contributions to Formative Evaluation. Educational Technology & Society, 7 (3), 82-96. Electronic Repositories of Marked Student Work and their Contributions to Formative Evaluation Eva Heinrich ...
Australasian Journal of Educational Technology, 2017
AJET is the premier journal in Australasia which publishes manuscripts related to technology enha... more AJET is the premier journal in Australasia which publishes manuscripts related to technology enhanced learning and teaching in post-secondary education settings. As a result the journal recieves a large number of submissions of which only 30% actually get sent to review. This editorial explains common and ultimately avoidable issues that result in a large number of the 70% of rejections. This issue also contains eleven articles written by 27 authors who hail from 21 institutions across seven nations. The articles range across a diverse technologies, learning contexts, instructional designs, and research methodology. While there is no thematic organisation of this issue, the articles serve to remind us of the broad area of research in educational technology. In this field we continue to refine our understanding of the complex relationship between technologies and teaching as well as learning, a task made more challenging by diverse contexts and constant evolution and innovation in di...
Advancing Scholarship and Research in Higher Education
This ‘Research in Progress’ article explores how to build on self-determination theory (SDT) in t... more This ‘Research in Progress’ article explores how to build on self-determination theory (SDT) in the context of first year university course evaluations. It suggests the use of an established SDT scale, Balanced Measure of Psychological Needs (BMPN), plus two course specific scales on course design features and perceived knowledge gains. The scales form a conceptual design linking course design, needs fulfilment and knowledge gains. Two information technology courses have been examined and findings indicate the usefulness of the conceptual design for course evaluation. Per course, data from the three scales combine to coherent pictures; across courses differences show up that might be explained via course maturity. While approaches for a combined statistical analysis for the three scales are indicated, participant numbers were too small for testing of models. Several areas for follow up research are suggested and include refinement of the scales, application to other courses for comp...
Australasian Journal of Educational Technology
This research examined the impact of supplementing a learning management system, Moodle, with com... more This research examined the impact of supplementing a learning management system, Moodle, with communication tools, Discord and Teams, to support communication in blended and distance undergraduate courses in computer science, information technology, mathematics and statistics at a New Zealand university with well-established use of Moodle. Nineteen students participated in semi-structured interviews. Findings show that adding Discord or Teams increases information and knowledge exchange and helps students to connect with peers and teachers in their courses. Teams was beneficial particularly in settings with formal group work. Discord, which enables both students and staff to set up additional communication channels that are not restricted to course enrolments, was instrumental in connecting students across year levels with peers and alumni. This enabled discussions on course selection, career options and disciplinary topics beyond the course curriculum. Importantly, these beyond-cou...