Gordon Suddaby | Massey Uni (original) (raw)
Papers by Gordon Suddaby
... for resources for leaders and staff to inform their planning for campus developments of teach... more ... for resources for leaders and staff to inform their planning for campus developments of teaching and learning space, ICT services, curriculum and assessment, which is reinforced by educational leadership research in other regions of the world (eg Dexter, 2008; McLeod 2011). ...
Despite teacher resistance to the use of technology in education, blended learning has increased ... more Despite teacher resistance to the use of technology in education, blended learning has increased rapidly, driven by evidence of its advantages over either online or classroom teaching alone. However, blended learning courses still fail to maximize the benefits this format offers. Much research has been conducted on various aspects of this problem, but only one other study has examined teaching practice in a blended course. Teachers using blended learning were interviewed about their use of online and classroom components and the reasons for their decisions. The online and classroom aspects of their course were analysed against a pedagogical framework of engagement strategies. Classroom components were found to be more highly valued by teachers than those online, an attitude largely driven by their perceptions that specific learning functions were best suited to particular formats. The courses themselves reflect these values. Most teachers used well-developed engagement strategies in...
Research in Learning Technology, 2015
This paper documents the development and findings of the Good Practice Report on Technology-Enhan... more This paper documents the development and findings of the Good Practice Report on Technology-Enhanced Learning and Teaching funded by the Australian Learning and Teaching Council (ALTC). Developing the Good Practice Report required a meta-analysis of 33 ALTC learning and teaching projects relating to technology funded between 2006 and 2010. This report forms one of 12 completed Good Practice Reports on a range of different topics commissioned by the ALTC and Australian Government Office for Learning and Teaching (OLT). The reports aim to reduce issues relating to dissemination that projects face within the sector by providing educators with an efficient and accessible way of engaging with and filtering through the resources and experiences of numerous learning and teaching projects funded by the ALTC and OLT. The Technology-Enhanced Learning and Teaching Report highlights examples of good practice and provides outcomes and recommendations based on the meta-analysis of the relevant learning and teaching projects. However, in order to ensure the value of these reports is realised, educators need to engage with the reports and integrate the information and findings into their practice. The paper concludes by detailing how educational networks can be utilised to support dissemination.
Context............................................................................................. more Context....................................................................................................... 20 Structure of the Report.............................................................................. 21 The Project...................................................................................................... 21 Introduction................................................................................. ...
Open Learning: The Journal of Open and Distance Learning, 2012
Not many universities provide both distance and on-campus study options for study. Massey Univers... more Not many universities provide both distance and on-campus study options for study. Massey University has been delivering both for more than 50 years. In this time there has been a significant change from paper-based to increasingly online delivery (both on-campus and at a distance). Services provided to students have also changed and adapted to meet the needs of an increasingly diverse student population. The paper outlines changes in service delivery to on-campus and distance students, the development of an online toolset of self-help services and also provides an overview of the underpinning student success framework. This framework informs current and future service delivery and allows evaluation of the usefulness of services for on-campus and distance students.
Abstract This collaborative research project devised a framework to support professional developm... more Abstract This collaborative research project devised a framework to support professional development for e-learning within New Zealand's diverse and integrated tertiary education sector. The research was supported by New Zealand's Ministry of Education. The research ...
ABSTRACT This paper focuses on issues of engagement by staff in professional development related ... more ABSTRACT This paper focuses on issues of engagement by staff in professional development related to the delivery of e-learning. The paper reports on findings drawn from a New Zealand research project which is producing a sector-wide framework for professional development in tertiary e-learning. The research findings indicate that staff engaged in e-learning in tertiary institutions is not making the most effective use of the professional development opportunities available to them; rather they seem to gain their knowledge and support from a variety of informal means. This is despite an emphasis on the provision of professional development opportunities by both Government Policies and Institutions themselves. The conclusion drawn from the findings is that institutional approaches to professional development for e-learning do not yet fully reflect the demands and constraints that working in a digital context impose. Keywords—Academic Development, e-learning, Engagement, Professional Development, Tertiary Education.
Report to the …, Jan 1, 2004
Opinions expressed in this report are those of the authors and do not necessarily coincide with t... more Opinions expressed in this report are those of the authors and do not necessarily coincide with those of the Ministry of Education.
Campus-Wide Information Systems, Jan 1, 2008
... The Authors. Gordon Suddaby, Centre for Academic Development and E-learning, Massey Universit... more ... The Authors. Gordon Suddaby, Centre for Academic Development and E-learning, Massey University, Palmerston North, New Zealand. ... About the authors. Gordon Suddaby is Director of Academic Development and eLearning at Massey University (New Zealand). ...
ICT: Providing choices …, Jan 1, 2007
This poster presents the outcomes of a collaborative project funded by the New Zealand Government... more This poster presents the outcomes of a collaborative project funded by the New Zealand Government to develop an open source electronic portfolio for use in the tertiary sector. The intention is to convey the core principles underpinning the design of the 'Mahara' eportfolio and to describe some of the unique features of this new open source system. In particular, the poster will showcase the different 'views' of Mahara and the social networking functions, along with illustrating how Massey University is planning to embed eportfolios in an initial teacher education programme.
Journal of Veterinary Medical …, Jan 1, 2006
The workloads, study methods, and motivation of students in a five-year BVSc program were studied... more The workloads, study methods, and motivation of students in a five-year BVSc program were studied using questionnaires and focus groups. Students in each year of the program were asked, on three occasions over an academic year, to record details of their out-of-class study time for each course they were taking and to record the study methods they used, how they prioritized their time between subjects, and how they allocated time to study and leisure activities. Mean response rates were 57% (range: 43-85%). Overall mean out-of-class study time ranged from 19 hours per week in Year 2 to 28 hours per week in Year 4. Study time was related to the level of interest the student had in the subject, the demands of assessments, and the number of subjects being studied. Study methods were related to students' perceptions of the requirements of the subject as well as to their interest in it. Reliance on memorization and the use of set study materials were the predominant methods for courses with low interest scores, whereas higher interest was associated with a broad range of study methods. Leisure time was ring-fenced, especially when workloads were high. Students' motivation was high when they were studying subjects that were new or were seen as relevant to clinical practice; when working with animals or with enthusiastic faculty members; and when involved in subjects more tightly focused on the ultimate goal of becoming a practitioner. It was poor when students were faced with high workloads, disciplines becoming "stale," excessive detail, and low perceptions of relevance. Constant assessment activities were also seen as a burden. In terms of good learning practices, workload and the demands of assessment were considered to be antagonistic. A tension between these perceptions of students and the values of faculty in terms of the development of critical thinking skills in the program is evident.
Quality Assurance in …, Jan 1, 2009
... Juliana Mansvelt, School of People, Environment and Planning, Massey University, Palmerston N... more ... Juliana Mansvelt, School of People, Environment and Planning, Massey University, Palmerston North, New Zealand. ... staff regarded an introduction to e-learning as a course in ICT rather than an effort to change or improve their teaching abilities (Donnelly and O'Rourke, 2007). ...
Hello! Where are you in the …, Jan 1, 2008
This paper reports on the findings drawn from a New Zealand research project (Professional Develo... more This paper reports on the findings drawn from a New Zealand research project (Professional Development in e-Learning PDeL) which is producing a sector-wide framework for professional development in tertiary e-Learning. The findings indicate that staff engaged in e-learning in tertiary institutions are not making use of the formal professional development opportunities available to them. Rather they seem to gain their knowledge and support from a variety of informal means. This is despite an emphasis on the provision of formal professional development opportunities by both the New Zealand government and institutions themselves. The conclusion drawn from the findings is that institutional approaches to e-Learning professional development do not yet fully reflect the demands and constraints that working in a digital context impose.
... for resources for leaders and staff to inform their planning for campus developments of teach... more ... for resources for leaders and staff to inform their planning for campus developments of teaching and learning space, ICT services, curriculum and assessment, which is reinforced by educational leadership research in other regions of the world (eg Dexter, 2008; McLeod 2011). ...
Despite teacher resistance to the use of technology in education, blended learning has increased ... more Despite teacher resistance to the use of technology in education, blended learning has increased rapidly, driven by evidence of its advantages over either online or classroom teaching alone. However, blended learning courses still fail to maximize the benefits this format offers. Much research has been conducted on various aspects of this problem, but only one other study has examined teaching practice in a blended course. Teachers using blended learning were interviewed about their use of online and classroom components and the reasons for their decisions. The online and classroom aspects of their course were analysed against a pedagogical framework of engagement strategies. Classroom components were found to be more highly valued by teachers than those online, an attitude largely driven by their perceptions that specific learning functions were best suited to particular formats. The courses themselves reflect these values. Most teachers used well-developed engagement strategies in...
Research in Learning Technology, 2015
This paper documents the development and findings of the Good Practice Report on Technology-Enhan... more This paper documents the development and findings of the Good Practice Report on Technology-Enhanced Learning and Teaching funded by the Australian Learning and Teaching Council (ALTC). Developing the Good Practice Report required a meta-analysis of 33 ALTC learning and teaching projects relating to technology funded between 2006 and 2010. This report forms one of 12 completed Good Practice Reports on a range of different topics commissioned by the ALTC and Australian Government Office for Learning and Teaching (OLT). The reports aim to reduce issues relating to dissemination that projects face within the sector by providing educators with an efficient and accessible way of engaging with and filtering through the resources and experiences of numerous learning and teaching projects funded by the ALTC and OLT. The Technology-Enhanced Learning and Teaching Report highlights examples of good practice and provides outcomes and recommendations based on the meta-analysis of the relevant learning and teaching projects. However, in order to ensure the value of these reports is realised, educators need to engage with the reports and integrate the information and findings into their practice. The paper concludes by detailing how educational networks can be utilised to support dissemination.
Context............................................................................................. more Context....................................................................................................... 20 Structure of the Report.............................................................................. 21 The Project...................................................................................................... 21 Introduction................................................................................. ...
Open Learning: The Journal of Open and Distance Learning, 2012
Not many universities provide both distance and on-campus study options for study. Massey Univers... more Not many universities provide both distance and on-campus study options for study. Massey University has been delivering both for more than 50 years. In this time there has been a significant change from paper-based to increasingly online delivery (both on-campus and at a distance). Services provided to students have also changed and adapted to meet the needs of an increasingly diverse student population. The paper outlines changes in service delivery to on-campus and distance students, the development of an online toolset of self-help services and also provides an overview of the underpinning student success framework. This framework informs current and future service delivery and allows evaluation of the usefulness of services for on-campus and distance students.
Abstract This collaborative research project devised a framework to support professional developm... more Abstract This collaborative research project devised a framework to support professional development for e-learning within New Zealand's diverse and integrated tertiary education sector. The research was supported by New Zealand's Ministry of Education. The research ...
ABSTRACT This paper focuses on issues of engagement by staff in professional development related ... more ABSTRACT This paper focuses on issues of engagement by staff in professional development related to the delivery of e-learning. The paper reports on findings drawn from a New Zealand research project which is producing a sector-wide framework for professional development in tertiary e-learning. The research findings indicate that staff engaged in e-learning in tertiary institutions is not making the most effective use of the professional development opportunities available to them; rather they seem to gain their knowledge and support from a variety of informal means. This is despite an emphasis on the provision of professional development opportunities by both Government Policies and Institutions themselves. The conclusion drawn from the findings is that institutional approaches to professional development for e-learning do not yet fully reflect the demands and constraints that working in a digital context impose. Keywords—Academic Development, e-learning, Engagement, Professional Development, Tertiary Education.
Report to the …, Jan 1, 2004
Opinions expressed in this report are those of the authors and do not necessarily coincide with t... more Opinions expressed in this report are those of the authors and do not necessarily coincide with those of the Ministry of Education.
Campus-Wide Information Systems, Jan 1, 2008
... The Authors. Gordon Suddaby, Centre for Academic Development and E-learning, Massey Universit... more ... The Authors. Gordon Suddaby, Centre for Academic Development and E-learning, Massey University, Palmerston North, New Zealand. ... About the authors. Gordon Suddaby is Director of Academic Development and eLearning at Massey University (New Zealand). ...
ICT: Providing choices …, Jan 1, 2007
This poster presents the outcomes of a collaborative project funded by the New Zealand Government... more This poster presents the outcomes of a collaborative project funded by the New Zealand Government to develop an open source electronic portfolio for use in the tertiary sector. The intention is to convey the core principles underpinning the design of the 'Mahara' eportfolio and to describe some of the unique features of this new open source system. In particular, the poster will showcase the different 'views' of Mahara and the social networking functions, along with illustrating how Massey University is planning to embed eportfolios in an initial teacher education programme.
Journal of Veterinary Medical …, Jan 1, 2006
The workloads, study methods, and motivation of students in a five-year BVSc program were studied... more The workloads, study methods, and motivation of students in a five-year BVSc program were studied using questionnaires and focus groups. Students in each year of the program were asked, on three occasions over an academic year, to record details of their out-of-class study time for each course they were taking and to record the study methods they used, how they prioritized their time between subjects, and how they allocated time to study and leisure activities. Mean response rates were 57% (range: 43-85%). Overall mean out-of-class study time ranged from 19 hours per week in Year 2 to 28 hours per week in Year 4. Study time was related to the level of interest the student had in the subject, the demands of assessments, and the number of subjects being studied. Study methods were related to students' perceptions of the requirements of the subject as well as to their interest in it. Reliance on memorization and the use of set study materials were the predominant methods for courses with low interest scores, whereas higher interest was associated with a broad range of study methods. Leisure time was ring-fenced, especially when workloads were high. Students' motivation was high when they were studying subjects that were new or were seen as relevant to clinical practice; when working with animals or with enthusiastic faculty members; and when involved in subjects more tightly focused on the ultimate goal of becoming a practitioner. It was poor when students were faced with high workloads, disciplines becoming "stale," excessive detail, and low perceptions of relevance. Constant assessment activities were also seen as a burden. In terms of good learning practices, workload and the demands of assessment were considered to be antagonistic. A tension between these perceptions of students and the values of faculty in terms of the development of critical thinking skills in the program is evident.
Quality Assurance in …, Jan 1, 2009
... Juliana Mansvelt, School of People, Environment and Planning, Massey University, Palmerston N... more ... Juliana Mansvelt, School of People, Environment and Planning, Massey University, Palmerston North, New Zealand. ... staff regarded an introduction to e-learning as a course in ICT rather than an effort to change or improve their teaching abilities (Donnelly and O'Rourke, 2007). ...
Hello! Where are you in the …, Jan 1, 2008
This paper reports on the findings drawn from a New Zealand research project (Professional Develo... more This paper reports on the findings drawn from a New Zealand research project (Professional Development in e-Learning PDeL) which is producing a sector-wide framework for professional development in tertiary e-Learning. The findings indicate that staff engaged in e-learning in tertiary institutions are not making use of the formal professional development opportunities available to them. Rather they seem to gain their knowledge and support from a variety of informal means. This is despite an emphasis on the provision of formal professional development opportunities by both the New Zealand government and institutions themselves. The conclusion drawn from the findings is that institutional approaches to e-Learning professional development do not yet fully reflect the demands and constraints that working in a digital context impose.