Katya (Ekaterina) Pechenkina | Swinburne University of Technology (original) (raw)

Research Articles - Peer Reviewed Research by Katya (Ekaterina) Pechenkina

The rates of Australian Indigenous participation in higher education (HE) are significantly lower... more The rates of Australian Indigenous participation in higher education (HE) are significantly lower than those of non-Indigenous students, with Indigenous students less likely than their non-Indigenous peers to complete Year 12. As a result, they are less likely to obtain an Australian Tertiary Admission Rank (ATAR) needed for university admission. Statistically, far more Indigenous students enrol in Vocational Education and Training (VET) than in HE. With VET to HE transition pathways remaining convoluted, it is critical to streamline those in order to increase Indigenous HE participation. This is of particular importance for rural and remote Indigenous students who have completed a VET qualification and are considering HE study. Unfortunately, only 4.9% of Indigenous students currently make this transition from VET to HE. While, as the scoping review undertaken will show, Indigenous enabling programs have received significant attention in the recent past, the potential of the VET to HE pathway to increase Indigenous HE participation remains largely unexplored. This review updates the current evidence base on trends associated with, and strategies used to support, Indigenous students transitioning from VET to HE in Australia, and identifies research gaps in relation to pathways and transitions, especially within the Indigenous experience. Some international comparisons are also undertaken.

This study investigated whether the use of a gamified mobile learning app influenced students' ac... more This study investigated whether the use of a gamified mobile learning app influenced students' academic performance and boosted their engagement in the subject. Created to better engage students in lecture content, the app was used to deliver multiple-choice content-based quizzes directly to students' personal mobile devices post-lecture and pre-tutorial. After measuring the relationships between students' app usage and their engagement, retention and academic achievement in the subject, it is suggested that following the app's introduction, student retention rates and academic performance increased, and there was a positive correlation between students' scoring highly on the app and achieving higher academic grades. While the app's affordances for learning are promising, the causal relationship between the app usage and improved student outcomes requires further investigation. Conclusions made in the context of the wider scholarship of mobile app enhanced learning and applied game principles in HE.

Mobile applications (apps) are used in higher education (HE) in a variety of ways, including as l... more Mobile applications (apps) are used in higher education (HE) in a variety of ways, including as learning tools, study organisers, for marketing, and recruitment of new students. Purposed with easing student transition into university life, organiser apps have a capacity to assist students with various aspects of university experience, freeing up time and energy for study, while apps used as learning tools can help students solidify the content of lectures, self-test their knowledge of the subject, and collaborate with peers. Despite the proliferation of HE apps, there is still no systematic understanding of this field, with a number of important questions remaining unanswered, such as what types of apps are most commonly found in HE, what their complex uses are, and how their affordances and functionalities are deployed by universities and students. This study addresses this gap. After analysing 177 apps affiliated with Australian universities, a typology of HE apps is proposed. Study management and navigation apps emerge as the most common types of apps offered to students, with augmented and/or virtual reality apps forming another key category. New insights are offered pertaining to the complex terrain of HE mobile apps, and problematic areas arising from this research, such as safety, student support, privacy, and equity, are discussed.

Aboriginal and Torres Strait Islander students’ experiences in Australian higher education contin... more Aboriginal and Torres Strait Islander students’ experiences in Australian higher education continue to be influenced by the sociopolitical narratives of alterity which locate the students as 10 more likely than their nonIndigenous peers to struggle academically and need support. These western-centric perceptions of indigeneities not only affect Indigenous students’ everyday university experiences but can even influence their decision whether to persist with their studies or not. Drawing on data collected in a large, metropolitan Australian university, this article presents a case study of Indigenous students’ ways of perceiving and resisting their positioning by the dominant university systems as ‘problematic’, at risk of failure and needing support. Specifically, the article explores educational pathways of three Indigenous students, their narratives exemplifying primary strategies of enacting and articulating resistances to the dominant education structures in order to fuel academic success.

Indigenous Australian underrepresentation in higher education remains a topical issue for social ... more Indigenous Australian underrepresentation in higher education remains a topical issue for social scientists, educationalists and policy-makers alike, with the concept of Indigenous academic success highly contested. This paper is based on findings of a doctoral study investigating the drivers of Indigenous Australian academic success in a large, public, research-intensive and metropolitan Australian university. It draws on the concept of transformational resistance to illuminate the forms that Indigenous resistance takes and how identities of resistance performed by Indigenous students complicate and speak to the students’ notions of academic success. By drawing on ethnographic data, this paper demonstrates how Indigenous academic success is fuelled by the idea of resistance to the western dominance, where resistance becomes the very cornerstone of Indigenous achievement.

This article, with its focus on university students as intended recipients and users of technolog... more This article, with its focus on university students as intended recipients and users of technological innovations in education, explores student preferences across three dimensions of technology-enhanced learning: mode of instruction; communication; and educational technology tools embedded in learning and teaching activities. The article draws on results of an exploratory case study, where mixed (quantitative and qualitative) data was collected from a randomized student sample generated through the institutional learning management system. An online survey (N=66) gaged students' engagement with educational technologies, online and blended learning and social media as a learning tool. The findings confirmed previous research arguing that students generally use educational technology in a narrow way, rarely engaging with technological tools, unless it is presented to them as integral to their learning or if they are already familiar with a particular tool and/or perceive it as useful. Despite a well-cited characteristic by proponents of 'digital natives' that students need constant entertainment, this study found no evidence that this was the case.

We report on a study conducted on a Massive Open Online Course (MOOC) to explore and improve unde... more We report on a study conducted on a Massive Open Online Course (MOOC) to explore and improve understanding and practice about MOOC learning design and participant motivations and expectations. The ‘Carpe Diem’ MOOC was designed, developed and delivered in 2014. The MOOC participants’ experiences were studied through surveys and interviews, and the analysis was triangulated. Three dominant motivations to complete the MOOC were found: to further existing knowledge, to acquire skills in the learning design process and to apply the learning design methodology in practice. We describe the relationship between participant motivations and expectations in this MOOC, which was undertaken mainly by participants who were themselves educators, and make recommendations for pedagogical design in MOOCs to promote and enable participant engagement and completion.

This paper presents findings of an institutional case study investigating how students and lectur... more This paper presents findings of an institutional case study investigating how students and lecturers experienced a new opt-out, fully integrated lecture-recording system which enabled audio and presentation screen capture. The study’s focus is on how ‘traditional’ students (generally characterised as young, enrolled full-time and attending classes on campus) engaged with lecture-recording and how lecturers’ experiences with, and attitudes towards, lecture-recording differed depending on their discipline. Students were generally positive about the affordances of the lecture-recording system, whilst lecturers remained undecided on its value. Discipline-based differences in lecturer engagement with the system were noted between lecturers teaching engineering and sciences subjects and those teaching business and social sciences, the latter being more positive towards the system. The paper raises questions about the efficacy of a one-size-fits-all lecture-recording system given differences in disciplinary activities, lecturer styles and approaches to teaching.

The purpose of this paper is to reflect on critical race theory’s application in organisational v... more The purpose of this paper is to reflect on critical race theory’s application in organisational visuals research with a focus on forms of visual white supremacy in the workplace. Drawing on the authors’ personal experiences as racialised “Others” with organisational white supremacy, this paper employs reflective autoethnography to elucidate how whiteness is positioned in the academic workplace through the use of visual imagery. The university, departments and colleagues appearing in this study have been de-identified to ensure their anonymity and protect their privacy. The authors’ autoethnographic accounts discuss how people of colour are appropriated, commodified and subordinated in the ongoing practice of whiteness. Illuminating the subtle ways through which white supremacy is embedded in the visual and aesthetic dimensions of the organisation provides a more critical awareness of workplace racism. This paper advances the critical project of organisational visual studies by interrogating the ways by which white dominance is enacted and reinforced via the everyday visual and aesthetic dimensions of the workplace. An added contribution of this paper is in demonstrating that visual racism extends beyond misrepresentations of people of colour, but can also manifest in what the authors conceptualise as “visual white supremacy”.

UNESCO Observatory Multi-Disciplinary Journal in the Arts 4(1)

Reporting on the findings of my doctoral research project, which explored facilitators of Indigen... more Reporting on the findings of my doctoral research project, which explored facilitators of Indigenous academic success in a de-identified Australian university (‘The University’), this paper focuses on one of the (perceived) key facilitators of Indigenous success – institutional support for Indigenous students. This paper draws on the data collected during the ethnography of Indigenous students (as well as Indigenous and non-Indigenous staff involved in Indigenous education) at The University, consisting of 27 interviews and 12 months of part-time participant-observation with students and staff. I argue that while support is indeed a significant factor influencing student success, the way it is perceived and interpreted by Indigenous students differ greatly depending on the way support is offered and delivered to the students and also on the students’ backgrounds and previous interactions with the support structures. Departing from the Bourdieuian ideas of cultural capital and its role in student achievement and bringing in Critical Race Theory-centered critique of the traditional interpretation of cultural capital, I propose a typology of Indigenous students’ perceptions of support. The typology offers a new perspective on the role Indigenous support in student achievement and feeds into a larger conceptual framework of my doctoral research explaining how Indigenous academic success is constructed.

In this paper, we explore the benefits of using social media in an online educational setting, wi... more In this paper, we explore the benefits of using social media in an online educational setting, with a particular focus on the use of Facebook and Twitter by participants in a Massive Open Online Course (MOOC) developed to enable educators to learn about the Carpe Diem learning design process. We define social media as digital social tools and environments located outside of the provision of a formal university-provided Learning Management System. We use data collected via interviews and surveys with the MOOC participants as well as social media postings made by the participants throughout the MOOC to offer insights into how participants’ usage and perception of social media in their online learning experiences differed and why. We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time. We make recommendations for the usage of social media for educational purposes within MOOCs and formal digital learning environments.

Advanced Research in Economics and Management No. 1 (1), June, Jun 2014

This paper evaluates the role of universities in the formation of technological competences and e... more This paper evaluates the role of universities in the formation of technological competences and entrepreneurship centres. Australia, Russia and Peru, which possess different resources to adapt their university systems to the globalized world’s conditions,
are compared along the lines of innovation, competitiveness, accessibility and attractiveness to international students. Through statistical analysis we test the connection between the innovative capacity of these countries’ economies and their educational
policies.

The Australian Journal of Indigenous Education, Vol 40, pp.59-68 , Jan 2011

Indigenous Australians are underrepresented and considerably disadvantaged within the Australian ... more Indigenous Australians are underrepresented and considerably disadvantaged within the Australian system of higher education. The various measures taken by Australian universities over the past decades have produced varying levels of success in increasing Indigenous participation and completion rates. In order to continue improving Australian Indigenous participation in higher education it is important to understand the current patterns of participation and factors within universities that are associated with participation and success. In this paper we analyse higher education student and staff statistics available from the Department of Education, Employment and Workplace Relations (DEEWR) and information sourced from the websites of forty Australian universities to examine correlations between various Indigenous student support mechanisms and Indigenous students’ higher education participation rates. Our results indicate that there is a dual system of Indigenous higher education, with one group of universities excelling at attracting Indigenous students and a different group of universities demonstrating high Indigenous student completion rates. We argue that challenges remain in determining how to increase commencements at universities with high Indigenous completion rates without compromising entrance requirements or further diluting the level of student support, and how to increase completion rates at universities with higher numbers of Indigenous students.

In this article we present the results of comparative analysis of international students’ integra... more In this article we present the results of comparative analysis of international students’ integration using various countries’ educational systems as examples. Conducting comparative analysis we use the results of a case-study done in Wollongong University in 2006 and statistical data on international students who study in Europe, Russia and other countries. Based on the research, the article identifies the key factors of international students’ successful integration.

Thesis by Katya (Ekaterina) Pechenkina

This thesis, positioned at the disciplinary intersection of cultural anthropology and higher educ... more This thesis, positioned at the disciplinary intersection of cultural anthropology and higher education, investigates the drivers of Indigenous Australian academic success, drawing on participant-observation and interviews with Indigenous students and Indigenous and non-Indigenous staff in a de-identified Australian university ('The University'). Each year The University demonstrates some of the highest Indigenous completion rates nation-wide. This trend applies to The University’s Indigenous students who are already successful and well-prepared for higher education when they start their degrees and those who are not but who eventually learn how to succeed in The University’s high-achieving environment. As The University is shaped by and operates within a system of Western higher education, students who are more equipped to function within this value system (e.g. possess ‘Western’ academic capital) are perceived as more likely to succeed. The students who are not equipped with the ‘right’ kind of capital (or who are perceived as such) are expected to encounter challenges during their academic experiences and require help. While cultural capital is indeed a factor in Indigenous student academic achievement, I demonstrate that The University’s Indigenous students have found a way to overcome such capital-centred issues. In particular, they do it by employing their identities and differences as strengths to persevere academically and in the process create a new form of cultural capital. By reasserting their Indigeneity and resisting what is perceived as Western dominance, Indigenous students shift power away from the agents of mainstream education and internalise this power by becoming academically successful. This identity-based process contributes to the culture of Indigenous academic success that I propose as an explanatory framework for how The University’s Indigenous academic success is generated and maintained.

Book Chapters by Katya (Ekaterina) Pechenkina

Uneven distribution of resources and services based on geographical location (commonly referred t... more Uneven distribution of resources and services based on geographical location (commonly referred to as spatial inequality) is likely to influence Indigenous Australian higher education outcomes. Online education could potentially resolve access to education where distance is the primary barrier by mitigating some of the impediments to In-digenous education such as travelling long distances or living away from home. Recent Indigenous higher education trends suggest that online courses are in fact succeeding in attracting and retaining Indigenous students, particularly in regional areas. However, little is known of how socio-technological barriers (such as internet connectivity, owner-ship/sharing of devices, and digital literacy) relate to and in-teract with other social and educational barriers.
In this chapter we discuss online education in relation to digital literacy and related factors. We draw on evidence from Swinburne University of Technology’s Indigenous Futures Program, which is developing pathway programs for regional and remote Indigenous communities. The project is being conducted in partnership with not-for-profit organisations working with Indigenous individuals and communities in regional and remote areas.

The Carpe Diem MOOC (CD MOOC) was designed and delivered via the Blackboard CourseSites platform ... more The Carpe Diem MOOC (CD MOOC) was designed and delivered via the Blackboard CourseSites platform (coursesites.com) by a team from the Learning Transformations Unit, Swinburne University of Technology (Melbourne, Australia) March-April 2014. The CD MOOC, which attracted 1029 commencements and demonstrated 17 percent completion rate, provided participants with the opportunity to learn about the Carpe Diem learning design process and to experience digital badges deployed within a course for reward, recognition and motivation of participants. In this Case Study we discuss the challenges and opportunities faced by the CD MOOC team in designing digital badges with CourseSites and Mozilla Open Badge platforms. Badges were implemented to encourage participants’ mastery of key elements of the Carpe Diem process and to boost assignment submission, with intermediary badges building up to the completion badge. Relevant findings on how the CD MOOC participants perceived badges and what lessons we have learnt from the experience of using digital badges for motivation are discussed; recommendations for the future are drawn.

The authors investigated key paradigms driving contemporary SoTL research by analysing a sample o... more The authors investigated key paradigms driving contemporary SoTL research by analysing a sample of 84 SoTL articles published in two, highly ranked education journals. The authors identified the paradigm underpinning each article by looking at the stated or implied intent of the article’s authors, the drivers of their research (axiology), the nature of the knowledge/understanding developed from their research (epistemology), the literature and methods used, and the outcomes of their work. As a result of this exercise, the Neo-Positivist Inductive Mode emerged as the dominant paradigm in both journals, accounting for 60 percent of the papers in the combined sample. These findings are discussed in terms of their application to future SoTL research.

Conference Papers by Katya (Ekaterina) Pechenkina

Drawing on data from three collaborative SoTL projects evaluating the impact of teaching innovati... more Drawing on data from three collaborative SoTL projects evaluating the impact of teaching innovation on student learning, this paper investigates the complexities of evaluation research and offers some practical considerations on how to go beyond the 'local' impact of SoTL and towards 'global' implications of findings. While the three projects in question differed by their intended level of impact (ranging from a unit to a course level, to the university level and potentially transcending the confines of one institution) and the types of teaching innovations introduced, they shared an aim of improved student outcomes and experiences. Guided by the framework positioning SoTL as a transformative education practice, potential global implications of these projects are discussed in regards to three main groups of intended stakeholders: students, educators and universities.

UNESCO Observatory Multi-Disciplinary Journal in the Arts 4(1)

Advanced Research in Economics and Management No. 1 (1), June, Jun 2014

The Australian Journal of Indigenous Education, Vol 40, pp.59-68 , Jan 2011

This paper contributes to the growing body of scholarly inquiry into the BYOD ('Bring Your Own De... more This paper contributes to the growing body of scholarly inquiry into the BYOD ('Bring Your Own Device') versus prescribed (minimum standards) technology for learning by reporting on findings of a mobile technology trial. The study investigated student experiences with and preferences for mobile devices, depending on whether those were loaned or owned. Student participants were loaned a Samsung Tablet and instructed on how to use it for various learning activities throughout a teaching period. Data collected via online survey and face-to-face interviews revealed that students tended to use their owned and loaned devices simultaneously and in a complementary manner rather than choosing to use one device for all learning activities. As most student participants already owned personal mobile devices and used those for some learning activities of their choosing, students did not think they acquired any new skills as a result of this initiative. However, students felt that using the loaned Table had overall improved their digital literacy skills such as typing and reading speeds as well as enhanced their productivity and ability to multi-task. Drawing on findings, we offer considerations on how to fully leverage mobile learning technology in the classroom, regardless of whether mobile devices are loaned or owned.

2014 (November); In Rhetoric and Reality: Critical perspectives on educational technology ASCILITE Conference, Dunedin, New Zealand, 23-26 November, The Australasian Journal of Educational Technology

Throughout March and April 2014, the Learning Transformations Unit at Swinburne University of Tec... more Throughout March and April 2014, the Learning Transformations Unit at Swinburne University of Technology (Melbourne, Australia) developed and delivered the Carpe Diem MOOC (CD MOOC) via the CourseSites platform (coursesites.com). The CD MOOC, which attracted 1426 registrations, provided the participants with the opportunity to learn about the Carpe Diem learning design process (Salmon, 2014) and to apply it to their own educational practice. In this paper we discuss the challenges and opportunities faced by the CD MOOC designers and moderators during the process of offering the participants the opportunity to obtain digital badges for recognition and reward of their participation and completion of tasks in the CD MOOC. Here we present the findings of the research study on the impact of badges on the completion of learning tasks and motivating participation.

Chapter in 'Russia's national security and the perspectives of contemporary development' (Национальная безопасность России в перспективах современного развития. Саратов: «Научная книга») Scholastic Book, pp. 278-281.

Регион глазами студентов: сб. научн. Работ студентов / Под ред. Проф. Н.В. Шахматовой, доц. И.А. Бегининой. Саратов: «Научная книга», вып.5. С.74-76., 2005

Социальные идеалы в стратегиях общественного развития - Ч.2. Саратов: изд-во «Научная книга» Межвузовский научный сборник, 2005

Министерство образования и науки Российской Федерации Саратовский государственный технический уни... more Министерство образования и науки Российской Федерации Саратовский государственный технический университет Институт социального и производственного менеджмента СОЦИАЛЬНЫЕ ИДЕАЛЫ В СТРАТЕГИЯХ ОБЩЕСТВЕННОГО РАЗВИТИЯ Часть 2 Межвузовский научный сборник Саратов 2005 УДК 316.75(470+5+1) (082) ББК 60.56 (2 Рос) я 43 С 69 С 69 Социальные идеалы в стратегиях общественного развития, Ч.2 Саратов: Изд -во «Научная книга», 2005. -357 с.

Chapter in Russia's National Security and the Perspectives of Contemporary Development (Национальная безопасность России в перспективах современного развития), Saratov, Scholastic Book («Научная книга»), p. 192-195 , 2005

Российское философское общество Министерство образования и науки Российской Федерации Саратовский... more Российское философское общество Министерство образования и науки Российской Федерации Саратовский государственный технический университет Институт социального и производственного менеджмента НАЦИОНАЛЬНАЯ БЕЗОПАСНОСТЬ РОССИИ В ПЕРСПЕКТИВАХ СОВРЕМЕННОГО РАЗВИТИЯ Межвузовский научный сборник Саратов 2005 г. УДК 316.4 (470+571) ББК 60.56 (2 Рос) Н23 Н 35 Национальная безопасность России в перспективах современного развития -Саратов: ООО Издательство «Научная книга», 2005.405-с.

Directions of contemporary civilisation development, Saratov State Technical University - Aquarius Publishing House, 2003

Research into youth subcultures presents an important subject matter of contemporary sociology, i... more Research into youth subcultures presents an important subject matter of contemporary sociology, in particular in sociology of youth. The focus of this paper is informal youth subcultures which in Russia are commonly termed as ‘non-formal’, regardless of their orientation or purpose. This paper builds on the youth subculture scholarship in the tradition of Merton, Parsons, Eisenstadt, Brake and others to define how ‘non-formal’ or counterculture values are formed by participants in Russian ‘non-formal’ subcultures and how these values inform and are informed by the participants’ worldviews. In-depth analysis of a focus-group with young people self-identifying as ‘non-formals’ demonstrates that the creation of youth subculture is the participants’ attempt to resolve one’s marginal status in the mainstream society rather than the ‘evidence’ of their ‘moral decay’ as the traditional mores-values approach dictates.

Chapter in Edited Book 'Russian society through the mirror of sociology (Young Scholars Perspectives)'

This paper discusses possible directions for the reform of Russia's higher education system. The ... more This paper discusses possible directions for the reform of Russia's higher education system. The role communication technologies and technology play in changing institutional approaches to the delivery of higher education is considered and international comparisons are drawn.

Conference proceedings 'Information Technologies in Education', Saratov State Technical University, pp.149-151 , 2000

Conference Proceedings 'Gender, Power, Culture: Socio-Anthropological approach', Saratov State Technical University; pp.149-151 , 2000

Conference proceedings, 'Empowering democracy with(in) university - academia for critical thinking and inclusion', Kharkiv, Ukraine - Civic Education Project (CEP), 2002

The paper deals with the possibilities of enhancing independent living strategies through access ... more The paper deals with the possibilities of enhancing independent living strategies through access to information for people with disabilities. It analyses the existing information resources and announces a new project that has been launched recently in Saratov, Russia. The theme is important because currently people with disabilities are lacking information about their rights (Smirnova, Wagner, Blackorby), about help and support they can get, about the ways to apply their knowledge and skills, to share and disseminate their experience (Antes 1997).

People with disabilities in Russia are excluded from social life. They have very limited access to such important things as education, jobs, recreation, that the rest of society takes for grantd. Advanced communication technologies, including Internet can solve many problems of the disabled. While it would not be a realistic task for students of the university to solve this problem once and for all, it is possible to organize the assistance for some people with disabilities. The paper considers activities under a new project for people with disabilities, entitled "ACTAD - Advanced Communication Technologies Access for the Disabled".

This paper discusses preliminary results of a study with twenty teaching academics who use the el... more This paper discusses preliminary results of a study with twenty teaching academics who use the elements of flipped classroom in their teaching. Grounded in recent literature on blended learning, flipped classroom and innovative teaching, this paper draws on the thematic analysis of rich qualitative interview data to offer new insights into teaching tactics academics devise to boost student engagement, motivation and creativity. The flipped classroom elements taken up by the academics in this study range from the ‘traditional’ flip concept where lectures or segments of lectures are replaced by independent study components (both technology-enabled or not) to a more hybridised teaching tactics allowing for greater personalisation of learning, to a holistic re-think and re-design of students’ learning experiences achieved by introducing multiple elements of the flipped pedagogy. Based on this data, recommendations are offered on how to achieve an impactful flipped design.

This paper contributes to the growing body of scholarly inquiry into the BYOD (‘Bring Your Own De... more This paper contributes to the growing body of scholarly inquiry into the BYOD (‘Bring Your Own Device’) versus prescribed (minimum standards) technology for learning by reporting on key findings of an institutional mobile learning prescribed technology trial. The study investigated student experiences with and preferences for mobile learning technology, accessible via BYOD or a prescribed approach. The study participants were loaned a tablet and instructed on how to use it for various learning activities throughout a teaching period. A survey and in-depth interviews were used to evaluate the study’s outcomes. It was found that students used their personal and loaned devices simultaneously and in a complementary manner rather than choosing to use one device for all learning activities. As majority of students in this study already owned a personal mobile device and used it for some learning activities, they did not think they acquired any new skills as a result of this project. However, in regards to the loaned tablets use, students found it had overall improved their digital literacy skills and typing speed and overall facilitated better multi-tasking and productivity. Based on findings, we offer three key considerations on how to fully leverage mobile learning technology in the classroom.

This paper reports on the efficacy of a mobile learning intervention that combined ‘push notifica... more This paper reports on the efficacy of a mobile learning intervention that combined ‘push notifications’ and game principles within a timed quiz app. An institutional interdisciplinary case study was conducted which compared rates of student retention and academic performance with their usage of a purpose-designed learning app. Leading up to lectures the app ‘pushed’ daily quizzes to students’ personal mobile devices and then rewarded them with feedback, points, badges and a position on a leaderboard. It was found that since the introduction of the app there was an increase in student retention rate of 12.23%, an increase in academic performance of 7.03% and a significant positive correlation of .40 between students’ scoring highly on the app and achieving higher academic grades. Conclusions are made in regards to what these findings mean for the future research into higher education learning enabled via mobile app technologies. More broadly, we discuss the implications of our findings in regards to the key higher education stakeholders: universities, educators and students.

Prayaga, P, Rennie, E, Pechenkina, E, Hunter, A. To what extent does spatial inequality, the un... more Prayaga, P, Rennie, E, Pechenkina, E, Hunter, A.

To what extent does spatial inequality, the uneven distribution of resources and services based on geographical location, determine Indigenous Australian higher education outcomes? In 2011 Indigenous Australian adults living in urban areas were three times as likely to have attained a Bachelor degree or above than those living in remote or regional areas (Australian Bureau of Statistics, 2011). Digital education may provide an opportunity to resolve access to education where distance is the primary barrier by mitigating some of the impediments to Indigenous education such as travelling long distances or living away from home. Recent trends in Indigenous higher education have indicated that online courses are succeeding in attracting and retaining Indigenous students particularly in regional areas (Darwin Sun, 2014). However, little is known of how socio-technological barriers (such as internet connectivity, ownership/sharing of devices, digital literacy) relate to and interact with other social and educational barriers. In this paper we draw on Amartya Sen’s capabilities approach to discuss how digital inclusion impediments may be impacting on higher education qualifications. The Indigenous Futures Program (IFP) aims to develop a new way of delivering higher education and pathway programs to regional and remote Indigenous communities by developing a new approach to integrated digitally-enabled learning. The IFP is prototyping this concept by focussing on collaborative course designs, moving towards mobile and life integrated learning, digital enabled mentoring and the exploitation of culturally accepted social media and informed by Indigenous ways of learning and knowledge. The project involves three demonstrator projects, conducted in partnership with organisations working with Indigenous individuals and communities in regional and remote areas. The research that accompanies the IFP aims to determine the extent to which online education can improve pathways to higher education and to identify the social and technological limits and challenges. This paper discusses each of the three demonstrator projects and the pathway courses that they are delivering online; and describes the process of establishing partnerships with Indigenous organisations to develop and deliver these pathway programs.

The use of educational technology is changing traditional methods of learning and teaching (Kirkw... more The use of educational technology is changing traditional methods of learning and teaching (Kirkwood & Price, 2013; Van Dusen, 2014). Our study demonstrates the importance of developing and implementing streamlined approaches for the integration of educational technologies, and reflecting on practice to understand how these developments affect the learning environment. This paper presents a case study of the organisational experience of implementing the Echo360 lecture recording system as a teaching and learning tool at Swinburne University of Technology, Melbourne, Australia. In 2014, Swinburne introduced the Echo360 lecture recording system as an opt-out model, that is, a formal request was required from the academic to prevent their lecture from being recorded. This approach differed significantly from the previous opt-in model where academics specifically requested recording services using Lectopia. The opt-out Echo360 model required a streamlined system which used time-tabling data to generate fully automated lecture recordings. Recordings were then made immediately available to students through the Learning Management System without any need for intervention by academic staff. It is imperative that universities implement technological change in the most effective way to support the intended users of technology ‘academics and students ‘to help them achieve their teaching and learning goals. Technological advances change how education is delivered and received. While research into lecture-recording models and their role in enhancing educational experiences and student outcomes is growing (McNaught, Lam, Chan, Yuen, & Ho, 2012; Secker, Bond, & Grussendorf, 2010; Toppin, 2011; Woo et al., 2008), there appears to be no case studies about the seamless integration of Echo360 or similar opt-out systems. Our case study is addressing this knowledge gap. The case study methodology adopted in our research enables a holistic perspective of the organisational experience as a complex system (Patton, 2002), and allows the presentation of evidence from which others can understand the experience and develop their own conclusions (Stake, 2000). Interviews conducted with Swinburne technical support staff and surveys with academics generated rich data on the process of full institutional integration of the Echo360 lecture-recording system. Key learnings that emerged included the importance of institutional communication during all stages of the implementation process; technical challenges encountered during the integration phase; the importance of adequate training resources for academic staff; and the need to manage the growing demand for Echo360 recordings when the system is not available in all teaching spaces. The evidence from this Case Study informs the ongoing implementation of Echo360, and provides a base from which to consider the implementation of future technologies to enhance learning and teaching.

Blended learning initiatives can increase student engagement with the material and learning proce... more Blended learning initiatives can increase student engagement with the material and learning processes and to overall enrich student experiences (Garrison & Kanuka, 2004). By conducting evidence-based research to evaluate the impact of blended learning models on student experiences, we contribute to the body of knowledge on effective blended designs. Understood as “the integrated combination of traditional learning with web-based online approach” (Alammary, Sheard, & Carbone, 2014, p. 441) and as “thoughtful integration of classroom face-to-face learning experiences with online learning experiences” (Garrison & Kanuka, 2004, p. 96), blended learning elements have been integrated into Introduction to Australian Law & Statutory Interpretation (LAW10010) unit, offered to Swinburne students in Semester 1 2015.

Following the establishment of Swinburne Law School in November 2014, and with its first intake of students in semester 1 of 2015 reaching 73, it is pertinent to understand student experiences in blended law subjects units which combine face-to-face and online-based modes of delivery. In our study we analyse student experiences in LAW10010, designed in a blended mode using Salmon’s (Salmon, 2014a, 2014b) Carpe Diem learning design process. With a few exceptions (McCarthy, 2010; Oliver, 2005), literature addressing the blended learning experiences of first-year students is scarce, even more so in regards to experiences of law students. Focus-Group with students enrolled in LAW10010 was conducted in Semester 1, and student expectations and experiences in regards to blended delivery, various support and resources available to them or desired, as well as the significance of peer collaboration in their experience were discussed.

List of References

Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4), 440-454.
Garrison, R. D., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potentail in higher education. The Internet and Higher Education, 7, 95-105. doi: 10.1016/j.iheduc.2004.02.001
McCarthy, J. (2010). Blended learning environments: Using social networking sites to enhance the first year experience. Australasian Journal of Educational Technology, 26(6), 729-740.
Oliver, R. (2005). Using a blended learning approach to support problem-based learning with first year students in large undergraduate classes. In Proceedings of the 2005 conference on Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences: Sharing Good Practices of Research, Experimentation and Innovation. (pp. 848-851). Singapore. IOS Press.
Salmon, G. (2014a). Carpe Diem - a team based approach to learning design. Retrieved from http://www.gillysalmon.com/carpe-diem.html
Salmon, G. (2014b). Carpe Diem planning process. Retrieved from http://www.gillysalmon.com/uploads/1/6/0/5/16055858/carpe_diem_planning_process_workbook_june_2014.pdf
Swinburne University of Technology. (2013). 2020 Plan. Retrieved from http://www.swinburne.edu.au/about/resources/docs/2020%20plan_final.pdf

Throughout March and April 2014, the Learning Transformations Unit at Swinburne University of Tec... more Throughout March and April 2014, the Learning Transformations Unit at Swinburne University of Technology (Melbourne, Australia) developed and delivered the Carpe Diem MOOC (CD MOOC) via the Blackboard CourseSites platform (coursesites.com). The CD MOOC, which attracted 1426 registrations, provided participants with the opportunity to learn about the Carpe Diem learning design process and to apply it to their own educational practice. We discuss the challenges and opportunities faced by the CD MOOC designers and moderators in offering participants the opportunity to obtain digital badges for recognition and reward of their participation and completion of tasks in the CD MOOC. Here we present findings of research into the impact of badges on the completion of learning tasks and the motivation of participants. We demonstrate that many of the CD MOOC participants, who were generally well-educated and mature professionals, were motivated by digital badges – some through to course completion.

Digital assessment is defined as the use of information and communication technology to mediate a... more Digital assessment is defined as the use of information and communication technology to mediate any part of the assessment process. This paper focuses on a cross institutional initiative between Swinburne Online (SOL) and Swinburne University of Technology (SUT), prototyping eight assessment types specifically designed for fully online undergraduate degrees, delivered by SOL, across a range of disciplines. This paper will report on the impact of a systematic project as a way to nurture innovation and good practice that will contribute to enhanced practice with digital assessment across both institutions. The digital assessments trialled in this initiative involve adaptive quizzes, group work, presentations, portfolio, role play, reflection and authentic alternatives to traditional formats such as an essay or report. The development of the assessments provide an opportunity for both SOL Program Directors and Learning Designers and SUT academics to discuss what is involved in creating assessments for the online environment. Digital assessment provides students with a range of options for aligning the learning activities to support demonstration of learning. Technology is capable of supporting the management and administrative processes associated with assessment and facilitate the dissemination of feedback rapidly and in a more timely way to all students in online environments. This institutional initiative will involve surveying approximately 2,500 students who will complete the assessments, and will include surveys and interviews with SUT academics, SOL Program Directors and Learning Designers involved in developing and implementing the online assessments. The data gathered will be used not only to evaluate the students' response to the digital assessments but develop an understanding of how effective the project was in cultivating innovation and good practice at an institutional level. This paper will provide recommendations that will further guide the development and implementation of digital assessment across both institutions. Related research outcomes of the project (reported elsewhere) will examine the impact of digital assessment on the developmental growth and learning outcomes for the students.

Anthropological research into Indigenous higher education provides insight into processes of cult... more Anthropological research into Indigenous higher education provides insight into processes of cultural identity formation and transformation, and allows us to explore how Indigenous students can be either empowered or marginalized when they choose to maintain their Indigeneity or integrate with the mainstream university student body.

Aboriginal and Torres Strait Islander students’ feeling of ‘not-belonging’ at a university has been identified as one of the barriers to succeeding with their studies. This situation reveals a perceived tension between two competing cultural identities, namely a student’s reasserted Indigeneity in a predominantly white mainstream higher education environment and a newly acquired identity of a university student. However, it is also possible that students’ fostering of their cultural identities and affirming ties to their Indigenous heritage may be a crucial factor of Indigenous students’ educational success.

This paper discusses preliminary findings of ethnographic research of Indigenous education at a de-identified Australian university (The University), which for the past six years (2004-2009) has had the highest Indigenous completion rate nation-wide at over 90%. One explanation of this success is that Indigenous students at The University have resolved the perceived cultural tension between Indigeneity and educational achievement and developed a new subculture in the process. Drawing on participant-observation and interviews with Indigenous students and Indigenous and non-indigenous staff, I describe my search for an Indigenous subculture of educational success at The University. If there is such a phenomenon, I ask how this subculture is constructed and maintained and whether it influences the university’s high Indigenous completion rate.

Constituting less than 1% of all students in Australian universities nation-wide Aboriginal and/o... more Constituting less than 1% of all students in Australian universities nation-wide Aboriginal and/or Torres Strait Islanders are vastly underrepresented within the Australian higher education system. Indigenous students’ feelings of ‘non-belonging’ coupled with high demands on academic achievement may contribute to barriers to their educational success. A dichotomous view on Indigenous academic success suggest there is a perceived tension between two competing identities, namely a student’s reasserted Indigeneity in a predominantly white ‘mainstream’ university environment and a newly acquired university student identity. However there are some universities where Indigenous Australians perform extremely well. The University, where this study was based, is among these universities – it has some of the highest completion rates for Indigenous students nationally, averaging at nearly 80%.

One explanation of Indigenous academic success demonstrated at The University is that Indigenous students here have resolved the perceived cultural tension between Indigeneity and educational achievement and developed a new culture in the process. Drawing on participant-observation and interviews with Indigenous students and Indigenous and non-indigenous staff, I search for an ‘Indigenous student culture’ or ‘cultures’ of success at The University. If there is such a phenomenon, I ask how this culture is constructed and maintained and whether it influences the university’s high Indigenous completion rate.

Anthropological research into Indigenous higher education provides an insight into the processes ... more Anthropological research into Indigenous higher education provides an insight into the processes and trends behind Indigenous academic success. Indigenous students can be either included into the mainstream university student body or excluded based on whether they choose to maintain their Indigeneity. It has been previously suggested that Indigenous students’ cultural identity can become a barrier causing the students to feel as if they don’t belong at a university (Bourke, Burden et al. 1996; Sonn, Bishop et al. 2000).

By conducting an ethnographic research into Indigenous education at The University, I, look into the factors behind The University’s high Indigenous completion rate which averages at over 90% (DEEWR 2004-2009). I propose that Aboriginal and Torres Strait Islander students at this institution have resolved the perceived cultural tension between being Indigenous and accepted into academic environment and being excluded by creating a subculture of Indigenous educational success. As I search for signs of this subculture, I try to understand how it is constructed and maintained and how it influences Indigenous participation trends at the University.

Indigenous people participate in Australian Higher Education (HE) at significantly lower rates t... more Indigenous people participate in Australian Higher Education (HE) at significantly lower rates than their non-Indigenous counterparts (Behrendt et al. 2012). National data indicates that Indigenous students are less likely to complete Year 12 compared to non-Indigenous students and that Indigenous students are less likely to gain an Australian Tertiary Admission Rank (ATAR) deemed necessary for HE admission (Wilks & Wilson 2015). Indigenous people are more likely to enter HE later in life (tending to be mature age students aged over 25) and less likely to gain admittance into a university based on their prior educational achievement; while their average rates of completion of HE courses are at least twice as low as those of their non-Indigenous peers (Pechenkina, 2015).
More Indigenous students enrol in Vocational Education and Training (VET) than in HE (Wilks & Wilson 2015). Transitions and pathways into HE are often convoluted and far from straightforward. Supporting the transition of Indigenous students from VET to HE promises to increase Indigenous HE participation (Anderson 2011; Bandias, et al. 2013), which is particularly crucial for rural and remote Indigenous students who have completed a VET qualification (Bandias, et al. 2013). Unfortunately, VET to HE pathways are relatively uncommon with only 4.9% of Indigenous students currently making this transition (Wilks & Wilson 2015). While enabling programs have received significant recent attention, the potential of the VET to HE pathways to increase Indigenous HE participation remains largely unexplored. Our research project expands on this gap by moving research beyond the investigation of enabling programs, towards a deeper examination of additional practice-based (and evidence-informed) strategies being developed by dual sector universities in Australia. Our research found that there is significant potential to increase VET to HE transitions among Indigenous students, if supportive tertiary education environments are present. Key factors enabling such supportive environments include:
- Targeted outreach and engagement work;
- Support of a clear vision where pathway options are concerned;
- Enhanced and well-aligned policies and practice; and
- Additional applied research into the remaining gaps.
The issue of the VET to HE pathways and transitions can no longer be ignored as a viable pathway option for Indigenous students. Further action is required to support such transitions.

A recent study from Swinburne University, published in the Australasian Journal of Educational Te... more A recent study from Swinburne University, published in the Australasian Journal of Educational Technology provides insights into student and instructor attitudes and the benefits of lecture capture technology. The study focused on how and why both students and lecturers engage with the technology. They found that while over 70% of students found that lecture-recording enhanced their learning, almost the same number of Instructors reported a preference to not have their lectures recorded despite many being able to see a potential benefit for students.

A mobile learning app that uses game elements such as leaderboards and digital badges may have po... more A mobile learning app that uses game elements such as leaderboards and digital badges may have positive effects on student academic performance, engagement, and retention, according to a study published in the open access International Journal of Educational Technology in Higher Education. Researchers at Swinburne University of Technology, Australia developed a fully customizable app that allowed lecturers to push quizzes based on course content directly to their students' devices in order to motivate them, increase their competitiveness, and keep them engaged with the course.

An op ed published in The Conversation analysing the state of affairs in Indigenous Australian hi... more An op ed published in The Conversation analysing the state of affairs in Indigenous Australian higher education three years after the 2012 Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People. Statistical analysis of Indigenous completion rates is compared before and after the Review.

Enhancing Vocational Education and Training (VET) to higher education pathways and transitions fo... more Enhancing Vocational Education and Training (VET) to higher education pathways and transitions for Indigenous students is important. Dual sector universities are well positioned to take the lead in strengthening pathways and transitions for Indigenous students by harnessing the opportunities and addressing the challenges they face. An integrative literature review, focus groups and a survey of staff and students highlighted the need for greater community engagement and partnerships, and enabling programs that develop academic preparedness and the strengthening of self-efficacy in students.

DEEWR commissioned research paper for The Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People

PRINT version] ISBN 978-0-642-78089-8 [PDF online version] ISBN 978-0-642-78090-4 [RTF online ver... more PRINT version] ISBN 978-0-642-78089-8 [PDF online version] ISBN 978-0-642-78090-4 [RTF online version]

The Australian Anthropological Society Newsletter, Jun 2012

Research in Progress (Report), in Higher Education Research and Development Society of Australasia Newsletter, 34(2), Sep 2012

Many postgraduates struggle with living expenses, especially in light of the limited student inco... more Many postgraduates struggle with living expenses, especially in light of the limited student income support available to them. When you are surviving on a very low income, every cent counts. That is why access to concession travel on public transport is so important.

Briefing Paper published by the Council of Australian Postgraduate Associations, 2009

The attractiveness of Australia as a destination for international students is finally being reco... more The attractiveness of Australia as a destination for international students is finally being recognised as an issue of national importance. Australia has had a charmed run on the growth of international enrolments over the last 10 years. The time has come for Governments both State and Federal to reciprocate through investing in the quality of the international student experience, and in reforms to help ensure Australia remains a preferred destination for international students.

The Council of Australian Postgraduate Associations, 2009

The sustainability of Australia’s Higher education system is underpinned by both quality and equi... more The sustainability of Australia’s Higher education system is underpinned by both quality and equity. The Education Services for Overseas Students (ESOS) framework is instrumental in ensuring minimum standards for the provision of international education in Australia. The ESOS framework is central in guarding against reputational risk to Australia’s higher education system, in providing standards for the provision of higher education, and also for fair treatment of, and adequate support for, international students.

The Council of Australian Postgraduate Associations, 2009

Отечественный журнал социальной работы. Москва, № 2. С. 75-85., 2006

British Muslim Communities and Criminal Justice Policy. The Journal of Social Policies Studies Vol 1(2), 2003 ISSN: 1727-0634 , 2003

В статье рассматриваются проблемы криминальной юстиции в Великобритании на материалах исследовани... more В статье рассматриваются проблемы криминальной юстиции в Великобритании на материалах исследований мусульманских сообществ. Автор затрагивает различные аспекты уголовного права, политику работы тюрем и сервисов для жертв преступлений и полагает, что практика правосудия, сформировавшиеся в системе, где главную позицию занимает христианство, имеют негативное воздействие на тех граждан, которые были социализированны в мусульманской среде. Рассматриваются изменения отношений к мусульманам в Британии после 11 сентября 2001 г.

This article presents the results of a systematic critical review of interdisciplinary literature... more This article presents the results of a systematic critical review of interdisciplinary literature concerned with digital text (or e-text) uses in education and proposes recommendations for how e-texts can be implemented for impactful learning. A variety of e-texts can be found in the repertoire of educational resources accessible to students, and in the constantly changing terrain of educational technologies, they are rapidly evolving, presenting new opportunities and affordances for student learning. We highlight some of the ways in which academic studies have examined e-texts as part of teaching and learning practices, placing a particular emphasis on aspects of learning such as recall, comprehension, retention of information and feedback. We also review diverse practices associated with uses of e-text tools such as note-taking, annotation, bookmarking, hypertexts and highlighting. We argue that evidence-based studies into e-texts are overwhelmingly structured around reinforcing the existing dichotomy pitting print-based ('traditional') texts against e-texts. In this article, we query this approach and instead propose to focus on factors such as students' level of awareness of their options in accessing learning materials and whether they are instructed and trained in how to take full advantage of the capabilities of e-texts, both of which have been found to affect learning performance.

The International Journal of Management Education

Despite the rapid proliferation of literature exploring student learning during the COVID-19 pand... more Despite the rapid proliferation of literature exploring student learning during the COVID-19 pandemic, little has been published about its impacts on business undergraduates during the pivots to remote teaching and learning. There is a particular lack of insight and guidance for business schools to optimise program delivery post-COVID or for similar future disruptions. This case study explored the learning experiences of undergraduate business students during the COVID-19 pandemic, drawing insights from an Australian university located in the state of Victoria, one of the ‘most locked down places in the world’. Thematic analysis identified the following emergent themes: (1) Mixed student experiences and perceptions of online learning upon transitioning into lockdown/emergency remote teaching/learning; (2) Limited connections and interactions amongst student-student(s) and student-lecturer/tutor; (3) Perceived ineffective online teaching delivery; (4) Positive aspects of emergency remote learning; (5) Adequacy of support for learning during lockdowns; (6) Preferences for post-COVID-19 learning. The outcomes provide proactive signposts for university educators wishing to improve student engagement and learning, and delivery of business undergraduate programs for a post-COVID world as well as future pandemic and similar disruption settings.

Digital badges provide new affordances for online educational activities and experiences. When us... more Digital badges provide new affordances for online educational activities and experiences. When used with points and leaderboards, a badge can become a gamification element allowing learners to compete with themselves or others, and to know how close they are to accomplishing a goal and acquiring its accompanying reputation. In this role, badges motivate continued engagement, which increases time on task and supports skill acquisition through performance. Learning outcomes signified by badges can also be displayed in an e-portfolio or on web sites and are highly transportable to social media sites. In this role they summarize achievement and signal accomplishment. With these characteristics, digital badges have the potential to become an alternative credentialing system, providing visible recognition in digital symbols that link directly via metadata to validating evidence of educational achievements in public displays. This paper will trace the brief history of digital badges, define what they are, give examples of their use, and discuss their educational affordances.

The International Journal of Management Education, 2023

Indigenous Pathways, Transitions and Participation in Higher Education, 2017

This paper contributes to the growing body of scholarly inquiry into the BYOD ('Bring You... more This paper contributes to the growing body of scholarly inquiry into the BYOD ('Bring Your Own Device') versus prescribed (minimum standards) technology for learning by reporting on findings of a mobile technology trial. The study investigated student experiences with and preferences for mobile devices, depending on whether those were loaned or owned. Student participants were loaned a Samsung Tablet and instructed on how to use it for various learning activities throughout a teaching period. Data collected via online survey and face-to-face interviews revealed that students tended to use their owned and loaned devices simultaneously and in a complementary manner rather than choosing to use one device for all learning activities. As most student participants already owned personal mobile devices and used those for some learning activities of their choosing, students did not think they acquired any new skills as a result of this initiative. However, students felt that using the loaned Table had overall improved their digital literacy skills such as typing and reading speeds as well as enhanced their productivity and ability to multi-task. Drawing on findings, we offer considerations on how to fully leverage mobile learning technology in the classroom, regardless of whether mobile devices are loaned or owned.

Contemporary Educational Technology, 2017

International Journal of Educational Technology in Higher Education, 2017

Critical Studies in Education, 2017

ABSTRACT Aboriginal and Torres Strait Islander students’ experiences in Australian higher educati... more ABSTRACT Aboriginal and Torres Strait Islander students’ experiences in Australian higher education continue to be influenced by the sociopolitical narratives of alterity which locate the students as more likely than their nonIndigenous peers to struggle academically and need support. These western-centric perceptions of indigeneities not only affect Indigenous students’ everyday university experiences but can even influence their decision whether to persist with their studies or not. Drawing on data collected in a large, metropolitan Australian university, this article presents a case study of Indigenous students’ ways of perceiving and resisting their positioning by the dominant university systems as ‘problematic’, at risk of failure and needing support. Specifically, the article explores educational pathways of three Indigenous students, their narratives exemplifying primary strategies of enacting and articulating resistances to the dominant education structures in order to fuel academic success.

Australasian Journal of Educational Technology, 2017

Australasian Journal of Educational Technology, 2016

developed and delivered the Carpe Diem MOOC (CD MOOC) via the Blackboard CourseSites platform (co... more developed and delivered the Carpe Diem MOOC (CD MOOC) via the Blackboard CourseSites platform (coursesites.com). The CD MOOC, which attracted 1426 registrations, provided participants with the opportunity to learn about the Carpe Diem learning design process and to apply it to their own educational practice. We discuss the challenges and opportunities faced by the CD MOOC designers and moderators in offering participants the opportunity to obtain digital badges for recognition and reward of their participation and completion of tasks in the CD MOOC. Here we present findings of research into the impact of badges on the completion of learning tasks and the motivation of participants. We demonstrate that many of the CD MOOC participants, who were generally well-educated and mature professionals, were motivated by digital badgessome through to course completion.

Research in Learning Technology, 2017

Higher Education Research and Development Society of Australasia Conference 2022, Melbourne Australia, 2022

Despite the considerable scholarship generated by the COVID-19 pandemic, little appears to have b... more Despite the considerable scholarship generated by the COVID-19 pandemic, little appears to have been published about the potential value of collaboration between academics and learning skills staff in enhancing students’ learning experience during pivots to a completely online environment. Previous research has highlighted the value of in-person collaboration between academics and learning skills staff in enhancing student learning, skills development and employability. It is crucial to better identify models of academic and learning support collaboration that are beneficial to students.

This qualitative study explores staff perspectives of the extent and impact of academic and learning support provided to students during the pivot to remote online teaching.

Phenomenographic methods guided data collection and analysis, with 12 in-depth semi-structured interviews conducted with staff (10 academics, 2 learning skills) in a research-intensive Australian University. Rich insights were generated into the value of collaboration and personalisation in supporting student learning during the pandemic. Thematic analysis was used to analyse the data.

Collaboration between academic and learning skills staff enhanced student support, such as co-creation of skill-building videos that students accessed at their convenience. Importantly, these co-created artefacts were specific to lesson outcomes and assessment expectations. Findings shed light on the extent and variety of personalised support, formal and informal, staff provided to students, occasionally at cost of their own wellbeing. Staff found virtual consultations to be more effective and engaging compared to face-to-face, citing reduced travelling time between multiple campuses to meet students, and students being less distracted during consultations. This study provides recommendations to improve academic and learning support in the context of ongoing or future transitions to online teaching and learning.