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<?xml version="1.0" encoding="utf-8" ?><rss version="2.0"><channel><title>Journal of University Teaching & Learning Practice</title><copyright>Copyright (c) 2024 University of Wollongong All rights reserved.</copyright><link>https://ro.uow.edu.au/jutlp</link><description>Recent documents in Journal of University Teaching & Learning Practice</description><language>en-us</language><lastBuildDate>Wed, 17 Apr 2024 01:17:15 PDT</lastBuildDate><ttl>3600</ttl> <item><title>Book review: Designing learning for intensive modes of study</title><link>https://ro.uow.edu.au/jutlp/vol21/iss2/13</link><guid isPermaLink="true">https://ro.uow.edu.au/jutlp/vol21/iss2/13</guid><pubDate>Sun, 14 Jan 2024 19:11:10 PST</pubDate><description> <![CDATA[ <p><em>Designing learning for intensive modes of study</em> is a clear, concise guide to designing curricula with intensive modes of study. It takes a project management style approach and considers implementation at the unit, program, and institutional scale. Appendix A allows readers to explore how different intensive mode learning strategies have been designed and implemented. We see how the theory is translated into practice. Case studies bring the Guide to life and illustrate the steps to be negotiated in adopting novel approaches to learning and teaching. The key messages and plentiful illustrations currently included in vignette form in the main body of the Guide also provide how-to design excitement.</p> ]]></description> <author>Janelle Allison</author> </item> <item><title>Immersive learning in a block teaching model: A case study of academic reform through principles, policies and practice</title><link>https://ro.uow.edu.au/jutlp/vol21/iss2/12</link><guid isPermaLink="true">https://ro.uow.edu.au/jutlp/vol21/iss2/12</guid><pubDate>Sun, 14 Jan 2024 19:11:02 PST</pubDate><description> <![CDATA[ <p>Universities across the globe are considering how to effect meaningful change in their higher education (HE) delivery in the face of the COVID-19 pandemic and shifting student learning preferences. This paper reports on a descriptive case- study of whole-of-institution curriculum reform at one regional Australian university, where more traditional 13-week semesters have been replaced with a 6-week immersive block model known as the Southern Cross Model. Based on a synthesis of literature in best practice HE pedagogy and principles, the case study draws on both a review of policy and staff interviews (<em>N</em> = 5) to outline the key changes necessary for successful HE transformation. Analysis revealed themes related to the vital roles of leadership, capacity building, monitoring the transition, staff adoption, and adequate technical systems in implementing a radical, multifaceted institutional transformation. Implications for practice at institutions considering reforming their curriculum model are also discussed. The findings from this case study indicate that an institutional transformation to an immersive block model requires both a considered change in institutional policy and process, as well as the appropriate resourcing of roles, governance committees, technical solutions, and, importantly, communities of practice.</p> ]]></description> <author>Thomas Roche et al.</author> </item> <item><title>Expanding faculty development through capacity-building: An institutional case study</title><link>https://ro.uow.edu.au/jutlp/vol21/iss2/11</link><guid isPermaLink="true">https://ro.uow.edu.au/jutlp/vol21/iss2/11</guid><pubDate>Sun, 14 Jan 2024 19:10:53 PST</pubDate><description> <![CDATA[ <p>The global pandemic highlighted the need for diverse faculty development partners to ensure student and faculty learning was supported, particularly in intensive modes of educational delivery. Our paper presents an institutional case study of how educational technology, in collaboration with the Center for Teaching and Learning and subject matter experts, served as untapped providers of faculty development. We detail the decision to shift to an intensive 7-week module system rather than our traditional 15-week semester in response to COVID-19. Although challenging for both faculty and students, this shift in educational delivery facilitated innovative approaches to faculty and student learning that are present on our campus today. This institutional case study highlights the role that capacity-building plays in capability development and professional learning for faculty and students alike to support effective teaching practice across diverse delivery modes.</p> ]]></description> <author>Vicki L. Baker et al.</author> </item> <item><title>Insights into professional learning for intensive Block Model: Lessons from a participatory evaluation for capacity building</title><link>https://ro.uow.edu.au/jutlp/vol21/iss2/10</link><guid isPermaLink="true">https://ro.uow.edu.au/jutlp/vol21/iss2/10</guid><pubDate>Sun, 14 Jan 2024 19:10:45 PST</pubDate><description> <![CDATA[ <p>We share lessons gained through supporting an institution-wide curriculum innovation via a post-graduate professional learning program. At the inception of the innovation, an intensive Block Model (BM) was unfamiliar to both the institution and its professional learning facilitators. The Graduate Certificate of Tertiary Education was re-modelled with BM as the heart of professional learning so academics would encounter BM as students. The program modelled BM principles, reinforced by meta-conversations to provide students with a reflective, immersive experience. Through a participatory evaluation, professional learning facilitators’ individual reflections were distilled to generate collaborative insights into academics’ capacity building for BM. Their lessons inform strategies to cultivate institution-wide capability-building including their own professional growth. Lessons shape the study recommendations. Recommendations originate from effectively engaging time-poor, diverse cohorts. (1) In recognition of the ease with which students can fall behind, embedding strategies to manage their time and stress helps to maintain a realistic study pace. (2) Authentic assessments provide students with useful products for their teaching. (3) Peer-feedback and examples of students’ work exposes them to how their colleagues present their work and illustrates good BM practices. (4) Modelling BM principles must be reinforced by meta-conversations to provide students with a reflective, immersive experience of the pedagogical principals. We observed that well planned efficiencies for students often provide consequent efficiencies for staff. These insights are captured in a model for scalable institutional-based professional learning practice. Capability growth flourishes at the intersection of action, reflection and evaluation. Professional collegial conversations are the catalyst for developing context-relevant professional learning.</p> ]]></description> <author>Gayani Samarawickrema et al.</author> </item> <item><title>Exploring academic perspectives on immersive scheduling in a UK university</title><link>https://ro.uow.edu.au/jutlp/vol21/iss2/09</link><guid isPermaLink="true">https://ro.uow.edu.au/jutlp/vol21/iss2/09</guid><pubDate>Sun, 14 Jan 2024 19:10:34 PST</pubDate><description> <![CDATA[ <p>This study examined how academic staff responded to a cross-institutional change initiative to integrate immersive scheduling into the first-year undergraduate curriculum. Immersive scheduling, also referred to as block or compressed delivery, sought to create a supportive first-year experience, to ease students’ transition to university. Adopting an immersive approach is associated with considerable change as academic staff adapt their practice to accommodate the compressed time frame of modules and embrace learning and assessment methods associated with this delivery format. In this study, we undertook semi-structured interviews with 17 academics who were leading the development and delivery of immersive modules or supporting the teaching and learning initiative. Our data indicated that academics played a significant role in the acceptance or rejection of the vision for immersive scheduling. Acceptance was reliant on academics recognising value in the vision, and this varied depending on the extent to which it resonated with local practice. In some cases, the move to immersive scheduling represented a valued opportunity to update pedagogic and assessment practices. However, in other contexts, academic resistance led to dilution of key elements of the vision, with compliance rather than innovation being the outcome. This study also highlights the value of using a combination of module delivery formats to mitigate recognised drawbacks associated with immersive delivery. We conclude this paper by proposing recommendations to support the future development of immersive scheduling in higher education institutions.</p> ]]></description> <author>Rebecca Turner et al.</author> </item> <item><title>The success, satisfaction and experiences of international students in an immersive block model</title><link>https://ro.uow.edu.au/jutlp/vol21/iss2/08</link><guid isPermaLink="true">https://ro.uow.edu.au/jutlp/vol21/iss2/08</guid><pubDate>Sun, 14 Jan 2024 19:10:24 PST</pubDate><description> <![CDATA[ <p>Despite growing interest in immersive block models in higher education, very little is known about the experiences of international students in these non-traditional forms of learning. To enable an initial view of how international students perceive and perform in an immersive block model, we used an exploratory mixed methods approach to examine the academic success, satisfaction, and experiences of international students in a 6-week immersive block model at a regional public Australian university. Inferential statistical tests were used to explore the success rates and unit and teaching satisfaction of onshore and offshore international students in the immersive block model and in the traditional trimester model. Overall, the immersive block model made a significant positive difference to the academic success of international students, both onshore and offshore. However, a decline in satisfaction was observed among science and engineering students, contrasting with an increase in satisfaction among business and arts students. Data collected through semi-guided interviews with 10 students from this latter group indicate several key benefits and challenges associated with immersive block learning. Students reported heightened focus and motivation, supportive teaching, and a healthy study-work-life balance. Challenges included not knowing what to expect, forming social connections with classmates, and the fast turnover between assessments. These findings indicate that it is important for institutions to prepare international students well for the pace and time management demands of studying in an immersive block model and to encourage the formation of social connections. Assessment timing, volume, and scaffolding should also be key considerations in immersive block model curriculum design.</p> ]]></description> <author>Elizabeth Goode et al.</author> </item> <item><title>Understanding engagement in intensive learning: From fuzzy chaotic indigestion to eupeptic clarity</title><link>https://ro.uow.edu.au/jutlp/vol21/iss2/07</link><guid isPermaLink="true">https://ro.uow.edu.au/jutlp/vol21/iss2/07</guid><pubDate>Sun, 14 Jan 2024 19:10:16 PST</pubDate><description> <![CDATA[ <p>This paper is framed by Nick Zepke’s, Vicki Trowler’s, and Paul Trowler’s concept of student engagement being “chaotic”, suffering from “indigestion” and “fuzziness”. This study was conducted at a UK higher education institution that recently moved to a “block and blend” delivery approach. We investigated what students and staff think engagement looks like in an intensive block and blend learning context. Data were gathered from students and staff via an online survey, which consisted of both scaled and open-ended questions. Findings are synthesised in an elemental map, providing a comparison of students and staff perceptions of engagement. Specifically, students and staff thought engagement in an intensive block and blend context entailed participation and active learning; a mindset that included enthusiasm, interest, focus, and enjoyment; timely completion of assessments; relationships with peers and tutors; doing more than required, such as completing extra readings; and accessing help and support. Participants also identified attendance as an indicator of student engagement and determined that the university has a responsibility to create learning environments to foster student engagement. Overall, the study findings point to elements of student engagement that may be designed into intensive block and blend learning environments. These approaches are also relevant to other similar intensive learning contexts.</p> ]]></description> <author>Reilly A. Dempsey Willis et al.</author> </item> <item><title>Intensive Work-Integrated Learning (WIL): The benefits and challenges of condensed and compressed WIL experiences</title><link>https://ro.uow.edu.au/jutlp/vol21/iss2/06</link><guid isPermaLink="true">https://ro.uow.edu.au/jutlp/vol21/iss2/06</guid><pubDate>Sun, 14 Jan 2024 19:10:05 PST</pubDate><description> <![CDATA[ <p>Work-integrated learning (WIL) is a well-established educational strategy with acknowledged benefits for student learning and employability. This paper explores and documents Intensive WIL, where students undertake short or condensed WIL experiences, ranging from 35 to 400 hours. Four case studies from different universities, designed for different purposes, using either placement or project approaches, and with different student cohorts, showcase the flexibility and adaptability of this model of WIL. Drawing on existing quality frameworks developed for WIL, a new, dedicated set of quality indicators was developed to evaluate examples of intensive WIL, as demonstrated in the case studies. This new framework places greater emphasis on the WIL experience itself, which has had little previous attention. The study confirms that given the right conditions, and used for the right purposes, Intensive WIL delivers quality experiences for students. Unique challenges of Intensive WIL include: sourcing projects with appropriate scope and complexity that are achievable and from which students will learn; ensuring students have command of previous theoretical concepts, as there may be little time to get them up to speed during Intensive WIL; ensuring all stakeholders understand their roles and responsibilities for smooth operation; and effective communication between workplace and university staff, as there is less time to recover from any difficult situations that may arise.</p> ]]></description> <author>Theresa M. Winchester-Seeto et al.</author> </item> <item><title>“Can we not do group stuff?”: Student insights on implementing co-creation in online intensive programs</title><link>https://ro.uow.edu.au/jutlp/vol21/iss2/05</link><guid isPermaLink="true">https://ro.uow.edu.au/jutlp/vol21/iss2/05</guid><pubDate>Sun, 14 Jan 2024 19:09:56 PST</pubDate><description> <![CDATA[ <p>The demand for intensive educational experiences is increasing, necessitating a focus on ensuring quality and providing adequate student support. Increasing opportunities for student collaboration, including teacher/student co-creation of learning materials, has strong potential to increase engagement and support. Given increased interest in co-creation within education and research more broadly, we explored student perspectives on this novel approach within online intensive modes of teaching with a focus on feasibility and implementation. Two focus groups were conducted with students (<em>N</em> = 16), including discussion of their preferences and barriers for implementing co-creation initiatives in an intensive program. Thematic analysis was then conducted, generating five themes. Students see co-creation as beneficial for self-development and connections (Theme 1), but also identify barriers such as its perception as another group assignment (Theme 2). Students believe successful co-creation requires a “type” of student who is intrinsically motivated and career-driven (Theme 3). Concerns exist about co-creation being an additional workload, emphasising the need for clear roles (Theme 4). Students’ views on co-creation vary, with differing opinions on its practicality (Theme 5). The findings suggest that successful implementation of co-creation initiatives requires careful consideration of barriers while addressing student concerns and leveraging their intrinsic motivation. For educators in intensive programs, it is crucial to provide incentives, collaborate on feasible time slots, establish clear objectives and timelines, offer guidance and support, and celebrate student achievements to effectively incorporate co-creation activities. By understanding students’ perceptions and preferences, educators can better support student collaboration, which is crucial for students’ development in intensive programs.</p> ]]></description> <author>Samantha J. Newell et al.</author> </item> <item><title>Student and faculty perceptions of summative assessment methods in a Block and Blend mode of delivery</title><link>https://ro.uow.edu.au/jutlp/vol21/iss2/04</link><guid isPermaLink="true">https://ro.uow.edu.au/jutlp/vol21/iss2/04</guid><pubDate>Sun, 14 Jan 2024 19:09:48 PST</pubDate><description> <![CDATA[ <p>The recent increase in the number of higher education institutions adopting block teaching has prompted questions about the appropriateness of assessment methods that were commonly used in a semesterised delivery model. This paper explores student and faculty perceptions of summative assessment methods in a block and blend mode of delivery at a higher education institution in the United Kingdom. In this study, we used a convergent mixed methods approach to explore student and faculty perceptions of different assessment methods as accurate evaluations of learning using surveys, combining Likert-type and open-ended questions. The findings highlight how traditional, single assessment methods occurring at the end of a block were perceived as less accurate in evaluating learning when compared to multiple smaller assessments that occur throughout a block. The thematic analysis revealed the latter was perceived as allowing for a broader range of skills to be evaluated while simultaneously facilitating effective workload management and timely feedback. These outcomes indicate the need for assessment redesign that considers the characteristics of a block and blend mode of delivery and illuminates the shared perception of students and faculty that multiple smaller assessments are more accurate evaluations of learning. Further research with larger, more diverse samples, accommodating for different fields of study, could further our understanding of effective assessment methods and inform our practice in a block and blend mode of delivery.</p> ]]></description> <author>Paulo Ricardo Vieira Braga et al.</author> </item> <item><title>Belonging in remote higher education classrooms: The dynamic interaction of intensive modes of learning and arts-based pedagogies</title><link>https://ro.uow.edu.au/jutlp/vol21/iss2/03</link><guid isPermaLink="true">https://ro.uow.edu.au/jutlp/vol21/iss2/03</guid><pubDate>Sun, 14 Jan 2024 19:09:40 PST</pubDate><description> <![CDATA[ <p>In this paper, the authors explore the conditions that support belonging in remote VU Block Model<sup>®</sup> teaching. They examine the role of arts-based, embodied pedagogy in promoting engagement in learning, connection between students, and between students and teachers, and in an environment in which vulnerability and risk-taking in learning is valued. A discussion of belonging in higher education and the practice of embodied learning is followed by the reflections of seven participants. These participants were students in a remotely taught, arts-based higher education block unit, which had been mindfully adapted to retain the embodied nature of delivery during the COVID-19 pandemic. After students’ participation in focus group interviews, the lead author constructed found poetry from their comments and reflections. This found poetry forms the dataset through which the questions of belonging are explored. The researchers found that when explored through the lens of the Community of Inquiry Framework, embodied and arts-based practices provided opportunities for students to develop a sense of belonging, deepen understanding of lived experiences, and realise higher education and career goals. This study elevates the voices of students, providing opportunities for higher education teachers to consider the importance of belonging for student success in remote, intensive, and on-campus modes of delivery.</p> ]]></description> <author>Shiona L. Long et al.</author> </item> <item><title>Intensive modes of study and the need to focus on the process of learning in Higher Education</title><link>https://ro.uow.edu.au/jutlp/vol21/iss2/02</link><guid isPermaLink="true">https://ro.uow.edu.au/jutlp/vol21/iss2/02</guid><pubDate>Sun, 14 Jan 2024 19:09:33 PST</pubDate><description> <![CDATA[ <p>In the context of a constantly evolving international higher education sector, this commentary emphasises the need for consilience between basic research on learning processes and observations from intensive modes of study. Following a discussion of conflicting evidence on optimal learning time frames, we advocate for seeking alignment between classroom practices with underlying learning mechanisms. We argue for a unified understanding of effective learning beyond notions of the credit point hour or volume of learning, focusing on processes rather than mere inputs and outputs. A collaborative approach between researchers, educators, and policymakers aiming for consilience has the potential to provide practical insights and strategies to enhance student learning and success. Understanding the mechanisms beneath the impact of intensive modes of study, as outlined in this special issue, has the potential to advance the conversation about quality higher education for the 21st century.</p> ]]></description> <author>Jason M. Lodge et al.</author> </item> <item><title>Editorial: Intensive modes of teaching, past, present, and future</title><link>https://ro.uow.edu.au/jutlp/vol21/iss2/01</link><guid isPermaLink="true">https://ro.uow.edu.au/jutlp/vol21/iss2/01</guid><pubDate>Sun, 14 Jan 2024 19:09:26 PST</pubDate><description> <![CDATA[ <p>A recent overview and brief history of intensive modes of learning and teaching in higher education is presented, with implications for the design, application, impact, governance, and regulation of intensive mode teaching and learning. Previously limited to particular levels of study, or locations in the academic year, intensive modes as new forms of system-wide curriculum and organisation challenge the isomorphism of traditional, symmetrised organisations, while also being able to expand or complement conventional higher education. However, in whole-of-institution intensive mode settings, the importance of systematic awareness and application in adopting and sustaining intensive modes is highlighted, including the need to consider various process variables and pedagogic factors that may impact student learning. Prior research into correlations between these process dimension variables and learning gains offers some insights into the high-impact educational practices that are most likely to improve the quality of student learning outcomes − whether in intensive mode or otherwise. Systemic change requires careful planning, faculty development, and evolving assessment methodologies to ensure the success of intensive mode teaching and learning. Further research in areas such as change management, economics, graduate capabilities, pedagogies, wellness, equity, lifelong learning, and institutional responses would build a more robust evidence base for intensive modes of learning and teaching.</p> ]]></description> <author>Ian Solomonides et al.</author> </item> <item><title>Lived Experience: Students’ Perceptions of English Language Online Learning Post COVID-19</title><link>https://ro.uow.edu.au/jutlp/vol20/iss7/12</link><guid isPermaLink="true">https://ro.uow.edu.au/jutlp/vol20/iss7/12</guid><pubDate>Mon, 06 Nov 2023 20:27:21 PST</pubDate><description> <![CDATA[ <p>The purpose of this study was to assess university students' perceptions regarding online learning post-COVID-19, with a focus on international relevance. 260 students were surveyed online across six dimensions of online learning using an online survey. The findings indicate that synchronous audio and video learning can be an effective alternative to traditional learning, especially for male students. Online learning success requires taking student demographics and digital equity into consideration in a competitive higher education landscape. In addition, the study recommends further research to determine the effectiveness of online learning across disciplines and diverse student populations. The findings of this study indicate that successful online learning outcomes in international educational settings require the incorporation of digital technologies and synchronous teaching methods.</p> ]]></description> <author>Amr M. Mohamed et al.</author> </item> <item><title>Choose your own adventure: understanding why students prefer certain types of assessment</title><link>https://ro.uow.edu.au/jutlp/vol20/iss7/11</link><guid isPermaLink="true">https://ro.uow.edu.au/jutlp/vol20/iss7/11</guid><pubDate>Mon, 06 Nov 2023 20:27:12 PST</pubDate><description> <![CDATA[ <p>Empowering students with choice when it comes to assessment is shown to have a positive impact on student satisfaction and success, with previous studies finding a more flexible approach to assessment can promote engagement and performance. However, very little is known about why students choose certain types of assessment. Building on previous research, this study examines the many factors that influence student choice of assessment in an undergraduate business unit. Leveraging data collected over two semesters, our study found that student choice of assessment was primarily influenced by whether students thought the assessment was interesting, with 46% of overall respondents stating that this strongly influenced their decision. Requirements easy to understand (41%) and Better schedule fit (39%) rounded out the top three reasons for choosing an assessment. In contrast, only 22% of students were strongly influenced by the relevance of the assessment to their current career and 23% to the relevance to their future career. This raises some critical questions for educators, and the higher education sector more broadly, given the apparent focus on the creation of career-ready graduates. As such, our results can help higher education institutes determine the best possible mix of assessment tasks, by better understanding the wants and needs of students in order to provide a high quality learner experience.</p> ]]></description> <author>Ryan Jopp et al.</author> </item> <item><title>Tutors’ Responses to Student Disclosures: From “Suicidal Ideation” to “Feeling a Little Stressed”</title><link>https://ro.uow.edu.au/jutlp/vol20/iss7/10</link><guid isPermaLink="true">https://ro.uow.edu.au/jutlp/vol20/iss7/10</guid><pubDate>Mon, 06 Nov 2023 20:27:06 PST</pubDate><description> <![CDATA[ <p>Tutors in higher education are receiving and responding to student disclosures that include racism, anxiety, loneliness, legal disputes, family upheavals, physical, emotional, and mental health, bereavement, legal battles, and harassment. In many cases, this caring aspect of the tutor role is not acknowledged, allocated time in job descriptions, or accurately remunerated. This qualitative study explored how tutors experienced and managed student disclosures, the personal and professional impact of responding to disclosures, and how tutors believed they could be better supported. Data was collected from two cohorts of participants tutoring at a University in Aotearoa New Zealand. using interviews and questionnaires and analysed by reflexive thematic analysis. Our findings showed that our participants believed they were positioned vulnerably between a rock and a hard place. At the rock, tutors were told to follow university guidelines and refer distressed students to over-loaded course coordinators or over-subscribed support services. At the hard place, tutors were often the first to be disclosed to, because of their front-facing positioning at the university and once they had heard the disclosure felt it was unethical not to try and help. Tutors believed they could assist students with personal challenges if their precarious positioning within the university was protected and strengthened and if appropriate support was provided by their university through training, time, and remuneration. Findings have implications for higher education providers to reconsider how tutors are supported to support students.</p> ]]></description> <author>Alexander Walker et al.</author> </item> <item><title>Exploring disruption through the lens of an adapted Five Senses Framework</title><link>https://ro.uow.edu.au/jutlp/vol20/iss7/09</link><guid isPermaLink="true">https://ro.uow.edu.au/jutlp/vol20/iss7/09</guid><pubDate>Mon, 06 Nov 2023 20:26:57 PST</pubDate><description> <![CDATA[ <p>This quasi-experimental research design surveyed 688 students through a self-administered online survey to specifically explore relations between student self-assessed capabilities (Lizzio Five Senses, 2006), overall program satisfaction, withdrawal behaviours, demographics and year of study in their university courses during an emergency COVID-19 lockdown experience. Importantly, this research offers a more nuanced view of the <em>Five Senses</em> and confirms their importance as a university strategy for student success. These findings offer further granularity into the complex set of relations that impact decisions around satisfaction, persistence, and capability in higher education and support previous research by Lizzio and Wilson (2008) indicating students’ perceptions of <em>purpose</em> is the strongest predictor of satisfaction, lower anxiety and lower course withdrawal. Ultimately, the paper suggests as higher education looks towards future possible disruptions due to climate, health or political realities, equipping and fostering a strong sense of purpose, connectedness, and resourcefulness as well as sense of capability and academic culture will buffer and support students to persevere. In addition, this research suggests that those students who may have weak associations with these senses merit additional attention.</p> ]]></description> <author>Theresa Ashford et al.</author> </item> <item><title>A Wolf in Sheep’s Clothing? Critical Discourse Analysis of Five Online Automated Paraphrasing Sites</title><link>https://ro.uow.edu.au/jutlp/vol20/iss7/08</link><guid isPermaLink="true">https://ro.uow.edu.au/jutlp/vol20/iss7/08</guid><pubDate>Mon, 06 Nov 2023 20:26:48 PST</pubDate><description> <![CDATA[ <p>Research on academic integrity used to focus more on student character and behaviour. Now this research includes wider viewing of this issue as a current teaching and learning challenge which requires pedagogical intervention. It is now the responsibility of staff and institutions to treat the creation of a learning environment supporting academic integrity as a teaching and learning priority. Plagiarism by simply copying other people’s work is a well-known misconduct which undermines academic integrity; moreover, technological developments have evolved plagiarism to include the generation and copying of computer-generated text. Automated paraphrasing tool (APT) websites have become increasingly common, offering students machine-generated rephrased text that students input from their own or others’ writing. These developments present a creeping erosion of academic integrity under the guise of legitimate academic assistance. This also has implications for arrival of large language model (LLM) generative AI tools. In accessing these sites, students must discern what is a legitimate use of the tool and what may constitute breaching academic integrity. This study critically analysed the text from five online paraphrasing websites to examine the discourses used to legitimise and encourage APT use in both appropriate and inappropriate ways. We conceptualised these competing discourses using Sheep and Wolf metaphors. In addition, we offer a metaphor of the Educator as a Shepherd to become aware of APT website claims and assist students to develop critical language awareness when exposed to these sites. Educators can assist students with this through knowledge of how these sites use language to entice users to circumvent learning.</p> ]]></description> <author>Kay M. Hammond et al.</author> </item> <item><title>University Student Perceptions of Online Learning in Jordan</title><link>https://ro.uow.edu.au/jutlp/vol20/iss7/07</link><guid isPermaLink="true">https://ro.uow.edu.au/jutlp/vol20/iss7/07</guid><pubDate>Mon, 06 Nov 2023 20:26:40 PST</pubDate><description> <![CDATA[ <p>This research paper examined Jordanian university students' perceptions of online learning in terms of knowledge, attitude, and practice (variables of the KAP model). It also investigated the relationship between their perceptions of online learning and their academic performance. students' perceptions of variables of the KAP model toward online learning were measured through an online questionnaire distributed to Jordanian universities students. Academic performance was also measured by identifying students' perceptions of their academic performance after switching to online learning due to COVID-19. One-sample t-test results indicated that the means of responses fall within the area of agreement (agree and strongly agree) regarding students' perceptions of online learning in terms of knowledge, attitudes, and performance without any significant differences. Correlation and regression analysis showed statistically significant relationships between students' perceptions of their knowledge, attitudes and practices toward online learning and their academic performance. Such a positive perception of students towards online learning can be implied by educational institutions and educators to put the best use of online learning as a starting point to complement traditional face-to-face teaching by investing in technologies that support online learning, and by enhancing and improving online platforms to deliver course materials, provide additional resources, and facilitate discussions and collaboration among students in a more effective, efficient way.</p> ]]></description> <author>Khleef A. Alkhawaldeh et al.</author> </item> <item><title>Exploring Cross-Cultural Teacher Perspectives on Student Engagement in Virtual Learning Environments During The COVID-19 Pandemic</title><link>https://ro.uow.edu.au/jutlp/vol20/iss7/06</link><guid isPermaLink="true">https://ro.uow.edu.au/jutlp/vol20/iss7/06</guid><pubDate>Mon, 06 Nov 2023 20:26:34 PST</pubDate><description> <![CDATA[ <p>The rapid transition to emergency remote teaching during the COVID-19 pandemic posed challenges for teachers, students, and higher education institutions, impacting students' learning and engagement in the learning process. Based on Self-Determination Theory, this paper employs a collective case study research methodology to examine teachers' strategies for supporting students' learning and engagement in virtual learning environments during emergency remote teaching in the pandemic era, with the goal of offering guidelines to assist teachers in fostering student learning and engagement in these virtual settings. The inductive thematic analysis of eight semi-structured interviews with teachers from Spain, Oman, Nigeria and Cambodia revealed some challenges faced by teachers in engaging their students in virtual environments and some teaching and support strategies that teachers adopted to enhance students’ engagement in virtual classrooms. The study synthesised a set of strategies for teachers in higher education to support students’ engagement and learning in online environments. Teachers’ autonomy, structure and involvement support strategies had a behavioural, emotional, cognitive, and agentic engagement on students’ learning process. The paper discussed limitations and future research endeavours in online teaching and learning and students’ engagement.</p> ]]></description> <author>Ishaq Al-Naabi et al.</author> </item> </channel></rss> 
