Relevant bibliographies by topics / Australian lecturers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Australian lecturers'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Australian lecturers"

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Gunasekara, Asanka, Kristina Turner, Chorng Yuan Fung, and Con Stough. "Impact of lecturers’ emotional intelligence on students’ learning and engagement in remote learning spaces: A cross-cultural study." Australasian Journal of Educational Technology 38, no. 4 (November 4, 2022): 112–26. http://dx.doi.org/10.14742/ajet.7848.

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Higher education institutions have recently transitioned from face-to-face to online teaching and learning environments. However, academic staff lack sufficient training in applying emotional intelligence (EI) skills and strategies in online learning environments. Although literature addressing academics’ EI is sparse, some studies have suggested that lecturers’ EI greatly influences teaching and learning. This study used the concept of EI to understand students’ perceptions of how lecturers’ EI impacted their learning and engagement in an online learning environment. We conducted four online focus group interviews of 14 students pursuing a bachelor’s degree at two campuses of an Australian university, one in Melbourne and the other in Malaysia. Four main themes were identified using thematic analysis. Students discussed their perceptions and experiences on (a) vulnerabilities, coping and empathy; (b) relationships with lecturers, trust and safety; (c) communication, tone and voice; and (d) managing emotions of lecturers. Our findings suggest that lecturers’ EI impacted students’ learning and engagement in online learning spaces. However, the impact differs between Australia and Malaysia due to cultural differences. Drawing on the findings, we present online education good practices grounded in the theory of EI. Lecturers delivering online courses should consider employing these practices for effective teaching. Implications for practice or policy: Higher educational institutions need to support lecturers in developing the necessary EI skills to engage students in online learning. Lecturers need to make meaningful attempts to develop positive relationships with students in online forums to support students’ engagement. Lecturers working in online learning environments need to support students to develop friendships and connections with their peers. Lecturers need to include regular discussion breaks during online lectures to allow students to share their opinions and experiences.
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Halpin, Patricia A., Jeremiah Johnson, and Emilio Badoer. "Students from a large Australian university use Twitter to identify difficult course concepts to review during face-to-face lectorial sessions." Advances in Physiology Education 45, no. 1 (March 1, 2021): 10–17. http://dx.doi.org/10.1152/advan.00147.2020.

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Engaging undergraduate students in large classes is a constant challenge for many lecturers, as student participation and engagement can be limited. This is a concern since there is a positive correlation between increased engagement and student success. The lack of student feedback on content delivery prevents lecturers from identifying topics that would benefit students if reviewed. Implementing novel methods to engage the students in course content and create ways by which they can inform the lecturer of the difficult concepts is needed to increase student success. In the present study, we investigated the use of Twitter as a scalable approach to enhance engagement with course content and peer-to-peer interaction in a large course. In this pilot study, students were instructed to tweet the difficult concepts identified from content delivered by videos. A software program automatically collected and parsed the tweets to extract summary statistics on the most common difficult concepts, and the lecturer used the information to prepare face-to-face (F2F) lectorial sessions. The key findings of the study were 1) the uptake of Twitter (i.e., registration on the platform) was similar to the proportion of students who participated in F2F lectorials, 2) students reviewed content soon after delivery to tweet difficult concepts to lecturer, 3) Twitter increased engagement with lecturers, 4) the difficult concepts were similar to previous years, yet the automated gathering of Twitter data was more efficient and time saving for the lecturer, and 5) students found the lectorial review sessions very valuable.
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P Das, Mukunda, and David Neilson. "Introduction—Atomic and Electron Fluids." Australian Journal of Physics 49, no. 1 (1996): 1. http://dx.doi.org/10.1071/ph960001.

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This volume contains the lectures given at the fourth international Gordon Godfrey workshop held at the University of New South Wales in Sydney from 26 to 28 September 1994. This time our lecturers came from Germany, Italy, Japan, the United States and Vietnam, as well as of course from Australia. There was a total of seventeen lectures. The workshops are jointly organised by the School of Physics at the University of New South Wales and the Department of Theoretical Physics, Research School of Physical Sciences at the Australian National University and are held annually at the University of New South Wales in Sydney. Each workshop concentrates on a different and novel research area of current interest in condensed matter physics. The late Gordon Godfrey was an Associate Professor of Physics at the University of New South Wales who bequeathed his estate for the promotion and the teaching of theoretical physics within the university.
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MacMullin, Colin, and Mary Anne Vaz. "International Cooperation For Inclusive Education." Australasian Journal of Special Education 19, no. 2 (January 1995): 16–29. http://dx.doi.org/10.1017/s1030011200023423.

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Education authorities throughout the world are striving to implement the principles of inclusive education. The Malaysian Ministry of Education has adopted these principles and is presently involved in translating them into practice. As part of this program, three teachers college lecturers and an officer of the Teacher Education Division undertook an intensive short-term training course at Flinders University in South Australia. The aim of this project was to devise a course in Inclusive Education that would be taught to trainee teachers in colleges throughout Malaysia. This keynote address describes the collaborative efforts of the Malaysian and Australian lecturers who developed the course and the experiences of one of these lecturers who has introduced the course into the curriculum of the Sarawak Teachers College. There are many lessons to be learned by examining how different countries attempt to solve similar problems. A number of these lessons are explored in this address.
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Mason, Sir Anthony. "The Role of a Constitutional Court in a Federation a Comparison of the Australian and the United States Experience." Federal Law Review 16, no. 1 (March 1986): 1–28. http://dx.doi.org/10.1177/0067205x8601600101.

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The Australian National University, the Sir Robert Menzies Memorial Trust and the University of Virginia Law School have established an annual Menzies Lecture Series. The Lectures are held in honour of Sir Robert Menzies and mark his contribution to the law and public life. The Lectures are given in alternate years at the Law Schools of the University of Virginia and the Australian National University. The Lectures will be published in the “Federal Law Review”. The first Menzies Lecturer was The Honourable Sir Anthony Mason of the High Court of Australia who visited the University of Virginia in October 1985. The following article is based on Sir Anthony's lecture.
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McIlwain, James, Owen McIIwain, and Stanislaw Paul Maj. "Facilitating Network Technology Training in the Australian Vocational Education Sector." Modern Applied Science 11, no. 1 (November 24, 2016): 242. http://dx.doi.org/10.5539/mas.v11n1p242.

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Within the Australian Further Education sector for lecturers in the IT field it is not uncommon to use vendor based curriculum. The advantages to this approach are that students can graduate not only with a national award (Certificate or Diploma) and also an internationally recognized vendor qualification. Furthermore, the larger vendors supply comprehensive course materials, resources and assessment tools all of which have been extensively tested. In effect lecturers do not have to write their own course materials. Whilst it is recognized that lecturers may well facilitate student learning the quality of the educational outcomes is highly dependent on the quality of the vendor based materials. In the case of the Cisco Network Academy Program (CNAP) course materials did not provide a consistent diagrammatic representation of networking devices and protocols. Educational theory strongly suggests that such a model is the basis of quality teaching and learning. In this study student learning was evaluated using the State Model Diagram (SMD) method and the interpreted using the SOLO taxonomy. The results clearly demonstrate that there are considerable advantages to using the SMD method.
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Paul Maj, Stanislaw. "Training the Trainer in Australia – A Critical Analysis." Modern Applied Science 9, no. 13 (November 30, 2015): 263. http://dx.doi.org/10.5539/mas.v9n13p263.

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Within the Australian Further Education sector lecturers are required to complete the Certificate IV in Training and Assessment (TAE40110). Whilst it is recognized that lecturers in this sector are required to meet the needs of a wide diversity of students the ability to deliver training and conduct workshops is of paramount importance. There are a number of problems with studying the TAE that include insufficient weighting of units concerned with pedagogy and variable contact hours. The result is lecturers who complete the TAE may not be adequately prepared to conduct their role as teachers and trainers.
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Kameniar, Barbara, Sally Windsor, and Sue Sifa. "Teaching Beginning Teachers to ‘Think What We Are Doing’ in Indigenous Education." Australian Journal of Indigenous Education 43, no. 2 (November 10, 2014): 113–20. http://dx.doi.org/10.1017/jie.2014.27.

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Working with beginning teachers to assist them to begin to ‘think what we do’ (Arendt, 1998) in both mainstream and Indigenous education is problematic. This is particularly so because the majority of our teacher candidates, and indeed most of their university lecturers, are positioned close to the racial, social and cultural centre of Australian education. That is, teachers and teacher educators tend to be white, middle class, educationally successful, and accepting of the main premises and assumptions, purposes and values of formal schooling in Australia. This proximity to the centre can lead to an inability to question ideas and practices that, while everyday and seemingly innocuous, are frequently dangerous and destructive for those at the margins. In this article, we illustrate the normative power of hegemonic ideas by using aspects of the teen fiction The Hunger Games as an analogy for ‘thoughtless’ and unquestioning acceptance of authority. We then describe and discuss a pedagogic practice used within the Master of Teaching program at the Melbourne Graduate School of Education. The practice is designed to challenge normative understandings about Australian history, teaching Indigenous Australian students, and to encourage engagement with the German-American Jewish philosopher and political theorist Hannah Arendt's provocative question ‘What are we doing?’ (Arendt, 1998, p. 5). We conclude the article with a challenge to re-think current policies and practices in the education of Indigenous Australians.
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Hajhashemi, Karim, Nerina Caltabiano, and Neil Anderson. "Integrating digital technologies in the classroom: Lecturers' views on the flipped classroom approach." Australian and International Journal of Rural Education 26, no. 3 (March 13, 2017): 18–29. http://dx.doi.org/10.47381/aijre.v26i3.74.

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The 2016 Good University Guide demonstrated that Australian rural and regional universities are outperforming more established, and highly internationally ranked city peers in relation to student perceptions of the quality of teaching that they experience. Recently, many universities have encouraged academic staff to rethink the delivery method for subjects and give consideration to the further development of significant online components. Lecturers at rural and regional universities are increasingly encouraged and supported to include a variety of online resources in their subjects and to explore the use of promising methods such as the ‘flipped classroom’. The ‘flipped classroom’ is an innovative pedagogical approach and is a technique that has garnered a lot of attention among school-based and tertiary educators. It is important to identify what influences successful implementation of information and communications technology (ICT) for augmented learning in the context of the flipped classroom. This paper briefly outlines aspects of the flipped classroom approach and looks at how the school of Education, in a regional Australian university servicing rural and remote areas, in particular, is integrating this approach in their pedagogy. This paper reports on interviews conducted with the lecturers at the university about their views, understanding, and challenges of the learning and teaching environment in a flipped classroom approach. This paper also reports the lecturers’ perception of student learning when a ‘flipped classroom’ approach is adopted. As a variant of blended learning and an innovative pedagogical approach, it was found that the flipped classroom approach has gathered a lot of attention and challenges among university lecturers.
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Lett, Warren R. "Research In Australian Music Education: A Review and Analysis." British Journal of Music Education 5, no. 2 (July 1988): 141–56. http://dx.doi.org/10.1017/s0265051700006483.

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A review is made of the contents of the Australian Journal of Music Education from 1969, and of conferences in the early history of the Australian Society of Music Education. The categories of music education theses 1936–78 are described. A review of the research presentations is made from reports of the conferences of the Association of Music Education Lecturers. The paper identifies seminal summaries of music education research issues over a twenty-five-year period. It traces the lines of reported research, distinguishing standards for identification of research. It is concluded that although awareness of research issues has been consistently present amongst music educators in Australia, a lack of research orientation, together with inadequate planning and organisational structure has left the field to haphazard individualism. Proposals for current research priorities and procedures for their pursuit are made.
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Dissertations / Theses on the topic "Australian lecturers"

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Li, Boli. "Approaches to learning : perceptions about Chinese international undergraduates in Australian Universities." Thesis, Federation University Australia, 2021. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/181912.

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Chinese students constitute the largest cohort of international undergraduates in Australian universities, comprising 37.3% in 2019. However, there is a scarcity of research examining perceptions of how Chinese international students (CIS) learn in Australian universities, from the broader context of the students themselves, their Australian teachers and Australian domestic student (ADS) counterparts. Drawing on the 3P (Presage-Process-Product) framework by Biggs, Kember, and Leung (2001), this thesis explored the perceptions of CIS, and their lecturers and classmates regarding their approaches to learning in Australian universities. Utilising a mixed methods approach (Creswell, 2014), surveys were conducted with 156 CIS and 212 ADS incorporating a validated survey by Biggs et al. (2001) called the R-SPQ-2F. Interviews were also conducted with 10 CIS and 10 Australian academics from two Australian universities, one regional and the other metropolitan. The findings demonstrated that perceptions of CIS were characterised by a unique learning structure that differed from ADS in a number of ways, particularly in relation to group learning, the use of understanding and memorisation strategies, and classroom engagement. It was noted that these disparities did not support the generally held view of CIS as mainly surface oriented learners who preferred rote-learning techniques (Grimshaw, 2007). While adopting similar levels to ADS of deep approach strategies in their learning, CIS also used more surface and achieving approaches than ADS, and tended to incorporate memorising with understanding in their learning process. However, it was also evident that the approaches used by CIS in Australia were often more complex than what was easily observed. For instance, their reticence in class was not necessarily indicative of passive learning, but instead, suggestive of the complexity of context that needs to encompass the ‘whole being’ of these students, i.e., their personality, culture, and most of all, the dynamics of their perceived approaches to their learning. This study also investigated negotiations that occurred between CIS and their Australian lecturers. While CIS’ learning approaches were greatly shaped and determined by academics’ instructional decisions involving curriculum, teaching patterns and assessment procedures, it was also found that academics’ instructional activities were reshaped and counter-determined by CIS’ learning approaches. As a result, a Co-constructed Model of Learning and Teaching (CMLT) for CIS in Australian universities, based on the 3P framework (Biggs et al., 2001), was developed to assist future education experiences for international students. This study is significant in that it has given voice to Chinese students, enabling a greater understanding of their experiences in Australian universities to emerge, in conjunction with and supplemented by insights provided by their Australian student counterparts and educators. It has enabled both international and domestic students the opportunity to reflect on possible cultural impacts on learning, hopefully improving their capacities to act as effective global citizens. It has also afforded an opportunity for academics to reflect on their beliefs and practices in relation to teaching diverse student cohorts, which will hopefully deepen their understanding of the complexities that come with the increasing globalisation of education.
Doctor of Philosophy
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Aldubaibi, Safa Ali S. "Understanding lecturers' pedagogic practices and perspectives in regard to blackboard utilisation in Saudi and Australian universities." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122986/1/Safa%20Ali%20S_Aldubaibi_Thesis.pdf.

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This study explored perceived enablers and barriers of Blackboard utilisation by Saudi Arabian and Australian lecturers. Results revealed that lecturers in both countries used Blackboard as a repository of materials, largely due to the technical problems and lack of training. Results also showed that Saudi and Australian lecturers have different perceptions regarding Blackboard uptake in their teaching and students' learning. Australian lecturers were more likely to incorporate other online platforms than Blackboard in their teaching. Saudi lecturers, particularly women lecturers, were more enthusiastic to use Blackboard as it allowed them to connect with a diversity of students.
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Evans, Ruth Lynette. "Picnics, principles and public lectures : the social, cultural and intellectual role of the Baptist Church in South Australian country towns /." Title page, contents and introduction only, 1993. http://web4.library.adelaide.edu.au/theses/09AR/09are919.pdf.

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Thesis (B.A.(Hons.))--University of Adelaide, Dept. of History, 1994?
"Extensive use of written records including both minute books and published matter has been supplemented with oral histories." Tapes include conversations with members of various local communities, with an index to these: leaves 41-42. Includes bibliographical references (leaves 41-44).
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Jutsum, Ross F. (Ross Frederick). "An examination of musical-textual relationships in the choral music of Colin Brumby: a lecture recital, with three recitals of selected works by Bartók, Duruflé-Chevalier, Duson, Mendelssohn, Poulenc, Sallinen, and Schoenberg." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc332780/.

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The purpose of this study is to investigate the choral works of Colin Brumby, with a special focus on the musical-textual relationships of selected works from his body of choral compositions, which number more than one hundred and twenty. This investigation includes information gathered in Australia at the University of Sydney, the University of Queensland, and the Australian Music Centre, as well as information furnished in a personal interview with the composer in Brisbane, Australia, in June 1994, in addition to an August 1994 telephone interview cnducted with Thomas Shapcott, the Australian poet with whom Brumby collaberated on over twenty choral compositions.
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Truong, Thi My Dung. "Australian transnational education in Vietnam: a golden or missed opportunity? A case study of two postgraduate programs." Thesis, 2018. https://vuir.vu.edu.au/39511/.

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The last few decades have seen the expansion of Western education into Asian countries including Vietnam. Australia is one of the pioneers of transnational higher education. However, the area of Australian transnational education in Vietnam is under-researched. This study explores the transnational learning and teaching experiences of students and lecturers involved in two Australian transnational programs in Vietnam. The research design is conceptualised within a pragmatic paradigm, mixed methods research, and case study approach. Data collection methods consisted of a questionnaire for Vietnamese students, focus group discussions with Vietnamese students, and individual interviews with Australian/Western transnational lecturers. The findings of my research serve as reference points for Australian universities and Vietnamese institutions, highlighting the ways they deliver Australian transnational higher education programs in Vietnam. Specifically, outcomes reveal why a particular group of Vietnamese students chose to study with the two selected Australian transnational programs, and what they and their lecturers perceived to be the key characteristics desired of transnational lecturers. My research identifies a number of similarities and tensions between student and lecturer perceptions. These may provide some guidance when preparing lecturers for transnational teaching, and students for learning in a transnational context. My research also indicates that students enjoyed and appreciated this transnational experience, but failed to maximise the benefits of this golden opportunity. Finally, my research highlights a shift from a traditional cross-cultural perspective to an intercultural perspective, which challenges the traditional East-West dichotomy and brings Vietnam and Australia closer to each other.
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De, Fazio Teresa. ""Cold hard words in cyberspace" : a study of non-traditional and traditional distance students, their lecturers and academic learning support." Thesis, 2007. https://vuir.vu.edu.au/30509/.

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Tuapawa, Kimberley. "An interpretation of key stakeholders' experiences using educational online technologies in blended tertiary environments: a phenomenological study." Thesis, 2017. http://hdl.handle.net/1959.13/1350943.

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Research Doctorate - Doctor of Philosophy (PhD)
Although educational online technologies (EOTs) have transformed the delivery of learning in higher education, significant challenges have impeded their effectiveness, preventing widespread implementation. The prevalence of these challenges suggests that tertiary education institutes (TEIs) have experienced a gap in understandings about the reality of key stakeholders’ EOT needs. While it is critical that TEIs adapt to meet these needs, doing this effectively requires that they have current, in-depth knowledge of their stakeholders’ EOT challenges and experiences, at a level that enables the delivery of informed, relevant, and meaningful support. Using a phenomenological approach, this research aimed to build understandings of key stakeholders’ EOT experiences to determine their current EOT needs and challenges, and provide a basis from which to recommend methods for effective EOT support. It was completed in two stages. Firstly, the preliminary research aimed to establish a robust foundation of current knowledge. It verified and updated key issues in the literature through a qualitative analysis of data from 13 blended learning experts in New Zealand, Australia, and Canada. Secondly, the phenomenological research aimed to make an interpretation of key stakeholders’ EOT experiences. It examined and classified the experiences of 10 students and 10 teachers from New Zealand and Australia, and interpreted their phenomenological meanings through an abstraction, articulation and synthesis of local and global themes. These interpretations, which included descriptions of stakeholders’ EOT challenges, helped to inform a set of recommendations for effective EOT use with different key entities, and assist TEIs to address EOT challenges and meet stakeholders’ needs. The research also proposed the development of a digital tool that could conceptualise phenomenological data and further help TEIs make practical application of stakeholders’ EOT experiences. This research developed and unified two extensive systems of data, aggregating a collection of highly contextualised phenomenological interpretations with a spectrum of expertly-verified literature, to form an elaborate and multi-dimensional structure of knowledge. Its output was richly narrated across a dual modularised set of publications, which illuminated and synergised a wide array of contemporaneous EOT issues with compelling firsthand insights into the phenomena of EOT use.
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Hollingsworth, Marcia, Carol Wilson, Fortman Wilhelm Friedrich de Gaay, and Gordon Spykman. "Perspective vol. 7 no. 1 (Feb 1973)." 2013. http://hdl.handle.net/10756/251219.

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Books on the topic "Australian lecturers"

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Castro, Brian. Writing Asia: And, Auto/biography : two lectures. Canberra: [University College, Australian Defence Force Academy], 1995.

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University of Sydney. Centre for Peace and Conflict Studies., ed. In search of change - robed in justice: 2008 City of Sydney Peace Prize Lecture. Sydney: Centre for Peace and Conflict Studies, University of Sydney, 2008.

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Dodson, P. L. In search of change - robed in justice: 2008 City of Sydney Peace Prize Lecture. Sydney: Centre for Peace and Conflict Studies, University of Sydney, 2008.

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Butlin, N. G. [The great Australian take-over bid]: Shann Memorial Lecture 1989. Nedlands: The University of Western Australia, 1989.

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Jones, Gavin W. Australia in its Asian context: Cunningham lecture and symposium, 1995. Canberra: Academy of the Social Sciences in Australia, 1996.

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Kirby, M. D. Consensus and dissent in Australia: Tenth annual Hawke lecture. Adelaide: Bob Hawke Prime Ministerial Library, 2007.

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Kirby, M. D. Consensus and dissent in Australia: Tenth annual Hawke lecture. Adelaide: Bob Hawke Prime Ministerial Library, 2007.

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Kirby, M. D. Consensus and dissent in Australia: Tenth annual Hawke lecture. Adelaide: Bob Hawke Prime Ministerial Library, 2007.

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Anderson, Kym. Australia's economy in its international context: The Joseph Fisher lectures. Adelaide: University of Adelaide Press, 2009.

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Directory of library schools and lecturers in librarianship in Australia and New Zealand. 3rd ed. Adelaide: Aus Lib Press, 1985.

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Book chapters on the topic "Australian lecturers"

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Holmes, J. D. "Extreme Wind Prediction – The Australian Experience." In Lecture Notes in Civil Engineering, 365–75. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12815-9_29.

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Menon, Jayant. "Australian Manufacturing: Trade, Structure and Performance." In Lecture Notes in Economics and Mathematical Systems, 75–107. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/978-3-642-52070-9_4.

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Reedman, Luke J., Amit Kanudia, Paul W. Graham, Jing Qiu, Thomas S. Brinsmead, Dongxiao Wang, and Jennifer A. Hayward. "Towards Zero Carbon Scenarios for the Australian Economy." In Lecture Notes in Energy, 261–76. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74424-7_16.

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Egan, G. F., W. Liu, W.-S. Soh, and D. Hang. "Australian Neuroinformatics Research – Grid Computing and e-Research." In Lecture Notes in Computer Science, 1057–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11539087_142.

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Delhomme, Fabien, Arnaud Castel, André Almeida, Chaoyang Jiang, Danielle Moreau, Yixiang Gan, Xu Wang, and Sara Wilkinson. "Mechanical, Acoustic and Thermal Performances of Australian Hempcretes." In Lecture Notes in Civil Engineering, 753–61. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-7160-9_76.

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Meng, Li, Rita Yi Man Li, Simon Beecham, and Teo Kim Kuan. "Sustainable Wastewater Management in South Australia." In Lecture Notes in Networks and Systems, 66–73. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80710-8_9.

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Pettit, Christopher J., John Barton, Xavier Goldie, Richard Sinnott, Robert Stimson, and Tom Kvan. "The Australian Urban Intelligence Network Supporting Smart Cities." In Lecture Notes in Geoinformation and Cartography, 243–59. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18368-8_13.

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Riquelme, Hernan, and Passarat Buranasantikul. "e-Government in Australia: A Citizen’s Perspective." In Lecture Notes in Computer Science, 317–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30078-6_53.

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Issa, Tomayess. "Social Networking in Australia: Opportunities and Risks." In Lecture Notes in Social Networks, 17–39. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17716-8_2.

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Müller-Tomfelde, Christian, Belinda Kellar, and Peter Eades. "HxI : An Australian Initiative in ICT-Augmented Human Interactivity." In Lecture Notes in Computer Science, 675–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-74800-7_78.

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Conference papers on the topic "Australian lecturers"

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Byrne, Graeme, and Lorraine Staehr. "International Internet Based Video Conferencing in Distance Education: A Low-Cost Option." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2451.

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Higher education institutions in Australia are increasingly embracing the Internet as a tool to support academic programs offered in the Asian region. The purpose of this study is to describe a low cost internet-based international video conferencing system and to assess staff attitudes toward its use to deliver lectures and tutorials to Hong Kong. The students are enrolled in undergraduate business programs at a regional campus of an Australian university. The video conferencing system is used to deliver around 50% of the course content with the remainder delivered in “face-to-face” mode requiring the lecturer concerned to travel to Hong Kong. To evaluate the use of the videoconferencing system, semi-structured interviews were conducted with staff involved in the program. The results revealed an overall positive attitude toward the technology itself, but revealed some shortcomings in its effectiveness as a teaching tool.
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Jha, Meena, Simon, Regina Berretta, Ayse Bilgin, Judy Sheard, Lakmali Jayarathna, Sander J. J. Leemans, and Trina Myers. "Adaptability of academic integrity procedures and practices in the COVID-19-accelerated transition to online assessment." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0142.

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The COVID-19 pandemic brought unexpected disruptions to educational practices, forcing universities to deliver lectures, tutorials, exams, and other assessments online. Academics and program managers reacted swiftly to adapt their education programs, managing a crisis that could have harmed Australia’s education system. Academic staff rapidly addressed the immediate requirements of delivering classes online, upskilling their digital competencies to continue with minimal disadvantage to students. A perceived problem arising from the need to move to online assessment is an increase in violations of academic integrity. Due to the speed with which the changes took place, there have not necessarily been corresponding changes in the policies and procedures that govern and guide teaching and assessment practices, related to academic integrity. A crisis can open an opportunity for innovation, and this study is a work in progress to investigate how things were done differently to uphold academic integrity in computing courses at Australian universities.
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Wolff-Boenisch, Domenik. "A case study on student perception of online lecturing." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12710.

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This case study looks at implications of transitioning live to recorded lectures, a subject that has acquired an acute importance given COVID19 and the unexpected need to move lectures online. Over a period of six years, from 2015 to 2020, a questionnaire was handed out at the end of a ‘unit’ on environmental geoscience; a ‘unit’ at Australian universities represents a ‘course’ in the European and American tertiary system. This is a 2nd semester, 3rd year core unit of an Applied Geology course meaning that (most of) the polled students were about to acquire a bachelor of science finishing their undergraduate studies. The students were asked multiple questions related to iLectures and their attitude towards this asynchronous content delivery approach as integral part of a flipped classroom. Provided that such a STEM unit with 40-120 students can be deemed representative of the wider student community, the findings indicate that students in general have come to terms with online lectures, way before COVID19 gave them no other choice. Acceptance rates for iLectures were over 50 % across all years, except for 2020, a clear indication that COVID19 marred the online experience, probably due to oversaturation and isolation. The majority of the students saw benefits in this asynchronous lecturing approach, irrespective of whether the rationale behind it had been explained in detail. Despite seeing benefits of the flipped classroom and recorded lectures, one out of three students preferred live lectures. This number has increased after COVID19 to 40 %, yet another sign of the negative impact of the pandemic on online lecturing. This inference is unrelated to the quality of the recordings which was deemed high. Other than the conspicuous pandemic effect, the data show enough scatter to rule out any sustained trend of student attitudes across the years. This demonstrates the heterogeneous demographics of the students taking this unit. Finally, the importance of meaningful extended lecture notes to complement the recordings is highlighted.
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Reilly, Mark D., Haifeng Shen, Paul R. Calder, and Henry Been-Lirn Duh. "Understanding the effects of discreet real-time social interaction on student engagement in lectures." In the 25th Australian Computer-Human Interaction Conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2541016.2541086.

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Hara, Susumu, and Kohei Yamaguchi. "Development of Effective Vibration Control Experimental System for Undergraduate Lecture on Modern Control Engineering*." In 2018 Australian & New Zealand Control Conference (ANZCC). IEEE, 2018. http://dx.doi.org/10.1109/anzcc.2018.8606565.

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Picardo, Valerie, Paul Denny, and Andrew Luxton-Reilly. "Lecture Recordings, Viewing Habits, and Performance in an Introductory Programming Course." In ACE '21: Australasian Computing Education Conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3441636.3442307.

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Jiranantanagorn, Peerumporn, Parveen Bhardwaj, Ruilun Li, Haifeng Shen, Robert Goodwin, and Kung-Keat Teoh. "Designing a Mobile Digital Backchannel System for Monitoring Sentiments and Emotions in Large Lectures." In ASWEC ' 15 Vol. II: ASWEC 2015 24th Australasian Software Engineering Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2811681.2824994.

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Penman, Joy, and Glenna C Lear. "Over Mountain Tops and Through the Valleys of Postgraduate Study and Research: A Transformative Learning Experience from Two Supervisees’ Perspectives [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4547.

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Aim/Purpose: [This Proceedings paper was revised and published in the journal "Issues in Informing Science and Information Technology,"16, 21-40.] The purpose of this paper is to illuminate the learning that happens in assuming a supervisee’s role during the postgraduate study. Background: The facilitators and barriers students encountered while pursuing postgraduate studies, strategies to achieve success in postgraduate studies, and how to decrease attrition rates of students, have been sufficiently explored in literature. However, there is little written about the personal and professional impact on students when they are being supervised to complete their postgraduate studies. Methodology: Autoethnographic method of deep reflection was used to examine the learning that transpired from the supervisee’s perspective. Two lecturers (a Senior Lecturer in Nursing and an Aboriginal Tutor) focused on their postgraduate journeys as supervisees, respectively, with over 30 years of study experience between them, in Australia and abroad. Contribution: Future postgraduate students, researchers, would-be supervisors and experienced supervisors could learn from the reflections of the authors’ postgraduate experiences. Findings: Four themes surfaced, and these were Eureka moments, Critical friend(s), Supervisory relationship, and Transformative learning. The authors highlighted the significance of a supervisory relationship which is key to negotiating the journey with the supervisor. Essential for these students also were insights on finding the path as well as the destination and the transformative aspects that happened as a necessary part of the journey. Conclusion. The postgraduate journey has taught them many lessons, the most profound of which was the change in perspective and attitude in the process of being and becoming. Personal and professional transformative learning did occur. At its deepest level, the authors’ reflections resulted in self-actualization and a rediscovery of their more authentic selves. Recommendations for Practitioners: This article highlights the importance of the supervisory relationship that must be negotiated to ensure the success of the candidate. Reflections of the transformation are recommended to support the students further. Recommendation for Researchers: Quality supervision can make a significant influence on the progress of students. Further research on the supervisory relationship is recommended. Impact on Society: The support in terms of supervision to ensure postgraduate students’ success is essential. Postgraduate students contribute to the human, social, professional, intellectual, and economic capital of universities and nations globally. Future Research: Further reflections of the transformative learning will advance the understanding of the personal and professional changes that occur with postgraduate supervision.
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Hwang, Derek, Vardhan Agarwal, Yuzi Lyu, Divyam Rana, Satya Ganesh Susarla, and Adalbert Gerald Soosai Raj. "A Qualitative Analysis of Lecture Videos and Student Feedback on Static Code Examples and Live Coding: A Case Study." In ACE '21: Australasian Computing Education Conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3441636.3442317.

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Thalluri, Jyothi, and Joy Penman. "Sciences come alive for first-year university students through flipped classroom." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5169.

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This paper discussed an initiative implemented for on-campus first-year nursing and midwifery students studying Human Body, which covered core Anatomy and Physiology, at a South Australian university. The initiative implemented was flipping the classroom with the objective of facilitating active learning. Formal lectures were replaced by student-centred activities that encouraged studying the topics before coming to class, discussing their understanding and misconceptions, and determining the new learning that was achieved during class. A post-flip classroom survey was used to gauge the impact of the initiative on students. Of the 532 students enrolled in the science class, 188 students completed the questionnaire for a 35% response rate. The survey queried students’ views about the flipped classroom, their experience/s with the teaching format, the learning that transpired, engagement with content and study materials, what they liked about it, impact on their test scores, and areas to improve the initiative. Findings showed 60% preferred the flipped classroom approach,.Students were actively engaged with and challenged by the content. They actively participated and learned, and found the flipped classroom to be interactive,enjoyable and fun. In fact, 77% of respondents recommended flipped classroom to future students.
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Reports on the topic "Australian lecturers"

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Secretary's Department - Lectures - Governor - University of Western Australia - Edward Shann Memorial Lecture - 1960-1964. Reserve Bank of Australia, September 2022. http://dx.doi.org/10.47688/rba_archives_2006/06205.

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Secretary's Department - Lectures - Governor - Australian Agricultural Economic Society, Melbourne - "Rural Credits Development in Australia" - 1959-1961. Reserve Bank of Australia, September 2022. http://dx.doi.org/10.47688/rba_archives_2006/06128.

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Secretary's Department - Lectures - Governor - Australian National University - Canberra University College - "The University in Contemporary Australia" - 1956. Reserve Bank of Australia, September 2022. http://dx.doi.org/10.47688/rba_archives_2006/06191.

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Secretary's Department - Lectures - Governor - Australian Citizenship Convention - 1965-1966. Reserve Bank of Australia, September 2022. http://dx.doi.org/10.47688/rba_archives_2006/06127.

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Secretary's Department - Lectures - Governor - Australian National University - Canisius College - 1964. Reserve Bank of Australia, September 2022. http://dx.doi.org/10.47688/rba_archives_2006/06193.

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Secretary's Department - Lectures - Governor - Australian Institute of Political Science - "Growing Pains in the Australian Economy" - 1961-1962. Reserve Bank of Australia, September 2022. http://dx.doi.org/10.47688/rba_archives_2008/02220.

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Secretary's Department - Lectures - Governor - Athenaeum Club, Liverpool, England - "The Arts in Australia" - 1965. Reserve Bank of Australia, September 2022. http://dx.doi.org/10.47688/rba_archives_2006/06088.

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Secretary's Department - Lectures - Governor - Australian Administrative Staff College - "The Problems of External Balance" - 1959-1961. Reserve Bank of Australia, September 2022. http://dx.doi.org/10.47688/rba_archives_2006/06091.

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Secretary's Department - Lectures - Governor - University of New South Wales - "Development of Northern Australia" - 1961. Reserve Bank of Australia, September 2022. http://dx.doi.org/10.47688/rba_archives_2006/06202.

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GOVERNORS & SENIOR PERSONNEL - Dr H.C. Coombs - Lecture - ?Australia 1928 / 1938? Reserve Bank of Australia, September 2022. http://dx.doi.org/10.47688/rba_archives_2006/04348.

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