A framework for monitoring progress and planning teaching towards the effective use of computer algebra systems
- Authors: Pierce, Robyn , Stacey, Kaye
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of Computers for Mathematical Learning Vol. 9, no. 1 (2004), p. 59-93
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- Description: This article suggests a framework to organise a cluster of variables that are associated with students' effective use of computer algebra systems (CAS) in mathematics learning. Based on a review of the literature and from the authors' own teaching experience, the framework identifies the main characteristics of students' interactions with CAS technology and how these may be used to monitor students' developing use of CAS; from this, the framework may be used to plan teaching in order to gain greater benefit from the availability of CAS. Four case studies describing students' development over a semester are reported. These demonstrate a variety of combinations of technical competencies and personal attributes. They indicate the importance of both the technical and personal aspects but suggest that negative attitudes rather than technical difficulties can limit the effective use of CAS. Finally practical suggestions are given for teaching strategies which may promote effective use of CAS.
- Description: C1
- Description: 2003000923
A cross-cultural study in the UK and Australia of pay expectations and entitlements : A case of vanishing differences?
- Authors: Davidson, Marilyn , Wood, Glenice , Harvey, Jack
- Date: 2012
- Type: Text , Journal article
- Relation: Gender in Management Vol. 27, no. 3 (2012), p. 165-185
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- Description: Purpose: Previous US research has consistently revealed females reporting lower pay expectations and entitlements compared to their male counterparts. The purpose of this paper is to investigate whether these gender differences still exist, specifically in British and Australian business students, or whether there has been a generation shift in attitudes. Design/methodology/approach: Quantitative data were analysed from 481 (252 females and 229 males) university students, on their responses to what they "expected" to earn five years after graduation and what they thought they "deserved" to earn. Students from two British universities (n=285) and two Australian universities (n=196) participated. Findings: Results revealed that the presence of very high values (outliers) reported by a small proportion of male respondents led to apparent gender differences in perceived entitlement (deserved salary). However, appropriately modified analyses showed no significant gender differences in expected salary, deserved salary or salary difference. Differences were observed between countries; in the UK expectations and views on deserved salary were higher than those expressed in Australia. In addition, in both countries' students from higher ranking universities expected higher salaries and believed they deserved a higher salary. Research limitations/implications: The sample is restricted to University business students and may not generalise to other groups. Practical implications: Implications of these findings reflect on gender pay inequities, along with methodological issues for future research. Originality/value: This paper challenges the long-held view that, in general, males have more positive expectations of their future salaries than females. While this has been reported in the past, the paper illustrates that in a contemporary sample across two countries, the great majority of male and female students had very similar expectations for their future salary. The paper proposes some explanations that may account for this phenomenon. The only clear gender difference observed was the presence of a small proportion of males with extremely high salary expectations; the paper highlights the necessity for appropriate statistical analysis of such highly skewed data. © Emerald Group Publishing Limited.
Becoming a critical thinker
- Authors: Levy, Stuart , Treacey, Mia
- Date: 2015
- Type: Text , Book chapter
- Relation: Student Voices in Transition Chapter 8 p. 103-116
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Virtual online teaching in transport law
- Authors: Michael, Spisto , Christine, Lee
- Date: 2018
- Type: Text , Journal article
- Relation: Victoria University Law and Justice Journal Vol. 8, no. 1 (2018), p. 33-43
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- Description: The virtual classroom is a new and modern structure used now in university teaching around the world. By using the virtual classroom in Transport Law, it was soon discovered that once one overcomes the technical issues, the virtual classroom provides university tuition to students in very advantageous ways like no other traditional face-to-face class can. The virtual classroom, with its numerous functionalities, provides a level of student class participation, which is unprecedented in face-to-face classes. It also allows a greater opportunity for student attendance, as students simply have to be in front of their computer or any hand-held device, which is capable of audio-visual linkups. It is also very appealing to students, as it saves them time and money with public transport and/or parking. A much improved classroom attendance record as compared to face-to-face classes has also been noticed. The students' levels of understanding of the subject matter have also vastly improved through the mechanisms employed in virtual classroom teaching. As technology improves on a daily basis, the virtual classroom will become more and more popular as students rely on online teaching. Universities also need to understand that technology is here to stay and this means that they need to place more and more emphasis on online virtual classroom teaching eventually, it is submitted that if some of the universities do not highlight the importance of online teaching and virtual classrooms, students will simply shop elsewhere until they find a place of teaching that supports the online virtual classroom structure in the courses they wish to undertake.
A living chessboard : make your own medieval world
- Authors: Waldron, David , Donovan, Paul
- Date: 2019
- Type: Text , Journal article
- Relation: Agora (Melbourne, Vic.) Vol. 54, no. 3 (2019), p. 44-49
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- Description: Teaching through engaging students with excursions, artefacts, objects and practical projects is an effective way to communicate ideas about a past way of life. In Australia, we have a rich choice of destinations for many topics, but medieval history is not one of them. We don't want our medieval students to miss out on the benefit and excitement, simply because medieval action took place on the other side of the world, and for most schools a medieval incursion is more practical than a trip to Europe. If resources permit, you could contact a specialist company, such as History Up Close, which has years of experience in replicating historical material culture and presenting to schools, or you could take the do-it-yourself path and create a medieval world in the classroom with common craft materials.