An exploratory application of machine learning methods to optimize prediction of responsiveness to digital interventions for eating disorder symptoms
- Linardon, Jake, Fuller-Tyszkiewicz, Matthew, Shatte, Adrian, Greenwood, Christopher
- Authors: Linardon, Jake , Fuller-Tyszkiewicz, Matthew , Shatte, Adrian , Greenwood, Christopher
- Date: 2022
- Type: Text , Journal article
- Relation: International Journal of Eating Disorders Vol. 55, no. 6 (2022), p. 845-850
- Full Text:
- Reviewed:
- Description: Objective: Digital interventions show promise to address eating disorder (ED) symptoms. However, response rates are variable, and the ability to predict responsiveness to digital interventions has been poor. We tested whether machine learning (ML) techniques can enhance outcome predictions from digital interventions for ED symptoms. Method: Data were aggregated from three RCTs (n = 826) of self-guided digital interventions for EDs. Predictive models were developed for four key outcomes: uptake, adherence, drop-out, and symptom-level change. Seven ML techniques for classification were tested and compared against the generalized linear model (GLM). Results: The seven ML methods used to predict outcomes from 36 baseline variables were poor for the three engagement outcomes (AUCs = 0.48–0.52), but adequate for symptom-level change (R2 =.15–.40). ML did not offer an added benefit to the GLM. Incorporating intervention usage pattern data improved ML prediction accuracy for drop-out (AUC = 0.75–0.93) and adherence (AUC = 0.92–0.99). Age, motivation, symptom severity, and anxiety emerged as influential outcome predictors. Conclusion: A limited set of routinely measured baseline variables was not sufficient to detect a performance benefit of ML over traditional approaches. The benefits of ML may emerge when numerous usage pattern variables are modeled, although this validation in larger datasets before stronger conclusions can be made. © 2022 The Authors. International Journal of Eating Disorders published by Wiley Periodicals LLC.
- Authors: Linardon, Jake , Fuller-Tyszkiewicz, Matthew , Shatte, Adrian , Greenwood, Christopher
- Date: 2022
- Type: Text , Journal article
- Relation: International Journal of Eating Disorders Vol. 55, no. 6 (2022), p. 845-850
- Full Text:
- Reviewed:
- Description: Objective: Digital interventions show promise to address eating disorder (ED) symptoms. However, response rates are variable, and the ability to predict responsiveness to digital interventions has been poor. We tested whether machine learning (ML) techniques can enhance outcome predictions from digital interventions for ED symptoms. Method: Data were aggregated from three RCTs (n = 826) of self-guided digital interventions for EDs. Predictive models were developed for four key outcomes: uptake, adherence, drop-out, and symptom-level change. Seven ML techniques for classification were tested and compared against the generalized linear model (GLM). Results: The seven ML methods used to predict outcomes from 36 baseline variables were poor for the three engagement outcomes (AUCs = 0.48–0.52), but adequate for symptom-level change (R2 =.15–.40). ML did not offer an added benefit to the GLM. Incorporating intervention usage pattern data improved ML prediction accuracy for drop-out (AUC = 0.75–0.93) and adherence (AUC = 0.92–0.99). Age, motivation, symptom severity, and anxiety emerged as influential outcome predictors. Conclusion: A limited set of routinely measured baseline variables was not sufficient to detect a performance benefit of ML over traditional approaches. The benefits of ML may emerge when numerous usage pattern variables are modeled, although this validation in larger datasets before stronger conclusions can be made. © 2022 The Authors. International Journal of Eating Disorders published by Wiley Periodicals LLC.
Thriving at work as a mediator of the relationship between workplace support and life satisfaction
- Zhai, Qingguo, Wang, Saifang, Weadon, Helen
- Authors: Zhai, Qingguo , Wang, Saifang , Weadon, Helen
- Date: 2020
- Type: Text , Journal article
- Relation: Journal of Management & Organization Vol. 26, no. 2 (Mar 2020), p. 168-184
- Full Text: false
- Reviewed:
- Description: Conservation of resources theory is employed to examine the effect of workplace support on thriving at work and the mediation of thriving at work on the workplace support and life satisfaction relationship using data on white-collar workers in China. We find that workplace support is positively related to thriving at work and thriving at work is positively related to life satisfaction. We also find that thriving at work fully mediates the relationship between life satisfaction and supervisor support, while the relationship between life satisfaction and coworker support is partially mediated by thriving at work. Consistent with the COR caravan and spillover hypothesis, we conclude that thriving at work is a mechanism that transmits the positive effects of workplace support on life satisfaction. The research findings suggest that an increase in workplace support can benefit both individuals and organizations by improving individuals' thriving at work and life satisfaction.
Global challenges : South African and Australian students’ experiences of emergency remote teaching
- Joubert, Michelle, Larsen, Ana, Magnuson, Bryce, Waldron, David, Sabo, Ellen, Fletcher, Anna
- Authors: Joubert, Michelle , Larsen, Ana , Magnuson, Bryce , Waldron, David , Sabo, Ellen , Fletcher, Anna
- Date: 2023
- Type: Text , Journal article
- Relation: Journal of University Teaching and Learning Practice Vol. 20, no. 4 (2023), p.
- Full Text:
- Reviewed:
- Description: The COVID-19 pandemic forced universities worldwide to move their teaching online within an unprecedentedly short timeframe. Whilst the move online learning has increased the reach of tertiary educational delivery it has also raised significant issues of equity, accessibility and student engagement. This includes concerns around access to technology and reliable internet connectivity, academic and digital literacy, and other factors such as mental health and work-life balance. This paper examines two studies of student engagement with online learning during 2020 when then pandemic began. One study was conducted in South Africa the other in a small regional university in South-Eastern Australia. A mixed method approach was used in both studies and then student responses were analysed using the student engagement framework presented by Kahu and Nelson (2018). A key focus in this analysis is the critical importance the educational interface and shared mutually formative experience of learning between students and universities. Findings show that despite the two different contexts, student concerns around digital literacy and engagement in an online learning environment share many similarities. © 2023, University of Wollongong. All rights reserved.
- Authors: Joubert, Michelle , Larsen, Ana , Magnuson, Bryce , Waldron, David , Sabo, Ellen , Fletcher, Anna
- Date: 2023
- Type: Text , Journal article
- Relation: Journal of University Teaching and Learning Practice Vol. 20, no. 4 (2023), p.
- Full Text:
- Reviewed:
- Description: The COVID-19 pandemic forced universities worldwide to move their teaching online within an unprecedentedly short timeframe. Whilst the move online learning has increased the reach of tertiary educational delivery it has also raised significant issues of equity, accessibility and student engagement. This includes concerns around access to technology and reliable internet connectivity, academic and digital literacy, and other factors such as mental health and work-life balance. This paper examines two studies of student engagement with online learning during 2020 when then pandemic began. One study was conducted in South Africa the other in a small regional university in South-Eastern Australia. A mixed method approach was used in both studies and then student responses were analysed using the student engagement framework presented by Kahu and Nelson (2018). A key focus in this analysis is the critical importance the educational interface and shared mutually formative experience of learning between students and universities. Findings show that despite the two different contexts, student concerns around digital literacy and engagement in an online learning environment share many similarities. © 2023, University of Wollongong. All rights reserved.
Grounds for engagement: Dissonances and overlaps at the intersection of contemporary civilizations analysis and postcolonial sociology
- Authors: Smith, Jeremy
- Date: 2015
- Type: Text , Journal article
- Relation: Current Sociology Vol. 63, no. 4 (2015), p. 566-585
- Full Text:
- Reviewed:
- Description: This article elucidates grounds for engagement between two fields of the social sciences engaged in critique of Eurocentrism: contemporary civilizations analysis and postcolonial sociology. Between the two fields there are both evident dissonances and points of potential dialogue and engagement. The article identifies three areas of high contention: divergent perceptions of essentialism, commitments to transformative politics and evaluations of the paradigm of multiple modernities. Despite extensive theoretical and normative differences, a notional intersection of the two fields is outlined in the form of three conceptual and methodological shifts. The first is a displacement of ideal typology. The second move is the most original. ‘Intercivilizational encounters’ and ‘intracivilizational encounters’ are re-cast as ‘intercivilizational engagement’. The goal is the demarcation of a discrete position based on a strong version of interaction that goes further than the notion of intercivilizational encounters recently re-developed in civilizational analysis. To illustrate potential grounds for engagement on this point, the article reviews the historiography of ‘connected histories’ and the insights of relational historians. Finally, the article urges for a nuanced definition of ‘region’ and deeper appreciation of the multiplicity of regionalisms as a meeting point for both fields of critique of Eurocentrism.
- Authors: Smith, Jeremy
- Date: 2015
- Type: Text , Journal article
- Relation: Current Sociology Vol. 63, no. 4 (2015), p. 566-585
- Full Text:
- Reviewed:
- Description: This article elucidates grounds for engagement between two fields of the social sciences engaged in critique of Eurocentrism: contemporary civilizations analysis and postcolonial sociology. Between the two fields there are both evident dissonances and points of potential dialogue and engagement. The article identifies three areas of high contention: divergent perceptions of essentialism, commitments to transformative politics and evaluations of the paradigm of multiple modernities. Despite extensive theoretical and normative differences, a notional intersection of the two fields is outlined in the form of three conceptual and methodological shifts. The first is a displacement of ideal typology. The second move is the most original. ‘Intercivilizational encounters’ and ‘intracivilizational encounters’ are re-cast as ‘intercivilizational engagement’. The goal is the demarcation of a discrete position based on a strong version of interaction that goes further than the notion of intercivilizational encounters recently re-developed in civilizational analysis. To illustrate potential grounds for engagement on this point, the article reviews the historiography of ‘connected histories’ and the insights of relational historians. Finally, the article urges for a nuanced definition of ‘region’ and deeper appreciation of the multiplicity of regionalisms as a meeting point for both fields of critique of Eurocentrism.
Lifting student engagement in marketing classes
- Authors: Errey, Robert
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at Australian and New Zealand Marketing Academy (ANZMAC) Conference 2007 : 3Rs - Reputation, Responsibility & Relevance, University of Otago, Dunedin, New Zealand : 3rd-5th December 2007 p. 3235-3240
- Full Text:
- Description: High levels of student engagement have been linked with better student learning outcomes, such as the quality of their output. With marketing students accounting for a high percentage of business school undergraduates, it is important that the level of engagement is determined and drivers of engagement identified. Marketing has traditionally been delivered in a teachercentric model, as opposed to a student-centric model which better encourages independent learning. Important aspects of the latter model are interactivity, active and collaborative learning, and enriching educational experiences. The author conducted focus groups with business students, and preliminary findings reveal that the instructor’s approach and the nature of the assignments do affect student engagement. A preliminary model of student engagement is proposed which will be tested in the quantitative research phase.
- Description: 2003005151
- Authors: Errey, Robert
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at Australian and New Zealand Marketing Academy (ANZMAC) Conference 2007 : 3Rs - Reputation, Responsibility & Relevance, University of Otago, Dunedin, New Zealand : 3rd-5th December 2007 p. 3235-3240
- Full Text:
- Description: High levels of student engagement have been linked with better student learning outcomes, such as the quality of their output. With marketing students accounting for a high percentage of business school undergraduates, it is important that the level of engagement is determined and drivers of engagement identified. Marketing has traditionally been delivered in a teachercentric model, as opposed to a student-centric model which better encourages independent learning. Important aspects of the latter model are interactivity, active and collaborative learning, and enriching educational experiences. The author conducted focus groups with business students, and preliminary findings reveal that the instructor’s approach and the nature of the assignments do affect student engagement. A preliminary model of student engagement is proposed which will be tested in the quantitative research phase.
- Description: 2003005151
Access and engagement of First Nations women in maternal and child health services
- Authors: Austin, Catherine
- Date: 2023
- Type: Text , Thesis , PhD
- Full Text:
- Description: This thesis explores and describes the engagement of First Nations women, with children from birth to five years of age, with Maternal and Child Health (MCH) services in Victoria, Australia. Identification of the factors that facilitate, support or hinder these women’s engagement with MCH services could strengthen the model of care to effectively engage First Nations women with these services. Access in the early years of a child’s life to integrated, effective, community-based services is a well-established predictor of a child’s successful transition to school and their lifelong education and employment outcomes. Such access is crucial in a child’s first 2,000 days (the period from conception to the child’s fifth year), which forms the foundation for a child’s lifetime development and health. Prior evaluative studies have shown that participation in MCH services in Victoria improves the health outcomes for children and families, particularly First Nations families. However, First Nations women and their children in Victoria show poorer health outcomes and lower participation in MCH services compared to non-Indigenous persons; this suggests a need to improve the current Victorian MCH service model. This thesis contributes recommendations for such improvements. The literature review (Chapter 2) identified the absence of a synthesis of qualitative studies of models of care to help guide MCH practice and innovation for all families, especially those at risk of child abuse and neglect. To address this gap, a three-phase qualitative study was conducted in the Glenelg Shire, Victoria, Australia, using narrative inquiry integrated with the Indigenous philosophy ‘Dadirri’. ‘Dadirri’, which emphasises deep and respectful listening, guided the development of the research design; this methodology assisted in understanding Indigenous culture and its sensitivities, building trust with the First Nations peoples involved in the studies, developing open-ended and conversational dialogue, and building respectful relationships. This method enabled First Nations women’s voices to be heard and the collection of rich data based on participants’ perspectives of and experiences with MCH services in Victoria. Study One (Chapter 4) recruited First Nations women residing in the Glenelg Shire, with at least one child aged birth to five years, to explore their perceptions and experiences of MCH services and barriers to accessing and engaging with MCH services. Study Two (Chapter 5) compared Study One data with accounts from MCH nurses working in Glenelg Shire. Study Three (Chapter 6) reviewed a piloting of the Early Assessment Referral Links (EARL) concept (developed by the researcher) that aims to improve First Nations women and their children’s access to and engagement with MCH services. EARL involved the core principles of narrative inquiry integrated with ‘Dadirri’. Study One and Two found that enabling factors for access and engagement include interventions that are culturally sensitive and effective; recognise the social determinates of health (SDOH) and social and emotional wellbeing; are timely, appropriate, culturally strong, flexible, holistic and community-based; support continuity of care and communication; and encourage early identification of risk, particularly of family violence (FV), and further assessment, intervention, referral and support in the child’s first 2,000 days. Barriers to access and engagement include an ineffective service model built on mistrust, poor communication due to cultural differences between client and provider (particularly around identification and disclosure of woman’s risk of FV), lack of continuity of care between services, limited flexibility of service delivery to suit individual needs, and a service model that does not recognise the importance of the SDOH and social and emotional wellbeing. Study Three results showed that participation of First Nations families in MCH services was consistently above the state average during the pilot period, and several First Nations families were referred to EARL stakeholders and other health professionals during the pilot. Further, there were increases in First Nations children being breastfed, fully immunised and attending Early Start Kindergarten, and identification of First Nations children at risk of abuse or neglect improved (with a significant increase in referrals for FV and child protection and significant decrease in episodes of out-of-home care). This thesis’s findings can support policy development. This research shows that timely, effective, holistic engagement with First Nations women in their child’s first 2,000 days, that respects their culture and facilitates genuine partnerships built on co-design and shared decision-making with the Indigenous community, needs to be an essential part of the MCH service model. Additionally, this thesis recommends adopting a strengths-based approach that respects First Nations peoples’ child-rearing practices and culture, and providing necessary training to MCH nurses who work with First Nations families. Keywords: child family health, continuity of care, First Nations women
- Description: Doctor of Philosophy
- Authors: Austin, Catherine
- Date: 2023
- Type: Text , Thesis , PhD
- Full Text:
- Description: This thesis explores and describes the engagement of First Nations women, with children from birth to five years of age, with Maternal and Child Health (MCH) services in Victoria, Australia. Identification of the factors that facilitate, support or hinder these women’s engagement with MCH services could strengthen the model of care to effectively engage First Nations women with these services. Access in the early years of a child’s life to integrated, effective, community-based services is a well-established predictor of a child’s successful transition to school and their lifelong education and employment outcomes. Such access is crucial in a child’s first 2,000 days (the period from conception to the child’s fifth year), which forms the foundation for a child’s lifetime development and health. Prior evaluative studies have shown that participation in MCH services in Victoria improves the health outcomes for children and families, particularly First Nations families. However, First Nations women and their children in Victoria show poorer health outcomes and lower participation in MCH services compared to non-Indigenous persons; this suggests a need to improve the current Victorian MCH service model. This thesis contributes recommendations for such improvements. The literature review (Chapter 2) identified the absence of a synthesis of qualitative studies of models of care to help guide MCH practice and innovation for all families, especially those at risk of child abuse and neglect. To address this gap, a three-phase qualitative study was conducted in the Glenelg Shire, Victoria, Australia, using narrative inquiry integrated with the Indigenous philosophy ‘Dadirri’. ‘Dadirri’, which emphasises deep and respectful listening, guided the development of the research design; this methodology assisted in understanding Indigenous culture and its sensitivities, building trust with the First Nations peoples involved in the studies, developing open-ended and conversational dialogue, and building respectful relationships. This method enabled First Nations women’s voices to be heard and the collection of rich data based on participants’ perspectives of and experiences with MCH services in Victoria. Study One (Chapter 4) recruited First Nations women residing in the Glenelg Shire, with at least one child aged birth to five years, to explore their perceptions and experiences of MCH services and barriers to accessing and engaging with MCH services. Study Two (Chapter 5) compared Study One data with accounts from MCH nurses working in Glenelg Shire. Study Three (Chapter 6) reviewed a piloting of the Early Assessment Referral Links (EARL) concept (developed by the researcher) that aims to improve First Nations women and their children’s access to and engagement with MCH services. EARL involved the core principles of narrative inquiry integrated with ‘Dadirri’. Study One and Two found that enabling factors for access and engagement include interventions that are culturally sensitive and effective; recognise the social determinates of health (SDOH) and social and emotional wellbeing; are timely, appropriate, culturally strong, flexible, holistic and community-based; support continuity of care and communication; and encourage early identification of risk, particularly of family violence (FV), and further assessment, intervention, referral and support in the child’s first 2,000 days. Barriers to access and engagement include an ineffective service model built on mistrust, poor communication due to cultural differences between client and provider (particularly around identification and disclosure of woman’s risk of FV), lack of continuity of care between services, limited flexibility of service delivery to suit individual needs, and a service model that does not recognise the importance of the SDOH and social and emotional wellbeing. Study Three results showed that participation of First Nations families in MCH services was consistently above the state average during the pilot period, and several First Nations families were referred to EARL stakeholders and other health professionals during the pilot. Further, there were increases in First Nations children being breastfed, fully immunised and attending Early Start Kindergarten, and identification of First Nations children at risk of abuse or neglect improved (with a significant increase in referrals for FV and child protection and significant decrease in episodes of out-of-home care). This thesis’s findings can support policy development. This research shows that timely, effective, holistic engagement with First Nations women in their child’s first 2,000 days, that respects their culture and facilitates genuine partnerships built on co-design and shared decision-making with the Indigenous community, needs to be an essential part of the MCH service model. Additionally, this thesis recommends adopting a strengths-based approach that respects First Nations peoples’ child-rearing practices and culture, and providing necessary training to MCH nurses who work with First Nations families. Keywords: child family health, continuity of care, First Nations women
- Description: Doctor of Philosophy
Horse talk : Equine based learning programs and their engagement with individuals
- Townsend, Rob, Hood, Michelle
- Authors: Townsend, Rob , Hood, Michelle
- Date: 2019
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 59, no. 2 (2019), p. 254-268
- Full Text: false
- Reviewed:
- Description: Studies about equine therapies or equine experiential learning recommend that significantly more research, specifically longitudinal research, across age groups, genders, contexts and client cohorts needs to occur in diverse contexts. There exists diverse equine-related programs which engage with a range of cohorts, specifically; young children who have experienced abuse; adolescents who have experienced abuse and family violence and adults who have experienced family violence, psychiatric disorders, social anxiety and social isolation. The most common outcomes from the equine learning program studied for this article, from the case-studies and the thematic analysis includes; behavioural changes, stress relief, mind and body awareness and control, forming a relationship with an intuitive practitioner, guided meditations as a means of creating independent meditation techniques and re-engagement with education, work, friendships and family relationships. The mind-body awareness that is gained by participants of the program provides skills and techniques for individuals (and families) to utilise in every-day, with lifelong learning a crucial aspect of the program.
Positive attitude change to school - Narrative inquiry into adolescent students' lived experiences
- Authors: Wojtaszek, Sylwia
- Date: 2020
- Type: Text , Thesis , PhD
- Full Text:
- Description: This thesis reports on a qualitative research study that investigated adolescent students‟ experiences of positive attitude change to school. The literature review situates the research of students‟ attitude changes to school within the affective component of the multidimensional construct of student engagement and identifies this field and the phenomenon of positive attitude change to school as underresearched and under-theorised. Narrative inquiry methodology was applied in order to provide a detailed description of students‟ lived experiences and generate knowledge to fill the existing gap of how such an experience manifests itself. Eight students, who self-reported to have experienced positive attitude change to school, shared stories through in-depth semi-structured interviews of how the attitude change came about, who or what influenced it, and what meaning they attached to it in relation to its impact on their engagement and wellbeing. Students‟ attitudes to school are predominantly examined through quantitative research, whereas this study provided a unique and nuanced insight into attitude change based on the qualitative paradigm and a social constructionist view of the experience from the students‟ vantage point. Students‟ narrative accounts are compared and contrasted with each other to identify five resonant threads associated with the experience of positive attitude change to school. Data analysis suggests that positive attitude change to school has a significant impact on student engagement in learning and student wellbeing through its embodiment of perceived positive emotions associated with being at school. It consequently illustrates the relevance of broadening the understanding of such an experience to address the critical issue of disengagement in adolescent students. Key findings indicate that students develop a negative attitude to school when personal problems remain unresolved or have been insufficiently addressed within the school environment; no “helping hand” was there to assist these ambitious students who were struggling to engage in learning due to their experience of negative emotions at school. This research study has revealed that a negative attitude to school does not necessarily equate to a negative attitude to learning. Students‟ perception of the available support, both from the teachers and the services offered at school, is a critical factor in the transformation of their attitudes to school. Further, the students who participated in this study did not themselves feel that they were equipped with the required knowledge and skills to manage their personal problems effectively in order to maintain their engagement in learning. Only after having “hit rock bottom” and having sought help from outside the school environment were the students able to apply a different perspective to their circumstances that was associated with positive attitude change to school. From this research study it can be concluded that a student‟s positive attitude to school is a requirement for successful social and academic outcomes, and it is an educational goal in itself regarding the notion of developing lifelong learners. Personal problems and their impact on student engagement and wellbeing need to be acknowledged and catered for within the school environment. School support services must proactively extend a helping hand to students who have a negative attitude to school. Further, students need to develop selfefficacy regarding their personal wellbeing so that they become confident to act autonomously in solving their situations at school that are characterised by the difficult negative emotions that they are experiencing. Students‟ attitudes to school and the complexity of the multidimensional construct of student engagement need to be considered in the development of initiatives to address adolescent student disengagement and in the development of student wellbeing frameworks.
- Description: Doctor of Philosophy
- Authors: Wojtaszek, Sylwia
- Date: 2020
- Type: Text , Thesis , PhD
- Full Text:
- Description: This thesis reports on a qualitative research study that investigated adolescent students‟ experiences of positive attitude change to school. The literature review situates the research of students‟ attitude changes to school within the affective component of the multidimensional construct of student engagement and identifies this field and the phenomenon of positive attitude change to school as underresearched and under-theorised. Narrative inquiry methodology was applied in order to provide a detailed description of students‟ lived experiences and generate knowledge to fill the existing gap of how such an experience manifests itself. Eight students, who self-reported to have experienced positive attitude change to school, shared stories through in-depth semi-structured interviews of how the attitude change came about, who or what influenced it, and what meaning they attached to it in relation to its impact on their engagement and wellbeing. Students‟ attitudes to school are predominantly examined through quantitative research, whereas this study provided a unique and nuanced insight into attitude change based on the qualitative paradigm and a social constructionist view of the experience from the students‟ vantage point. Students‟ narrative accounts are compared and contrasted with each other to identify five resonant threads associated with the experience of positive attitude change to school. Data analysis suggests that positive attitude change to school has a significant impact on student engagement in learning and student wellbeing through its embodiment of perceived positive emotions associated with being at school. It consequently illustrates the relevance of broadening the understanding of such an experience to address the critical issue of disengagement in adolescent students. Key findings indicate that students develop a negative attitude to school when personal problems remain unresolved or have been insufficiently addressed within the school environment; no “helping hand” was there to assist these ambitious students who were struggling to engage in learning due to their experience of negative emotions at school. This research study has revealed that a negative attitude to school does not necessarily equate to a negative attitude to learning. Students‟ perception of the available support, both from the teachers and the services offered at school, is a critical factor in the transformation of their attitudes to school. Further, the students who participated in this study did not themselves feel that they were equipped with the required knowledge and skills to manage their personal problems effectively in order to maintain their engagement in learning. Only after having “hit rock bottom” and having sought help from outside the school environment were the students able to apply a different perspective to their circumstances that was associated with positive attitude change to school. From this research study it can be concluded that a student‟s positive attitude to school is a requirement for successful social and academic outcomes, and it is an educational goal in itself regarding the notion of developing lifelong learners. Personal problems and their impact on student engagement and wellbeing need to be acknowledged and catered for within the school environment. School support services must proactively extend a helping hand to students who have a negative attitude to school. Further, students need to develop selfefficacy regarding their personal wellbeing so that they become confident to act autonomously in solving their situations at school that are characterised by the difficult negative emotions that they are experiencing. Students‟ attitudes to school and the complexity of the multidimensional construct of student engagement need to be considered in the development of initiatives to address adolescent student disengagement and in the development of student wellbeing frameworks.
- Description: Doctor of Philosophy
Engaging students in marketing classes
- Authors: Errey, Robert
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at 32nd Annual Conference of the Marketing Educators' Association, Salt Lake City, Utah, USA : 24th-26th April 2008 p. 65-70
- Full Text:
- Description: High levels of student engagement have been linked with better student learning outcomes, such as the quality of their output. Marketing has traditionally been delivered in a teacher-centric model, as opposed to a student-centric model which better encourages independent learning. Important aspects of the latter model are interactivity, active and collaborative learning, and enriching educational experiences. The author has experimented with various aspects of his marketing classes and combined student feedback with findings from focus groups conducted with business students to derive a preliminary model of student engagement. The model was tested via quantitative research and initial analysis reveals tentative support for directly linking elements in the Lecturer’s Approach and Learning Support to the level of student engagement.
- Description: 2003006236
- Authors: Errey, Robert
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at 32nd Annual Conference of the Marketing Educators' Association, Salt Lake City, Utah, USA : 24th-26th April 2008 p. 65-70
- Full Text:
- Description: High levels of student engagement have been linked with better student learning outcomes, such as the quality of their output. Marketing has traditionally been delivered in a teacher-centric model, as opposed to a student-centric model which better encourages independent learning. Important aspects of the latter model are interactivity, active and collaborative learning, and enriching educational experiences. The author has experimented with various aspects of his marketing classes and combined student feedback with findings from focus groups conducted with business students to derive a preliminary model of student engagement. The model was tested via quantitative research and initial analysis reveals tentative support for directly linking elements in the Lecturer’s Approach and Learning Support to the level of student engagement.
- Description: 2003006236
Science students' perceptions of engaging pedagogy
- Authors: Darby, Linda
- Date: 2005
- Type: Text , Journal article
- Relation: Research in Science Education Vol. 35, no. 4 (2005), p. 425-445
- Full Text: false
- Reviewed:
- Description: During their years of schooling, students develop perceptions about learning and teaching, including the ways in which teachers impact on their learning experiences. This paper presents student perceptions of teacher pedagogy as interpreted from a study focusing on students' experience of Year 7 science. A single science class of 11 to 12 year old students and their teacher were monitored for the whole school year, employing participant observation, and interviews with focus groups of students, their teacher and other key members of the school. Analysis focused on how students perceived the role of the teacher's pedagogy in constructing a learning environment that they considered conducive to engagement with science learning. Two areas of the teacher's pedagogy are explored from the student perspective of how these affect their learning: instructional pedagogy and relational pedagogy. Instructional pedagogy captures the way the instructional dialogue developed by the teacher drew the students into the learning process and enabled them to "understand" science. How the teacher developed a relationship with the students is captured as relational pedagogy, where students said that they learned better when teachers were passionate in their approach to teaching, provided a supportive learning environment and made them feel comfortable. The ways in which the findings support the direction for the middle years and science education are considered. © Springer 2005.
- Description: C1
- Description: 2003001317
The problem of perception : challenging students' views of science and scientists through school-scientist partnerships
- Authors: Falloon, Garry
- Date: 2020
- Type: Text , Book chapter
- Relation: Science Teaching and Learning: Practices, Implementation and Challenges Chapter 3 p. 67-109
- Full Text:
- Reviewed:
- Description: More than 50 years ago, Margaret Mead and Rhoda Metráux surveyed 35,000 students to explore their views of science and scientists. Their study revealed that students held very different personal to public views, and that despite acknowledging the importance of science, attitudes towards personal engagement in science or with scientists, was generally negative. Later work by researchers such as Chambers (1983), Finson, Beaver and Cramond (1995), and Finson (2002) confirmed this to be an enduring issue, as revealed through studies using instruments such as the Draw a Scientist Test (DAST) and the Draw a Scientist Test Checklist (DAST-C). However, some researchers concerned with this issue point to the possible value of scientists working with teachers in school-scientist partnerships (SSPs) as means of addressing some of these negative views. This chapter reports methods and outcomes from a study that explored the impact of a six-month SSP involving a New Zealand science research institute and a group of 164, 9-10 year olds. It used the DAST-C, a short response questionnaire and semi-structured interviews, to investigate the influence of the partnership on students' views of science and scientists. Results suggest the partnership had some positive impact on students' existing stereotypical views that could be attributed to specific design features, but that other aspects of the partnership, such as how it was executed in the classroom, actually appeared to reinforce negative perceptions. Recommendations are made that it is hoped will provide guidance for designing and implementing similar initiatives. © 2020 Nova Science Publishers, Inc.
- Authors: Falloon, Garry
- Date: 2020
- Type: Text , Book chapter
- Relation: Science Teaching and Learning: Practices, Implementation and Challenges Chapter 3 p. 67-109
- Full Text:
- Reviewed:
- Description: More than 50 years ago, Margaret Mead and Rhoda Metráux surveyed 35,000 students to explore their views of science and scientists. Their study revealed that students held very different personal to public views, and that despite acknowledging the importance of science, attitudes towards personal engagement in science or with scientists, was generally negative. Later work by researchers such as Chambers (1983), Finson, Beaver and Cramond (1995), and Finson (2002) confirmed this to be an enduring issue, as revealed through studies using instruments such as the Draw a Scientist Test (DAST) and the Draw a Scientist Test Checklist (DAST-C). However, some researchers concerned with this issue point to the possible value of scientists working with teachers in school-scientist partnerships (SSPs) as means of addressing some of these negative views. This chapter reports methods and outcomes from a study that explored the impact of a six-month SSP involving a New Zealand science research institute and a group of 164, 9-10 year olds. It used the DAST-C, a short response questionnaire and semi-structured interviews, to investigate the influence of the partnership on students' views of science and scientists. Results suggest the partnership had some positive impact on students' existing stereotypical views that could be attributed to specific design features, but that other aspects of the partnership, such as how it was executed in the classroom, actually appeared to reinforce negative perceptions. Recommendations are made that it is hoped will provide guidance for designing and implementing similar initiatives. © 2020 Nova Science Publishers, Inc.
How to engage students in blended learning in a mathematics course: The students' views
- Loch, Birgit, Borland, Rosy, Sukhorukova, Nadezda
- Authors: Loch, Birgit , Borland, Rosy , Sukhorukova, Nadezda
- Date: 2016
- Type: Text , Journal article
- Relation: ASCILITE Publications Vol. , no. (2016), p. 375-380
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- Description: Blended learning strategies are employed at many Australian universities to modernise teaching approaches. However, blended learning implementations may not take into account the views of students during the development process. In this paper, we discuss how students think we, as educators, can engage students in both face-to-face learning and online learning, as components of blended learning. We also report on student suggestions regarding how to build in opportunities to recover if a student has either missed a class, or not completed time-critical online work before coming to a class taught in flipped mode. These are two of a set of seven questions we posed two years ago at this conference, in the context of teaching mathematics in blended mode.
- Authors: Loch, Birgit , Borland, Rosy , Sukhorukova, Nadezda
- Date: 2016
- Type: Text , Journal article
- Relation: ASCILITE Publications Vol. , no. (2016), p. 375-380
- Full Text:
- Reviewed:
- Description: Blended learning strategies are employed at many Australian universities to modernise teaching approaches. However, blended learning implementations may not take into account the views of students during the development process. In this paper, we discuss how students think we, as educators, can engage students in both face-to-face learning and online learning, as components of blended learning. We also report on student suggestions regarding how to build in opportunities to recover if a student has either missed a class, or not completed time-critical online work before coming to a class taught in flipped mode. These are two of a set of seven questions we posed two years ago at this conference, in the context of teaching mathematics in blended mode.
Students coping with change in higher education : an overview
- Co, Mary, Hamadeh, Samira, Willetts, Georgina, Garvey, Loretta, Bhattacharya, Ananya, Croy, Glen, Mitchell, Bruce
- Authors: Co, Mary , Hamadeh, Samira , Willetts, Georgina , Garvey, Loretta , Bhattacharya, Ananya , Croy, Glen , Mitchell, Bruce
- Date: 2023
- Type: Text , Journal article , Review
- Relation: Educational Research Review Vol. 38, no. (2023), p.
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- Description: Higher education institutions implement purposeful change to improve their performance or impose changes in response to their external environments. To deal with these changes, students are expected to develop their coping capacity – the emotional and cognitive ability to manage the demands of adverse situations. Student coping is composed of four interdependent core elements – self-efficacy, engagement, resilience and anxiety. This article synthesizes the evidence on the effect of higher education changes on student's ability to cope. Using Polanin et al.’s (2017) overview process, our search generated 551 articles, and after three rounds of screening, the remaining 12 reviews were analyzed using the narrative descriptive synthesis approach. We found that the quality assessment within the included reviews were inconsistent and, sometimes not clearly defined. From the analysis of the reviews, four key themes emerged: (1) change is complex; (2) the nature of change is varied; (3) there is an interdependent relationship between the coping elements; and (4) the measurement of change is not sophisticated. Our findings highlight the need for higher education institutions to adopt a principle-based approach to purposefully develop students' coping capacity, by improving their self-efficacy, engagement, and resilience, and reducing anxiety. Limitations and future research directions are outlined. © 2023 Elsevier Ltd
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