School of Human Life Sciences

Two mechanisms for engaging in critical reflective dialogue are
discussed and compared: face-to-face meetings and asynchronous
online discussion. The context is an umbrella action research project,
with over 20 participants, which aimed to improve practices in online
teaching and contribute to the development of graduate attributes.
The article compares discussion using the two modes (face-to-face
and online) of the nature of and development of problem-solving and
other graduate attributes. Face-to-face discussion was wide ranging
and quite loosely structured, so divergent aspects of a topic were
uncovered. The asynchronous nature of online discussion, however,
permitted topics to be explored more thoroughly. The two modes
worked well in conjunction with one another, if aspects of face-to face
discussion topics were posted online as discussion threads. The
asynchronous online discussions then allowed each thread to be
explored in depth, so that collective understanding of a given topic
could be enhanced.
C

With advances in technology, students now have a choice of ‘learning places’ that enables them to “be connected to a community of learners anytime and anywhere without being time, place or situation bound” (Garrison & Kanuka, 2004). Our institution places significant emphasis on learner choice, whilst demanding high impact, quality and equity
of experience, regardless of the choices made (Brown, Kregor & Williams, 2013). We surveyed our students, across four geographically dispersed campuses, to find out why they make the choices they do about where they learn, in an effort to understand how we can best meet their needs without being overwhelmed by the complexity of offering and
maintaining multiple modes of delivery. This paper reports demographic factors that, for the 124 respondents, were associated with mode usage and explores the thinking of students around their choice of learning 'place’, identifying key pedagogical and pragmatic themes that were evident in the reasons they gave for the choices they made. The findings provide a complex picture, but our learners readily identified the elements of their preferred mode that 'fitted' with their learning needs at a particular time and in their particular circumstances. We discuss the challenge to us to increase quality and equity by ensuring that the elements students value most in each mode are maintained and enhanced, but are also extended to those who choose to engage via other modes.

The purpose of this study was to determine the current perspectives of feedback from first and second year undergraduate students enrolled in blended units of study which incorporated both face-to-face and online
components. Students enrolled in a unit of study taught by the School of Health Sciences at the University of Tasmania were surveyed to broadly determine their perception of the feedback process. Responses from the
55% of the cohort who completed the survey indicated that students recognised a wide variety of feedback processes in both written and online formats. Results indicated that students did not always identify that feedback (particularly formative) could feed forward to enhance their learning. There was a strong student focus on the importance of summative assessment feedback. The analysis of survey responses identified four main themes which form the focus of the discussion; types of feedback, student role in seeking feedback, the usefulness of feedback to learning and, feedback perception and awareness of students. The outcomes of this study also highlighted the necessity to educate both teaching staff and students with respect to feedback processes within the learning and teaching paradigm in higher education.

This research paper was reviewed using a double blind peer review process that meets DIISR requirements. Two reviewers were appointed on the basis of their independence and they reviewed the full paper devoid of the authors' names and institutions in order to ensure objectivity and anonymity. Papers were reviewed according to specified criteria, including relevance to the conference theme and audience, soundness of the research methods and critical analysis, originality and contribution to scholarship, and clear and coherent presentation of the argument. Following review and acceptance, this

The purpose of this study was to determine the current perspectives of feedback from first and second year undergraduate students enrolled in blended units of study which incorporated both face-to-face and online components. Students enrolled in a unit of study taught by the School of Health Sciences at the University of Tasmania were surveyed to broadly determine their perception of the feedback process. Responses from the 55% of the cohort who completed the survey indicated that students recognised a wide variety of feedback processes in both written and online formats. Results indicated that students did not always identify that feedback (particularly formative) could feed forward to enhance their learning. There was a strong student focus on the importance of summative assessment feedback. The analysis of survey responses identified four main themes which form the focus of the discussion; types of feedback, student role in seeking feedback, the usefulness of feedback to learning...

This research explores the perceptions of facilitators in asynchronous online discussion to improve practice and student engagement in Higher Education. Traditional didactic delivery of learning content may fail the expectations of student and academic stakeholders. The pressure to teach within constrained resources presents challenges, but also provides stimulating opportunities for optimising use of educational technology. Fostering student engagement requires rethinking traditional classroom and online delivery. The study explores the challenges and benefits experienced, resulting in the identification of key themes from which implications for practice are discussed. In doing so, it broadens conceptual understandings, while offering recommendations for university teachers, administrators and leaders. The impact of facilitated online discussion boards on student engagement and participation was investigated from the experiences and perceptions of facilitators of online discussion ...

The opening up of online education in the Australian tertiary sector has made higher education accessible for a wide range of students, including those living in rural and regional areas. While student numbers continue to grow as a result of this opportunity, there are increasing concerns regarding low student retention and progression rates for online students in comparison with on-campus students. Reasons for this vary, however, online students report a sense of isolation and disconnection with their studies highlighting the need for educators to utilise effective facilitation to enhance student connections to an online community. In this paper, we investigated facilitation strategies using two case studies. This illustrated how two online instructors used design-based research to evaluate the impact of facilitation strategies on instructor presence, instructor connection, engagement and learning in maths education and human biology subjects. Findings indicate that focusing on soc...

This study investigated the concept of thermoregulatory set-point in marsupials, by examining behavioural and autonomic thermoregulation in a laboratory-bred marsupial, the South American grey short-tailed opossum (Monodelphis domestica) with occasional reference to a single captive sugar glider (Petaurus breviceps). Adult animals had clear circadian rhythms of core body temperature (Tb). Such rhythms were not apparent in juvenile M. domestica and rhythms in adult animals were disrupted when ambient temperature (Ta) was reduced, bacterial endotoxin (E. coli LPS) was injected and ambient oxygen levels were lowered to approximately 10% (i.e. during hypoxia). Circadian changes in preferred Ta were observed in individual animals while in a longitudinal thermal gradient but no specific rhythm was observed. M. domestica was able to make small, but insignificant, changes to Tb using thermoregulatory behaviour. This resulted in less variance in Tb in this species while in a thermal gradient...

Academics acknowledge that students are often unable to link and extend first year, first semester founda-tion material throughout their undergraduate degree. The use of a pedagogically sound interactive digital game-based learning (DGBL) resource to engage first year biological science students in recalling, link-ing and applying foundation knowledge and increasing their learning outcomes has been explored. Ac-cording to the current literature there exists no evidence that DGBL resources have previously been used to address this transfer and linking of knowledge and core skills. Results from our study of student per-ceptions and student learning outcomes suggest that our creatively designed resource has effectively tar-geted a mixed cohort of students to retain, link and extend foundation knowledge. Our study also indi-cates that DGBL resources have a valid role in enabling students, many of whom are classed as “digital natives”, to demonstrate positive learning outcomes by success...

Social media has become ubiquitous to modern life. Consequently, embedding digital professionalism into undergraduate health profession courses is now imperative and augmenting learning and teaching with mobile technology and social media on and off campus is a current curriculum focus. The aim of this study was to explore whether patterns of social media use for personal or informal learning by undergraduate health profession students enrolled at an Australian university across four campuses has changed over time. A previously validated online survey was administered in 2013 to a cohort of health profession students as part of an Australian survey. In 2016, the same survey was distributed to a later cohort of health profession students. Three open-ended questions to elicit descriptive information regarding the use of social media for study purposes were added to the later survey. A comparative analysis of both cohorts was undertaken and social media acceptance and penetration was s...

This paper discusses a pilot study investigating perceptions from undergraduate students enrolled in units in which asynchronous online discussion boards were utilised formatively or linked to summative assessment. Of the influences that determine level of student engagement in online discussions, one key factor is whether discussions are assessed. Whilst assessing student discussions does motivate participation, this approach is not always valued by students as they are critical of the value of asynchronous discussion boards to their learning. The type of postings can be an influencing factor in student engagement, with effective facilitation, clear purpose and group participation perceived to be important. Students also viewed discussion boards as a platform in which peer engagement and information sharing occurred. Students who were enrolled in a unit in which discussion postings were assessed demonstrated emerging critical thinking skills. Students strongly indicated discussion ...

The COVID-19 outbreak in late 2019 required a complete shift to online learning across all educational institutions, including universities. The rapid transition to online learning globally meant that many educators were suddenly tasked with adapting their classroom-based pedagogy to the online space. While this was undoubtedly challenging for teachers and students, it also opened up possibilities for reimagining the delivery of content, along with creating increased access for students who had barriers for studying remotely before the impact of COVID-19. The study discussed in this paper examines the experiences of students studying at a regional Australian university that already offered online courses, and whose instructors were already using a diverse range of online delivery tools. Specifically, the study sought to investigate how instructors used interactive strategies to promote student engagement, and how the interaction between learner and content influences student engagem...

Foundation material can sometimes be perceived as irrelevant and difficult to comprehend, promoting passive learning and often, disengaging learners, and so, I continually seek to provide fun, yet academically rigorous learning experiences. I believe that first year students can be active, rather than passive learners, and can develop into confident, deep learners. Using LabTutor® record and analyze real physiological data (such as blood pressure, muscle contractions, etc), and are able to "see" physiology happening, understand the underlying concepts and apply it accordingly. Our students and tutors are showing positive behaviors towards the technology, engaging in experiments, and appreciating the interactivity and online support provided in LabTutor®.

Students studying first year anatomy and physiology are required to understand the homeostatic control of the human body which is well illustrated by blood glucose control. Traditionally, students have measured blood glucose homeostasis in fasted subjects in response to a drink of Glucaid© during endocrine practical classes. This has been problematic in that students have not always been willing volunteers to fast and have their blood sampled, and, ethics approval has been required for the practical session to proceed. As a result, a shift in pedagogy was implemented for students to participate in active learning in laboratories by reviewing case-based scenarios related to glucose homeostasis, identifying normal and abnormal responses. This involves a knowledge of the glucose tolerance test which was presented online using a short recorded lecture, a relevant website, a conceptual quiz and an online memory game to enable students to self-test their knowledge of blood glucose control concepts prior to practical sessions. In 2015, 53% of students accessed the online module prior to attending the face-to-face practical session. Implementation of this flipped design resulted in tutors observing active engagement in practical classes with respect to the case based scenarios and a 4.8% improvement in summative assessment performance, related to the face to face class, was observed in the 2015 student cohort. Students indicated that the online module, particularly the self-tests, assisted their understanding of the topic. Flipping this aspect of the endocrine system effectively enabled students to apply foundation knowledge of blood glucose control. Importantly, student learning outcomes related to blood glucose homeostasis were improved by adopting this flipped pedagogy.