E-learning Research Articles

Exploring the Impact of the Community of Inquiry (CoI) Framework on Student Engagement in Online Courses

Exploring the Impact of the Community of Inquiry (CoI) Framework on Student Engagement in Online Courses

Exploring the Needs of Facilitators of Microcredentials

Microcredentials are a significant development as a higher education offering with potential for addressing learner, industry, and government needs (Varadarajan, Koh & Daniel, 2023). As a type of shortform learning, microcredentials can be taken as individual short online courses to upskill for industry, with some available for credit towards a degree in higher education. These emerging offerings are relevant to technology enhanced learning in their online design and in the pedagogy of shortform learning. In the context of the broader issues of graduate outcomes and diversity mandates (Australian Higher Education Standards Framework, 2021) microcredentials are affirmed as part of the promise of solutions in higher education with the release of the Australian Qualifications Framework Review 2019 (Noonan, 2019), National Standards Framework for Microcredentials 2021 (Department of Education, Skills and Employment, 2021) and The Australian Universities Accord final report (Department of Education, 2024). Other broader issues high on the agenda are quality assurance and the student experience (Australian Higher Education Standards Framework, 2021). As progress is made towards microcredential offerings becoming business as usual, research is needed to ensure practice and improvements are shared between universities as they too begin or increase their offerings of credit bearing microcredentials. Facilitators of microcredentials are often experts whose industry experience is valued in higher education by learners and government, given the focus on the importance of graduate employability (Department of Education, 2020). Yet, the experience, perspectives and professional learning needs of the facilitators of microcredentials are not extensively addressed in the literature. This research will investigate the experiences and needs of facilitators of microcredentials, many of whom may not have the traditional prerequisites for being an academic or educator in higher education. This work engages facilitators as participants for insights into the ways higher education institutions could better support their contribution in the unique context of microcredentials as credit-bearing shortform learning. This study is situated in practice (Lave & Wenger, 1991) in a university context with substantial online microcredential offerings facilitated by industry professionals. Much resourcing has gone into the learning design of the microcredentials in this context, optimising the technology enhanced learning potential of the online offerings (synchronous and asynchronous). This study has arisen from practice in the work of moderating microcredential assessments. It explores current facilitation and feedback practices within the technology enhanced learning context of microcredentials. This study aims to explore the research question: What further support is needed for facilitators of credit bearing microcredentials?, by investigating the priorities for professional learning support to facilitators, particularly in relation to curriculum and assessment practices. The research design is a qualitative study (Denzin & Lincoln, 2005) involving semi-structured interviews (Bearman, 2019) with facilitators of credit-bearing microcredentials. This project advances the call for further research into microcredentials (Che Ahmat et al., 2021; Selvaratnam & Sankey, 2021) and will inform future practice in supporting facilitators with the broader benefits of enhancing quality assurance and the learner experience. This Pecha Kucha presents the practice context and initial findings identifying the priorities for professional learning needed by facilitators, specifically on feedback and ‘assessment for learning’ practices in credit-bearing microcredentials.

Students' Tendencies to Attend Distance Education Courses and Their Academic Achievement

ABSTRACTThis study examines the academic achievement and attendance duration status of formal education students taking distance education courses using structural equation modelling (SEM). A total of 842 video recordings of online courses attended by 304 students on the MS Teams video conference platform were analysed. It was revealed that 29% of the attendance period was explained by course duration, lateness duration and course type, while 41% of grade point average (GPA) could be explained by course duration, lateness duration, course type and duration of course. The most significant impact on class attendance was lateness to class. Data showed that gender had a moderator effect on the effect of course type on GPA. Results also indicated that the method of teaching has a moderator role in the effect of attendance time on GPA and that the effect of attendance time on GPA is higher in asynchronous classes.

Mining teacher informal online learning networks: Community commitment in unstructured learning environments

AbstractBackgroundSocial media provides new opportunities for teachers to learn, communicate and develop professional relationships. It has been proved to be a valid and helpful resource for teachers' professional learning purposes.ObjectivesWhile previous studies pursued questions like how participants feel, how to support interaction and why participants remain committed, we asked a more fundamental question: what is the structure of a massive informal online professional learning network and what dynamics can we expect regarding participants' commitment?MethodsThis work presents an empirical study of massive informal online professional networks to investigate the dynamics of learning communities and participants' commitment over time. We employed social network analysis and data mining techniques on a longitudinal data set of more than 400,000 tweets published with the hashtag “#edchat.”Results and ConclusionsWe found that around 30% of participants remained committed to the informal learning community over time. Meanwhile, as more and more people committed to the online learning community, participants tended to form smaller communities where the internal connection was stronger.TakeawaysIn informal online learning environments, participants can form stable connections. The 30% threshold can be used to measure massive informal online learning networks in terms of commitment or persistence.

The Virtual University as a Frontier for Navigating New Learning Spaces, Pedagogies, and Technologies

We explore the practical and strategic considerations essential for establishing and maintaining a successful virtual university. Building on core concepts from the book, Technology Enhanced Learning and the Virtual University (Sankey et.al., 2023) we highlight the need for strategic approaches to online and digital education. This panel discussion will cover governance, the virtual environment, stakeholder support, the alignment of learning theory and practice, and the preparation of educators for online teaching. It will explore the necessity of collaboration to leverage digital opportunities and mitigate risks. Additionally, the panel will address the transformative impact of artificial intelligence and gamification on online learning and consider academic integrity and student engagement along the way. Our discussion will emphasise the importance of adaptive leadership and robust quality processes. While our focus is on the development of a virtual university, the topics we present are relevant across all aspects of digital education and e-learning, especially as universities adapt to an evolving educational landscape.

Utilizing Virtual Reality Tours in Language Learning

Virtual reality (VR) has been recognized as a revolutionary technology in education, providing a multitude of benefits that enhance learning experiences and outcomes. By immersing students in interactive and engaging environments, VR can make abstract concepts tangible, foster deeper understanding, and accommodate diverse learning styles. With VR, students can be fully engaged in dynamic and stimulating environments, which can transform abstract concepts into concrete experiences. This immersive approach can promote a deeper grasp of the subject matter. An example demonstrated how VR may engage students and foster interactive learning by enabling them to investigate intricate systems and surroundings that would be unfeasible or inconvenient (Freina & Ott, 2015). In addition, VR was shown to provide affordances that are believed to enhance learning, such as the first-person experience and the sense of being present in a particular location, also known as presence or spatial presence (Mikropoulos & Natsis, 2011). Although these advantages have been documented, the implementation of this technology has proven challenging or unfeasible for many teachers and learners due to financial constraints. VR photos and videos, which are commonly referred to as 360-degree media, have become readily available resources that can be utilized to create low-cost immersive experiences for people who are learning. Researchers have claimed that previous research has demonstrated the usefulness of these tools in boosting spatial presence and interest among participants in virtual reality tours that were conducted as part of one-off investigations (Petousi et al., 2023). However, these findings need to be supported by research over extended periods of time in a variety of educational settings to gain an understanding of the intricacies and limitations of this technology-based instructional approach. This poster describes two initiatives in which VR tours have been integrated into language learning settings. The first initiative employed a design-based research methodology to assess the efficacy of VR tours among online learners in France and Japan while the second initiative is an ongoing project that focuses on teaching the Filipino Language in a Japanese classroom using blended learning. This poster showcases the results of research conducted as part of the initiatives. The findings demonstrate the positive impact of virtual reality tours on student motivation and highlights the role of various factors, including instructional material, learners' personal traits, and the physical environment in which they engage in online learning, in addition to spatial presence and technological novelty. Moreover, this poster presents information regarding the process of improving the tours and lessons, as well as the platforms and technologies that were utilized to address concerns regarding usability and sustainability.

Online learning and problem-solving skills during the COVID-19 pandemic (framework for designing instruction and assessment)

Online learning and problem-solving skills during the COVID-19 pandemic (framework for designing instruction and assessment)

It doesn't need to be so stressful!

The rapid development of the online delivery in higher education has resulted in a proliferation of research. Key in this work are two critical streams: how to support diverse students in online learning spaces, and the need for greater theorisation to guide educators on the optimal design of such pedagogies. In this study we bring these two streams together by harnessing the lens of self-determination theory (SDT) to explore the experiences of medical students with Attention Deficit Hyperactivity Disorder (ADHD) in their online learning experiences. In doing so, we contribute key theoretical and practical knowledge on supporting innovative, inclusive online learning spaces for our increasingly diverse student cohorts. ADHD is a neurodevelopmental disorder characterised by persistent patterns of inattention, hyperactivity, and impulsivity (American Psychiatric Association, 2022). Studies indicate that the prevalence of ADHD in higher education settings is significant, and medical students are not exempt from this trend with self-reported prevalence suggests it could be as high as 24% (Emmers et al., 2017; Njuwa et al., 2020; Sedgwick-Müller et al., 2022). The nature of medical education, characterised by heavy workloads, time pressures, and complex material, can further pose unique challenges for individuals with ADHD affecting academic performance, professionalism and overall well-being (Im & Tamarelli, 2023). The literature implies that motivational alterations, particularly focusing on internal motivations, exist in people with ADHD, acting as mediators between environmental and social contexts and outcomes including behaviour and performance. Thus, what is the key in this issue is how students are supported to develop and enact their SDT to foster optimal engagement and ultimately their well-being and inclusion (Morsink et al., 2022). In this presentation we will present our findings of semi-structured interviews with medical students diagnosed with ADHD (n=10). Specifically, our study will organise results in relation to the three dimensions of SDT including: student autonomy, competence and relatedness. Findings include the students’ perceptions of the challenges related to flexible delivery, and how greater choice also at times led to barriers around their study decision-making (e.g., to attend lectures, to study asynchronously). Through our presentation we will further provide recommendations on strategies to create inclusive, autonomy-supportive online learning spaces for ADHD students in higher education settings.

STUDENT’S PERCEPTION OF SCIEnNCE LEARNING CARRIED ONLINE OR OFFLINE

This research aims to see the perceptions of SMP N 1 Sawahlunto students regarding science learning which is carried out directly and indirectly. The type of research used in this research was quantitative descriptive method. And sampling technique used in this research was the proportionate stratified random sampling. The sample in this study consisted of 60 students at SMP N 1 Sawahlunto, such as 30 student of 7th grade and 30 student of 8th grade. The data collection techniques using an instrument in the form of a questionnaire. The research result shows that online and offline science learning has its own advantages and disadvantages. Even though it is one solution when offline learning cannot be implemented, online learning has many inhibiting factors, like communication tools, internet access, and learning media. This research concluded that students of SMP N 1 Sawahlunto prefer learning carried out offline compared to online.

Learning Design isn’t a profession (yet)

This symposium aims to identify key barriers and opportunities in developing learning design as a recognized profession through three provocative discussions. The first provocation challenges the distinctions among learning designers, instructional designers, educational technologists, and similar roles. The goal is to explore the potential for a unified professional identity. The second provocation addresses the lack of official recognition for learning designers, examining sociological theories of professionalization, the implications of formalizing the field, and possible next steps. The third provocation asks what could and should be included in a formal education pathway. As a starting point this provocation will include the comparison of curricula from Monash University, Queensland University of Technology, and University of Technology Sydney. Attendees will engage in lively discussions and contribute insights to advance the recognition and development of learning design as a profession.

Time Efficient & Cost Effective Online teaching tool with iConcepts in Orthodontics for DDS students @ UoM

Background Traditional teaching methods in Orthodontics include plaster models and photos which have been used for decades, however due to the nature of being static still images its difficult for 3-Dimensional (3D) changes in Orthodontics teaching, which has posed immense challenges as the learner is unable to clear concepts on the different planes that affect the final tooth positions not to mention the protracted treatment time ranges from 12 months (simple cases) to 36 months (complex cases). In 2024 with variety of platforms such as videos, 3D animations, interactive changes in face and teeth can be added to teaching tools for Orthodontics. Furthermore, orthodontic movements can pose difficulty in understanding the changes particularly in growing children adding to the 4th dimension. At UQ (Naser-ud-Din, 2015) and internationally (Bridges, 2015) provided experience with creating online teaching modules highlighting its strengths of flexibility, ease of access on demand and global presence. UQ developed SBLi -Scenario Based Learning interactive for Postgraduate Orthodontic students who found it highly engaging, with self-reflective and self-assessment elements useful. (Khoo et al., 2023; Naser-ud-Din, 2016). Generally simulations can be expensive to create (Kröger et al., 2017) and it’s essential to explore cost effective simulation teaching tools with industry partners for authentic learning experience. Aims There is a gap in the dental education sector, particularly with emerging CADCAM (Computer Assisted Design and Computer Assisted Manufacture), which can be used to enhance the learning of core concepts in biomechanics with the aid of 3D simulated online learning. This is reflected particularly for the university students in undergraduate courses who need to feel confident and clinically ready on graduation as Dentists. Thus, greater expectations to be aligned with current technological processes in dentistry. Over the past 5 years, in particular, there has been exponential improvements by the industry providing 3D simulations for treatment planning and patient communication, commonly referred to as the GPS for smile transformations. The aim of this presentation is to highlight the time efficiency and cost effectiveness of the learning tool in sync with contemporary demands in Orthodontics to provide authentic learning platform that prepares the clinician for real patients. Material & Methods Currently the CAD CAM technology provide 3D simulations as open access to general public and doctors portal which can be utilized for teaching core concepts related to biomechanics foundations for student learning, engagement and self-assessment. This project envisages to create a novel forum encompassing education revolution as massive changes in delivery will occur with speed and efficiency internationally with onlinelearning demands. Hence, robust online presence with an interactive textbook such as iConcepts in Orthodontics under the banner of UoM to assist students in Doctor of Dental Surgery at MDS shall pave the way to learning needs for the future. Results The purpose of iConcepts a digital interactive online textbook is to create lifelong learning opportunities in safe space for visual, auditory and kinesthetic with quizzes for interactive learning of concepts without pressure in class learning and feeling judged by peers. Interactive 3D Orthodontic learning directly translates into clinical applications for various orthodontic cases. In the past decade CAD CAM has become clinically relevant particularly with Clear Aligner Therapy adding to higher precision and patient satisfaction. Moreover, it is imperative to have Long Term Retention (LTR) (Irvine, 2020) of learning new tasks. It is essential that students in dentistry are aware of the digital workflows and have clinical preparedness on graduation as it’s the future and certainly here to stay. Both qualitative and quantitative data on student experience shall be collected and analysed to seek out the best practices and processes for instruction of delivery in Orthodontics for DDS cohort in particular and lifelong learning for all ages in general encompassing time efficiency and cost effectiveness. Conclusion The current iConcepts is developed by the author with Apple Education and prototype is being assessed with MSc Data Science cohort at UoM. Furthermore, it is refined by Master of Science Software Engineering students at UoM. Future Recommendations Novel teaching tools shall be marketed to developing universities internationally assisting the dissemination of information a flagship for UoM and revenue generation for department of Education at UoM. In future there will be more and more demand towards interactive concepts clarification (Poblete et al., 2020) and self-assessments hence iConcepts provides that ideal platform. Such technologies will become more prevalent in the future particularly with AI and translated into different languages/ sectors of education. Various faculties that showcase start to finish particularly lengthy/complex outcomes can benefit with timelapse videos and 3D CADCAM for clarity and comprehension for the entire process such as patient journey throughout treatment in Orthodontics.

QLTI-01. ASSESSING THE EFFECTIVENESS OF SUPPORT FROM ST. JUDE CHILDREN’S RESEARCH HOSPITAL TO VIETNAMESE TEAM IN TREATMENT FOR CHILDREN WITH BRAIN TUMORS

Abstract BACKGROUND Treatment for children with brain tumors requires multidisciplinary team (MDT) which is lacking in Vietnam which negatively impacts outcome. This study aims to describe the implementation and promotion of MDT approach in Vietnam with the support of St. Jude Children’s Research Hospital. METHODS We conducted a prospective descriptive study of St. Jude Children’s Research Hospital’s activities with the Vietnamese team between August 2023 and March 2024 and its impact on education, patient care and disseminating of MDC approach in Vietnam. RESULTS Onsite and online training were provided for the Vietnamese team during this time. The onsite training included exchange visits for both teams and St. Jude support for Vietnamese colleagues to attend regional and international neuro-oncology conferences. Online case discussions have been held every month from January 2024 and there are 40-60 participants each meeting from 5 main oncology centers in Vietnam. There are 3- 4 complex case discussions each meeting. A zalo group (a social media platform) for Vietnamese doctors (92 doctors) with multidisciplinary team members was established. After discussion, references and summaries of each case were distributed to the zalo group. For emergency cases, email consults are requested directly for timely input. In addition, key educational textbooks covering different disciplines of neuro-oncology (pathology, radiology and medical) were provided to different Vietnamese teams. All participants (92 doctors) found the online discussion (100.0%) benefical to further their knowledge in different fields (chemotherapy, radiation, pathology and surgery) and the outcome of consultations which guided teams to manage difficult cases. For some cases, pathology samples with local reports are sent to St. Jude to review the diagnosis and classification. CONCLUSIONS Training plays an important role in bringing knowledge and building team-based experience for Vietnamese clinicians in the treatment for children with brain tumor.

Transforming STEM Education with Design Thinking

This poster showcases the Technology-Enhanced Learning (TEL) pedagogy designed for a health discipline course at an Australian University. The use of the design thinking process for problem-based learning was implemented to enhance first-year students' creative and digital skills. Collaboration with the industry partners enabled an authentic learning experience. In the post-COVID era, students are more diverse, demanding, discerning, and inclined towards flexible learning to shape their educational experiences. To meet these evolving needs, we adhered to digital accessibility guidelines and Universal Design for Learning (UDL) principles, promoting inclusive education. A student-centric approach to TEL pedagogy is essential for delivering authentic and connected learning experiences (Ní Shé, 2022). In our health course, we designed interactive content using HTML5 Package (H5P) to create engaging learning materials and activities in health course modules. This included multiple-choice questions, interactive text, images, and videos, providing opportunities for students to answer questions, solve problems, and explore content knowledge. This also included formative feedback and opportunities for students to test their understanding. Additionally, design thinking was incorporated to allow students to test their understanding of the health applications, solve ‘wicked’ real-world problems and create human-centric solutions (Brenner et al., 2016). In a three-week course module, Week 1 presented an open-ended real-world problem, designed and developed in collaboration with an industry partner, to help students understand user needs and pain points. Later in the week, students defined the problem by narrowing the scope down and identifying characteristics of the user persona. In Week 2, students ideated multiple responses to the defined problem, utilising problem-solving skills and creativity (Jia, Jalaludin, & Rasul, 2023) to think critically and brainstorm the appropriate solutions using Miro, and then created a low-fidelity prototype to meet the user requirements. In Week 3, students applied their knowledge to test the solution against user needs, constructively aligned with the industry practices. Through the experience of design thinking to solve open-ended, real-world problems, we employed problem-solving learning pedagogy to develop an iterative process of group work (Dam?a & Wittek, 2020). Academics acted as facilitators rather than traditional lecturers, providing support and resources as needed, but allowing students to take the lead. Students took responsibility for their learning by collaborating to explore design thinking and refining their solutions as they gathered information and feedback from various sources, integrating their own disciplinary knowledge as jigsaw pieces (Calkins & Rivnary 2022). For the purpose of authentic assessment, we designed challenging activities that required students to apply design thinking in problem-solving. The assessment tasks focused on both the process and the final solution, as well as the reflective component, including self-assessment and peer assessment. Students increased their effort towards this problem-based assessment because it held more real-life relevance and allowed them to apply their knowledge and skills in practical contexts.

Collaborative co-design to reimagine teaching practices in hybrid spaces

Following the Future Made in Australia Act, which prioritises quality and equitable education (Albanese, 2024), there is a pressing need for regional universities to provide equal educational opportunities for students regardless of their geographical locations. Furthermore, as outlined in the Australian Universities Accord Final Report, advances in pedagogy are required to fulfil the potential of high-quality online and hybrid learning modes, as well as deliver teaching which supports more diverse student cohorts (Australian Government, 2024). Hybrid learning spaces have the potential to bridge educational disparities by offering accessibility and flexibility to both regional and metropolitan students, allowing them to pursue their education without compromising their other responsibilities (Lightner & Lightner-Laws, 2016). However, significant adjustments to traditional face to face student engagement activities are crucial to the success of hybrid teaching and learning (Gamage et al., 2022). University teachers often have preconceived ideas about these spaces and lack the time, skills, and knowledge to adapt their teaching practices effectively (Bøjer & Brøns, 2022; Raes et al., 2020). Additionally, students struggle to adapt their learning approaches in these spaces, leading to limited engagement and interaction with teachers and peers (Raes et al., 2020). Effective implementation requires support for both teachers and students to reimagine their routines, practices, and expectations in teaching and learning (Bøjer & Brøns, 2022; Fawns et al., 2022; Gamage et al., 2022). To address this challenge, a research project was conducted that involved four phases: (1) Co-design workshop, (2) Resource development, (3) Data collection, (4) Analysis and outcomes. The first and second phases will be discussed in this poster presentation. In the first phase, the research team participated in a collaborative co-design workshop to develop a professional development (PD) module and practical guidelines for teachers. Collaborative co-design is a participatory process where designers and users work together using co-design tools, techniques, and scaffolds to provide expert perspectives on a problem (Bøjer & Brøns, 2022; Sanders and Stappers, 2007). In this process, researchers, teachers, and students collaborated to generate ideas and knowledge for the content of a PD module and the practical guidelines. The workshop was theoretically grounded in Moore’s (1989) three types of interactions and Radcliffe’s (2009) Pedagogy-Space-Technology (PST) framework. The active involvement of teachers and students allowed the research team to explore challenges between learning spaces, technology and teaching practices, focusing on student agency and engagement. Crucial to co-design, the research participants interchanged roles during the workshop, shifting between users, designers, and facilitators depending on individual creativity and expertise in specific areas (Bøjer & Brøns, 2022; Sanders and Stappers, 2007). The design solution of a PD module and practical guidelines was developed and provided teachers with strategies for effective hybrid teaching, addressing both technological challenges and appropriate pedagogies. The future direction of this project is to examine the effectiveness of hybrid learning and teaching by exploring the engagement between teachers and students online and on campus. The findings advance pedagogy by promoting equitable engagement for online and on-campus students, ensuring consistent learning experiences and bridging geographical gaps.

Teacher Support and Student Engagement in the Conduct of Blended Learning Instruction for English as A Foreign Language

With the deep integration of information technology and education, blended learning has emerged as a new paradigm in higher education, combining the strengths of both online and offline learning environments. This approach allows English as Foreign Language (EFL) learners, particularly in the Chinese context, to engage in flexible and continuous learning beyond traditional classroom settings, thereby fostering greater student initiative and self-directed learning. Understanding the impact of teacher support on student engagement within this blended learning framework is crucial for optimizing educational outcomes. This study employed a quantitative descriptive comparative and correlational research design to examine the relationship between various forms of teacher support—instructional, emotional, feedback, and interpersonal—and student engagement among 307 Chinese EFL learners in a blended learning environment. The findings reveal that all forms of teacher support were perceived as high, with feedback provision ranking highest. Similarly, student engagement was also rated highly across behavioral, cognitive, emotional, and social domains. The Pearson correlation coefficient between teacher support and student engagement was found to be 0.75, indicating a significant positive relationship. Based on these findings, a program aimed at enhancing teacher support to further improve student engagement in blended learning environments was developed and recommended.

AI solutions for overcoming delays in telesurgery and telementoring to enhance surgical practice and education

AbstractArtificial intelligence (AI) has emerged as a transformative tool in surgery, particularly in telesurgery and telementoring. However, its potential to enhance data transmission efficiency and reliability in these fields remains unclear. While previous reviews have explored the general applications of telesurgery and telementoring in specific surgical contexts, this review uniquely focuses on AI models designed to optimise data transmission and mitigate delays. We conducted a comprehensive literature search on PubMed and IEEE Xplore for studies published in English between 2010 and 2023, focusing on AI-driven, surgery-related, telemedicine, and delay-related research. This review includes methodologies from journals, conferences, and symposiums. Our analysis identified a total of twelve AI studies that focus on optimising network resources, enhancing edge computing, and developing delay-robust predictive applications. Specifically, three studies addressed wireless network resource optimisation, two proposed low-latency control and transfer learning algorithms for edge computing, and seven developed delay-robust applications, five of which focused on motion data, with the remaining two addressing visual and haptic data. These advancements lay the foundation for a truly holistic and context-aware telesurgical experience, significantly transforming remote surgical practice and education. By mapping the current role of AI in addressing delay-related challenges, this review highlights the pressing need for collaborative research to drive the evolution of telesurgery and telementoring in modern robotic surgery.

Assuring and Improving Learning Outcomes

Universities have a responsibility to measure and assure graduate learning outcomes ("Higher Education Standards Framework (Threshold Standards)," 2021; TEQSA, 2017). However, while assuring learning outcomes is a priority across the sector, many universities fail to collect meaningful data on student achievement of these outcomes (Martin & Mahat, 2017). Some institutions are investigating technologically enhanced processes to improve the efficiency and accuracy of learning-achievement data (Burrack & Musselwhite Thompson, 2021; El Marsafawy, 2022). Over the past four years, the University of Technology Sydney (UTS) Business School has made substantial enhancements to assurance of learning (AoL) practices, leveraging learning management system (LMS) functionality and data visualisation software to create a streamlined process, which better facilitates the continuous improvement of programs. This work is of particular interest to academic and professional staff involved in collecting and reporting on student achievement data, in program continuous improvement and evaluation, or in leveraging technology-enhanced learning analytics. The UTS Business School’s AACSB accreditation necessitates the collection, tracking, and reporting of student achievement of program-level learning outcomes (AACSB, 2020). Each program identifies subjects to "develop" and "assure" learning outcomes, with student achievement measured within specific assessment tasks and collated for program-level analysis. This process can be administratively complex, and historically involved multiple manually collated spreadsheets. This represented a substantial time cost for the faculty and often resulted in unreliable data. It was, for example, common practice to report overall subject marks rather than the specific learning outcome to determine achievement level, resulting in assessment practices that diverged from the recommended standards of constructive alignment (Biggs, 2014). In 2021, faculty T&L and central learning technologies teams commenced a pilot using LMS tools and the interactive data visualization tool PowerBI to streamline data collection, collation, and visualisation. Canvas Outcomes set up at the faculty level allows for centralised achievement-data collection, which, when linked to student and program information in PowerBI, can be used to obtain program-level insights. Beyond administrative efficiency, the project was also designed to improve and foreground the constructive alignment (Biggs, 2014) of measured learning outcomes. The revised process requires the embedding of learning-outcome-aligned assessment criteria within rubrics, resulting in improved constructive alignment and data transparency. The initial pilot was evaluated using Human Centred Design (IDEO.org, 2015) methods, which concluded the new system was an improvement on previous processes. Since the pilot, the faculty has completed a full rollout to over 60 subjects and 20 programs. Once this foundational AoL process was in place, program and subject-level continuous-improvement projects could be built upon it. Previous reporting methods had limited usefulness to Program Directors and were no longer fit for purpose due to changes in AACSB requirements. Reporting processes were therefore adjusted to focus on continuous improvement of key program metrics. In the new process, Program Directors and teaching teams review program data to identify curriculum or student-experience improvements that will enhance student achievement of learning outcomes. For example, a master's program identified that a high percentage of students were falling below expectations in two outcomes. Investigating the causes identified a need for substantial changes, with new subjects taking assurance responsibilities, and revisions to the program's overall assessment strategy. Recent data shows significant improvements in the target outcomes. This presentation will outline these updated technology-enhanced AoL processes demonstrating how the collected data can be used to improve university programs and the student learning experience.

Navigating university-OPMs

This panel focuses on the second theme of the conference, that is TEL Pedagogies: What can we learn from examples of success and failure in designing with and implementing old and new pedagogies enabled by technology? It explores Online Program Management companies' (OPMs) role in higher education partnerships to design and deliver spaces for online learning. Utilizing key theoretical frameworks such as Resource-Based View (Barney,1991; Kero & Bogale, 2023; Prahalad & Hamel, 1990; Wernerfelt, 1984) and Holon IQ’s Higher Education Digital Capability Framework (2020), the panel empowers universities to identify strengths, gaps, and strategic opportunities for collaboration. Barney (1991) suggests that by posing inquiries related to value, rarity, imitability, and organisation (VRIO), insights regarding competitive advantages, sustainability, and capability gaps can emerge, facilitating strategic decision?making. In the context of OPMs and university clients, VRIO offers a framework to comprehend the competitive advantage and sustainability of educational partnerships. Through discussion and debate the panel aims to challenge sociocultural norms, address challenges in transitioning to online formats, and propose effective partnership strategies.

Using Ethno-Pedagogy to Prepare Students for Civic Education in the Society 5.0 Era

This paper is the outcome of a review of the literature on ethno-pedagogy and education in the context of Society 5.0, gathered from various online reports, digital books, and journal articles. Society 5.0 can leverage technology in education to offer more individualized and interactive learning experiences. Examples include online learning and the application of augmented and virtual reality (AR and VR) to the classroom. Education must be adequately prepared in this day and age to assist people in gaining the abilities and knowledge required to meet obstacles in the future. In order to prepare education for the Society 5.0 era, this article aims to investigate the ethno-pedagogy method in greater detail. We refer to this method of teaching based on culture as ethno-pedagogy. The technique is highly pertinent to educating students for the increasingly varied and complicated Society 5.0 era. Using this method enables educators to create a curriculum that honors the cultural values of their students. Technology has the potential to be a helpful tool in the implementation of ethno-pedagogy. Keywords: educational management; ethno-pedagogical approach; Society 5.0 era

Examining Teachers’ Professional Learning in an Online Asynchronous System: Personalized Supports for Growth and Engagement in Learning to Teach Statistics and Data Science

Teachers’ professional learning often includes online components. This study examined how a case of 37 teachers utilized a specific online asynchronous professional learning platform designed to support teachers’ growth in learning to teach statistics and data science in secondary schools in the United States. The platform’s features and learning materials were designed based on effective online learning designs, supports for self-guided learning, and research on the teaching and learning of statistics and data science. We paid particular attention to the features we designed into the platform to support self-regulation and personalizing the experiences to meet their preferred learning goals such as allowing for free choice of learning materials, flexibility of when and how long to engage, providing personal recommendations based on user input, internal systems to track progress, and generating certificates of completion. In this study, we used a case study with both quantitative and qualitative data to examine whether teachers had gains in meeting learning goals related to their development in teaching statistics and data science, had sustained engagement, and found the features for personalization supportive for their learning. Results showed, overall, positive growth towards meeting learning goals and making small changes towards improved classroom practice. Most teachers were generally engaged in sustained ways across the study period, though we found six different patterns of completion that highlight ways in which teachers’ goal-directed and self-regulated learning occurred within the busy schedules of educators. Several personalized features, especially the recommendations and tracking system, were highly utilized and perceived as supportive of teachers’ learning.