Reflections on the Impact of Social Technologies on Lecturers in a Pathway Institution

Velliaris, Donna M.; Willis, C.; Breen, Paul

doi:10.4018/978-1-4666-7401-1.ch007

Cited by 16 publications

(2 citation statements)

References 29 publications

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“…Articulation and credit transfer agreements are well-established between HEIs. Pathway providers, therefore, offer international students a period of academic language and learning preparation prior to their entry into mainstream Australian HE (Velliaris & Willis, 2014;Velliaris, Willis, & Breen, 2015a, 2015bVelliaris, Willis, & Pierce, 2015).…”

Section: Introductionmentioning

confidence: 99%

An Institutional Three-Stage Framework: Elevating Academic Writing and Integrity Standards of International Pathway Students

Velliaris¹,

Breen

2016

jis

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In this paper, the authors explore a holistic three-stage framework currently used by the Eynesbury Institute of Business and Technology (EIBT), focused on academic staff identification and remediation processes for the prevention of (un)intentional student plagiarism. As a pre-university pathway provider—whose student-body is 98% “international”—plagiarism is a prevalent and complex issue that cannot be solved with a single-solution response. The three-stages of identification should be conceived holistically and with each stage being equally important to the assessment of student writing. It is worth noting, however, that the extent to which plagiarism is detected will determine the number of stages involved and the degree the student has transgressed. This framework emphasizes the need for, and importance of, Academic Integrity (AI), literary ownership, assessment transparency, and compatibility with partner institutions.

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Section: Introductionmentioning

confidence: 99%

An Institutional Three-Stage Framework: Elevating Academic Writing and Integrity Standards of International Pathway Students

Velliaris¹,

Breen

2016

jis

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“…Though accessible to local students, student recruitment is predominantly directed towards full fee-paying international students who: (a) have completed Year 11 high school in Australia and would prefer to continue their studies in a different academic context; (b) have completed Year 12 high school in Australia, but did not obtain an ATAR [Australian Tertiary Admission Rank] sufficient for direct entry into university; (c) have graduated from high school abroad, but whose English language proficiency did not meet the minimum requirement for direct entry into university; or (d) are 20+ years of age with a relevant employment history (Velliaris & Breen, 2014;Velliaris & Coleman-George, 2014Velliaris & Willis, 2014;Velliaris, Willis, & Breen, 2015b).…”

Section: Introductionmentioning

confidence: 99%

Native or Novice?

Velliaris

Breen

2016

Handbook of Research on Engaging Digital Natives in Higher Education Settings

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Access to and use of technology by students deemed to be ‘Digital Natives' studying in the Higher Education (HE) sector has been an area of much interest, speculation and publication. This chapter reports on a small-scale exploratory study that aimed to uncover the digital technology access and practices in both everyday life and academic study of ‘new' international first-year ‘pathway' students at the Eynesbury Institute of Business and Technology (EIBT). The purpose of this study was to contribute to the debate on digital natives by providing a ‘piece of evidence' on the access to and use of digital technologies by a group of pre-university pathway students. This exploratory study stemmed from the realisation that EIBT lecturers could better meet the needs of the current generation and cohort of 20+ ethnically diverse students, and help them acculturate and transition as lifelong learners who are able to adapt to an evolving information landscape in Australian HE and upon their return home.

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Widening the Lens

Pierce

Velliaris²

2016

Advances in Logistics, Operations, and Management Science

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To meet the challenge of bridging the digital divide among Net Generation students and Higher Education (HE) lecturers, a ‘Storyboard' methodology was piloted at the South Australian Institute of Business and Technology (SAIBT). Within an Associate Degree in Management program, a digital story-telling assessment task was introduced into a ‘Communication in Organisations' course to augment culturally diverse students' engagement with the discipline, as well as advance their English-language proficiency and academic achievement. Photos were gathered and shared over the trimester to capture students' reflections on what they were learning and how that felt at the time. Students then digitally collated the photos into a final original and introspective photo-story ‘film' that encapsulated the challenges, realisations and successes of the teaching and learning journey.

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Reflections on the Impact of Social Technologies on Lecturers in a Pathway Institution

Cited by 16 publications

References 29 publications

An Institutional Three-Stage Framework: Elevating Academic Writing and Integrity Standards of International Pathway Students

An Institutional Three-Stage Framework: Elevating Academic Writing and Integrity Standards of International Pathway Students

Native or Novice?

Widening the Lens

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