Boris Handal

Rethinking BYOD Models and Student’s Control

This chapter presents a conceptual model representing bring your own device (BYOD) modes and their relationship to students’ control of an instructional task and their orientation to learn. The model argues that student control is a function of the degree of prescription on the specifications of the device to be brought. Operating system (OS) and technical specifications (TF) represent the two main variables that influence decisions taken by educational institutions such as schools and universities. The combination of these two variables with degrees of freedom/restriction provided to the students results in four spaces with their own instructional, curricular and logistic challenges. It is argued that spaces closer to providing students total freedom in selecting their device will result in more student-centred environments as opposed to locked-down models, which seem to embed educator centredness. Student’s age, however, will catalyse the model because cognitive developmental reasons require structured tasks, making common software/hardware preferable for younger students and therefore less choice in selecting their own device. This pattern is extended to university students who need to be provided with more choice for both device selection and instructional strategies. The recommendation of either various or just one particular device also influences students’ learning behaviour, making instruction either more self- or more educator-directed. The chapter recommends that Asia-Pacific educators open their classroom to a more embracing and diverse range of devices.

The influence of class size upon numeracy and literacy performance

Purpose The purpose of this paper was to investigate the influences of calendar year, year level, gender and language background other than English (LBOTE) on student achievement in literacy and numeracy relative to class size. Design/methodology/approach Data for this study were collected over five years (2008-2012) as test results from the Australian National Assessment Plan in Literacy and Numeracy (NAPLAN) in Years 3 and 5 from over 100 Sydney primary schools. Findings It was found that the most important factors influencing academic performance in literacy and numeracy were, in descending order: gender, LBOTE, the calendar year in which the test was conducted, followed by class size. All variables were significantly associated with NAPLAN performance, but effect size estimates for class size were close to zero. Originality/value The results of this study support other studies suggesting that factors other than class size are more important in influencing academic performance.

Unpacking the beliefs and attitudes of Australian HREC members: an examination of influences on reviewer decision-making

Abstract This paper examines beliefs and attitudes in the context of how they influence the decisions of university Human Research Ethics Committees (HRECs) as a preface to undertaking an empirical study in this area. It also aims at establishing a conceptual framework to guide the design of a questionnaire targeting beliefs about research ethics and the implications of these beliefs on review practices of HREC members throughout Australia. Using content analysis of the extant body of the literature the paper examines the relationship between the concepts of beliefs and knowledge, beliefs and attitudes, and among beliefs, attitudes and behaviour in the context of research ethics. The discussion suggests that ethics approval practices can, at times, be influenced more by personal beliefs than by contemporary review standards. It is also suggested that personal beliefs can be transmitted through the review process and that HRECs can serve to influence the transfer of values from reviewers to researchers. The framework that this paper presents has the potential to appraise an array of perspectives which in turn would guide the design of professional development programs. In addition, an improved, more nuanced understanding of how HREC members make ethical decisions will positively impact and inform best practice in the review of ethical applications for research projects. The paper presents a novel theoretical framework underpinning research ethics reviewer beliefs and attitudes within a contemporary context.

Global Scholars as Ambassadors of Knowledge

This chapter discusses the challenges that global scholars face in their interactions with peers, students and the community at their destination cultures. It argues that global scholars can become powerful agents of societal change due to their background and unique position in overseas academic communities. A number of values and attributes empowering them to assume an effective moral leadership role are presented. These include espousing the principle of world citizenship to embrace unity in diversity; acquiring a humble posture of learning to develop intercultural competencies; and becoming involved in social action to achieve universal education. The issue of personally re-examining cultural assumptions of knowledge and teaching and learning is illustrated with examples throughout the chapter.