Elke Stracke

A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment

This paper addresses the views of students of blended language learning (BLL) – a particular learning and teaching environment, that combines face-to-face (f2f) and computer-assisted language learning (CALL). In this instance, the ‘blend’ consisted of learners’ independent self-study phases at a computer, with a CD-ROM, and traditional f2f classroom learning. This paper explores this BLL environment from the participants’ perspective and focuses on three learners who left the class. The aim of the study was to understand the reasons behind those students’ decision to leave, so that ideas might be developed for the successful implementation of BLL environments in the future that would appeal to all learners. The analysis showed that students left the class for three reasons: a perceived lack of support and connection/complementarity between the f2f and computer-assisted components of the ‘blend’; a perceived lack of usage of the paper medium for reading and writing; and the rejection of the computer as a medium of language learning. The paper concludes by pointing out implications for the possible future of BLL.

An analysis of written feedback on a PhD thesis

This paper offers an interim analysis of written feedback on a first draft of a PhD thesis. It first looks at two sources of data: in-text feedback and overall feedback. Looking at how language is used in its situational context, we then coded the feedback and developed a model for analysis based on three fundamental functions of speech: referential, directive and expressive. It was found that expressive feedback benefited the supervisee the most. The interaction between the supervisor and the supervisee played an important role for the induction of the supervisee into the academic community, and suggests a peer-to-peer model in PhD education. Finally, this paper suggests the possibility of developing a taxonomy of good feedback practices in postgraduate supervision practice in Higher Education.

Feedback and self‐regulated learning: insights from supervisors’ and PhD examiners’ reports

This paper provides insights into the doctoral journey of a supervisee by analysing written feedback provided by supervisors and thesis examiners. As one aim of doctoral education is to train scholars to become independent researchers, that is highly self‐regulated learners, this study paves the way for an understanding of the link between written feedback and the self‐regulated learning process. Based on an analysis of speech functions, written feedback provided by two supervisors and three examiners were classified into three main categories: referential, directive and expressive. The results indicate the value of expressive feedback for the development of self‐regulated learning in doctoral supervision.

Realising graduate attributes in the research degree: the role of peer support groups

This paper discusses the role of peer support groups (PSGs) in realising graduate attributes in the research degree. The literature indicates that top-down embedding of graduate attributes has met with only limited success. By taking a bottom-up approach, this paper shows that PSGs offer an opportunity to improve the graduate attribute outcomes of universities. This paper presents the experiences of research students in three PSGs in New Zealand, Australia and Malaysia, and the results of an exploratory opinion survey that required past and present PSG members to share their learning experiences about the development of graduate attributes. The participants favoured five attributes: communication, critical thinking, self-motivation, research organisation and teamwork. Viewing the development of graduate attributes through the lens of the students adds to our understanding of how PSGs help them to develop graduate attributes and contribute to university efforts to instil these attributes by taking into account experiential learning.

Reframing doctoral examination as teaching

Abstract Doctoral examiners judge the quality of a thesis and give the student assessment feedback if the student fails to reach certain goals. This paper investigates if and how examiners take on the evaluator or teaching role. We analysed doctoral examination reports from three disciplines. Most examiners provided assessment and feedback, but this often took the form of summative assessment. Such assessment does not include expectations or guidance on how a candidate can fix critical issues in their thesis. Examiners make choices for assessment or feedback based on individual preferences rather than disciplinary differences or institutional guidelines. Longer reports had more feedback, indicating the examiner was more engaged in the process. While their role is to assess, we argue that an examiner must also teach by giving the student feedback so they can develop and close the gap between their current and expected performance. Only then is assessment for learning realised.

Cross-Cultural Collaboration for Curriculum Development of the First Women-Only Industrial Design Program in Saudi Arabia

ING AND INDEXING For a full list of databases in which this journal is indexed, please visit http://designprinciplesandpractices.com/journals/collection. RESEARCH NETWORK MEMBERSHIP Authors in The International Journal of Design Education are members of the Design Principles and Practices Journal Collection or a thematically related Research Network. Members receive access to journal content. To find out more, visit http://designprinciplesandpractices.com/about/become-a-member. SUBSCRIPTIONS The International Journal of Design Education is available in electronic and print formats. Subscribe to gain access to content from the current year and the entire backlist. Contact us at support@cgnetworks.org. ORDERING Single articles and issues are available from the journal bookstore at https://cgscholar.com/bookstore. HYBRID OPEN ACCESS The International Journal of Design Education is Hybrid Open Access, meaning authors can choose to make their articles open access. This allows their work to reach an even wider audience, broadening the dissemination of their research. To find out more, please visit http://designprinciplesandpractices.com/journals/hybrid-open-access. DISCLAIMER The authors, editors, and publisher will not accept any legal responsibility for any errors or omissions that may have been made in this publication. The publisher makes no warranty, express or implied, with respect to the material contained herein. Cross-Cultural Collaboration for Curriculum Development of the First Women-Only Industrial Design Program in Saudi Arabia Carlos Montana-Hoyos, Dubai Institute of Design and Innovation, United Arab Emirates Elke Stracke, University of Canberra, Australia Karin Oerlemans, Kairos Consultancy and Training, Australia Lena Ahmed Darweesh, Imam Abdul Rahman Bin Faisal University, Saudi Arabia Abstract: This article presents a case study of cross-cultural collaboration. An Australian and a Saudi Arabian university collaboratively developed the curriculum for a bachelor of industrial design (ID) program at a women-only college of design in the Kingdom of Saudi Arabia (KSA). This article first describes the local context for which the curriculum was developed with a focus on how gender segregation shapes education and workplace in the KSA. Next, the literature review discusses cross-cultural aspects of design and contemporary ID education. We highlight the main results of a benchmarking exercise of current undergraduate ID curricula worldwide that we conducted before describing the planning process for the new curriculum at the local college. We then focus on the interpretation of the curriculum from an Australian to a Saudi Arabian context and discuss constraints and complexities in its development. The article also presents a reflection of the value of the cross-cultural collaborative process, our experience, and learning for both partners, and future collaboration and research. This article presents a case study of cross-cultural collaboration. An Australian and a Saudi Arabian university collaboratively developed the curriculum for a bachelor of industrial design (ID) program at a women-only college of design in the Kingdom of Saudi Arabia (KSA). This article first describes the local context for which the curriculum was developed with a focus on how gender segregation shapes education and workplace in the KSA. Next, the literature review discusses cross-cultural aspects of design and contemporary ID education. We highlight the main results of a benchmarking exercise of current undergraduate ID curricula worldwide that we conducted before describing the planning process for the new curriculum at the local college. We then focus on the interpretation of the curriculum from an Australian to a Saudi Arabian context and discuss constraints and complexities in its development. The article also presents a reflection of the value of the cross-cultural collaborative process, our experience, and learning for both partners, and future collaboration and research.