Enabling education programs, otherwise known as Foundation Studies or Preparatory programs, provide pathways for students typically under-represented in higher education. Students in Enabling ...programs often face distinct challenges in
their induction to academic culture which can implicate them in cases of misconduct. This case study addresses a gap in the enabling literature reporting on how a culture of academic integrity can be developed for students and staff in
these programs through an educative approach. This paper outlines how an educative approach to academic integrity is implemented within the Enabling programs of two Australian universities. This case study reflects upon an approach which
makes specific reference to the key elements of 'support', 'approach' and 'responsibility' as highlighted in Bretag and Mahmud's seminal paper. The paper reports a reduction in misconduct cases at the two institutions suggesting a
positive correlation between the interventions and students' understanding of ethical academic practice. This study reflects upon practitioner experiences with academic integrity investigations to evaluate the effectiveness of this
approach. The authors show that it is possible to ensure academic integrity practices and values are upheld within a supportive learning environment appropriate to a students' level of study. Author abstract, ed
► We have evaluated two dimensional spectroscopy (2D-COS) to study smokiness in wines. ► We have developed calibrations for guaiacol using different wine varieties. ► 2D-COS was useful to identify ...spectral regions related with smokiness.
In this study, two-dimensional correlation spectroscopy (2D-COS) combined with mid-infrared (MIR) spectroscopy was evaluated as a novel technique for the identification of spectral regions associated with smoke-affected wine, for the purpose of screening taint arising from grapevine exposure to smoke. Smoke-affected wines obtained from experimental and industry sources were analysed using MIR spectroscopy and chemometrics, and calibration models developed. 2D-COS analysis was used to generate synchronous data maps for red and white cask wines spiked with guaiacol, a marker of smoke taint. Correlations were observed at wavelengths that could be attributable to aromatic C–C stretching, i.e., between 1400 and 1500cm−1, indicative of volatile phenols. These results demonstrate the potential of 2D-COS as a rapid, high-throughput technique for the preliminary screening of smoke tainted wine.
Although technological advances have brought about new opportunities for scaling feedback to students, there remain challenges in how such feedback is presented and interpreted. There is a need to ...better understand how students make sense of such feedback to adapt self-regulated learning processes. This study examined students' sense-making of learning analytics-based personalised feedback across four courses. Results from a combination of thematic analysis and epistemic network analysis show an association between student perceptions of their personalised feedback and how these map to subsequent self-described self-regulated learning processes. Most notably, the results indicate that personalised feedback, elaborated by personal messages from course instructors, helps students refine or strengthen important forethought processes of goal-setting, as well as to reduce procrastination. The results highlight the need for instructors to increase the dialogic element in personalised feedback in order to reduce defensive reactions from students who hold to their own learning strategies. This approach may prompt reflection on the suitability of students' current learning strategies and achievement of associated learning goals. Author abstract
In this study, the suitability of mid-infrared (MIR) spectroscopy, combined with principal component analysis (PCA) and linear discriminant analysis (LDA), was evaluated as a rapid analytical ...technique to identify smoke tainted wines. Control (i.e., unsmoked) and smoke-affected wines (260 in total) from experimental and commercial sources were analyzed by MIR spectroscopy and chemometrics. The concentrations of guaiacol and 4-methylguaiacol were also determined using gas chromatography–mass spectrometry (GC-MS), as markers of smoke taint. LDA models correctly classified 61% of control wines and 70% of smoke-affected wines. Classification rates were found to be influenced by the extent of smoke taint (based on GC-MS and informal sensory assessment), as well as qualitative differences in wine composition due to grape variety and oak maturation. Overall, the potential application of MIR spectroscopy combined with chemometrics as a rapid analytical technique for screening smoke-affected wines was demonstrated.
The
β-D-glucopyranoside of 3-methyl-4-hydroxyoctanoic acid (glucoside), exists in oak wood and is a potential precursor to
cis-oak lactone. A method for the quantification of the glucoside in ...extracts of oak wood using liquid chromatography–tandem mass spectrometry was developed. The
2H
4-labeled analogue of the glucoside was synthesized and used as internal standard for the method which was subsequently applied to the analysis of extracts of both American and French oak woods. The concentration of the glucoside in the extracts varied widely from less than 0.1 up to approximately 50
μg/g-oak wood. The method allowed for the quantification of the glucoside as a potential oak lactone precursor in oak woods for the first time.
Research and development in learning analytics has established viable solutions for scaling personalised feedback to all students. However, questions remain regarding how such feedback is perceived, ...interpreted and acted upon by stakeholders. The present study reports on the analysis of focus group data from four courses to understand students' sensemaking of personalised, learning analytics-based feedback. Deductive analysis and epistemic network analysis were carried out to identify students' perceptions and associated emotional responses to the feedback. The results demonstrate that students mostly held positive perceptions of their feedback - especially in regard to quality, task-focus and instructor care. While emotions to feedback were often negative, students also noted this increased their motivation to invest more effort in the learning tasks. The results of the study provide further evidence of the interpersonal communication variables influencing students' proactive recipience of feedback. Importantly, the findings show that students were mostly actively engaged with their personalised feedback, and that the instructor-mediated approach to feedback based on learning analytics is aligned to the principles of effective feedback.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
One of the major factors affecting student learning is feedback. Although the importance of feedback has been recognized in educational institutions, dramatic changes - such as bigger class sizes and ...a more diverse student population - challenged the provision of effective feedback. In light of these changes, educators have increasingly been using new digital tools to provide student feedback, given the broader adoption and availability of these new technologies. However, despite these efforts, most educators have limited insight into the recipience of their feedback and wonder which students engage with feedback. This problem is referred to as the "feedback gap," which is the difference between the potential and actual use of feedback, preventing educators and instructional designers from understanding feedback recipience among students. In this study, a set of trackable call-to-action (CTA) links were embedded in feedback messages focused on learning processes and self-regulation of learning in one fully online marketing course and one blended bioscience course. These links helped us examine the association between feedback engagement and course success. We also conducted two focus groups with students from one of the courses to further examine student perceptions of feedback messages. Our results across both courses revealed that early engagement with feedback is positively associated with passing the course and that most students considered feedback messages helpful in their learning. Our study also found some interesting demographic differences between students regarding their engagement with the feedback messages. Such insight enables instructors to ask "why" questions, support students' learning, improve feedback processes, and narrow the gap between potential and actual use of feedback. The practical implications of our findings are further discussed.
Smoke was applied to seven different grapevine cultivars (Chardonnay, Sauvignon Blanc, Pinot Gris, Pinot Noir, Shiraz, Cabernet Sauvignon and Merlot) for 1 h at approximately 7 days post-veraison. A ...range of viticultural measurements were subsequently performed to evaluate any effects on crop yield, vegetative growth and vine physiology. Few significant differences in berry growth or maturation (as sugar accumulation), yield or vine growth were observed between control and smoke-affected grapevines; but the photosynthetic capacity of some varieties, Merlot and Cabernet Sauvignon in particular, decreased significantly following smoke exposure. The extent of smoke taint in the resultant wines was then determined by quantification of volatile phenols and guaiacol glycoconjugates, and by descriptive sensory analysis. Elevated concentrations of volatile phenols and guaiacol glycoconjugates were observed in wines made from smoke-affected grapes; with smoke-affected Pinot Gris and Cabernet Sauvignon wines found to exhibit the most intense smoke-related sensory attributes. The physiological, compositional and sensory consequences of grapevine exposure to smoke were found to vary amongst cultivars, suggesting some grape varieties might be more susceptible to the effects of smoke exposure than others. Further research into the impact of smoke exposure by different cultivars might inform varietal selection in smoke-prone wine regions, in order to mitigate the risk of smoke exposure.
Feedback is a major factor of student success within higher education learning. However, recent changes - such as increased class sizes and socio-economic diversity of the student population - ...challenged the provision of effective student feedback. Although the use of educational technology for personalised feedback to diverse students has gained traction, the feedback gap still exists: educators wonder which students respond to feedback and which do not. In this study, a set of trackable Call to Action (CTA) links was embedded in two sets of feedback messages focusing on students' time management, with the goal of (1) examining the association between feedback engagement and course success and (2), to predict students' reaction to provided feedback. We also conducted two focus groups to further examine students' perception of provided feedback messages. Our results revealed that early engagement with the feedback was associated with higher chances of succeeding in the course. Likewise, previous engagement with feedback was highly predictive of students' engagement in the future, and also that certain student sub-populations, (e.g., female students), were more likely to engage than others. Such insight enables instructors to ask "why" questions, improve feedback processes and narrow the feedback gap. Practical implications of our findings are further discussed.
This paper reports on the findings of a study that proposed a novel learning analytics methodology that combines three complimentary techniques - agglomerative hierarchical clustering, epistemic ...network analysis, and process mining. The methodology allows for identification and interpretation of self-regulated learning in terms of the use of learning strategies. The main advantage of the new technique over the existing ones is that it combines the time management and learning tactic dimensions of learning strategies, which are typically studied in isolation. The new technique allows for novel insights into learning strategies by studying the frequency of, strength of connections between, and ordering and time of execution of time management and learning tactics. The technique was validated in a study that was conducted on the trace data of first-year undergraduate students who were enrolled into two consecutive offerings (N2017 = 250 and N2018 = 232) of a course at an Australian university. The application of the proposed technique identified four strategy groups derived from three distinct time management tactics and five learning tactics. The tactics and strategies identified with the technique were correlated with academic performance and were interpreted according to the established theories and practices of self-regulated learning.
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