Trish Powers Within diverse arrangements of time and place, technology is redesigning how education is purchased, experienced, engaged with, and ultimately used (Lebel & Beaulieu, 2011).This qualitative Australian study followed the experiences and perceptions of twenty-four adult learners in the 25 to 50+ years of age group, transitioning into their first trimester of higher education … Continue reading Threshold Concepts in the online learning space: A Study of Adult Learners’ Transition, Attrition and Perseverance →

Maria Northcote Mantai and Dowling (2015) refer to the Acknowledgements pages of higher degree research (HDR) theses as “an under-utilised yet rich data source” (p. 106) and Hyland (2004) recognises the way in which thesis Acknowledgements have the potential to “reveal academic preferences” and “point to the processes of its [the thesis’] creation” (p. 305). … Continue reading Acknowledging the affirmative: Evidence of supervision learning thresholds in thesis acknowledgements →