Tommy Soesmanto
Biographic Data
| ID | 8794506 |
|---|---|
| NAME | Tommy Soesmanto |
| GIVEN NAMES | Tommy |
| FAMILY NAME | Soesmanto |
| SIGNATURE | SOESMANTO T |
| AFFILIATIONS | Griffith University |
| ORCID | 0000-0001-5760-0304 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Quantifying SDG curriculum alignment using a GenAI–assisted, expert validated mapping approach
Purpose This study aims to develop and apply a generative artificial intelligence (genAI)-assisted approach for mapping the alignment of university curricula with the United Nations Sustainable Development Goals (SDGs). It addresses the challenge of systematically quantifying curricular contributions to sustainability education. Design/methodology/approach Using Achtenhagen’s (2012) curriculum-instruction-assessment triad to structure analysis ac…
Evaluation of the mixed-mode teaching design upon students’ learning satisfaction and academic performance in an introductory economics course
The Covid-19 pandemic has had a major impact on the various facets of higher education globally. With the migration to online teaching happening at an unprecedented rate, educators are challenged in transforming the way they create opportunities for students’ learning. Specifically, in Australia, education providers have increasingly offered their courses in a dual-mode setting, making them available for both online and face-to-face students. Thi…
Student satisfaction and online teaching
This paper presents an analysis of the response of student satisfaction scores to online delivery for courses at a large Australian university. Taking data from 2653 courses delivered since 2011 we employ a difference-in-differences estimator approach to evaluate the impact of a transition from face-to-face learning to online learning of courses on student satisfaction. We estimate that, on a five-point scale, conversion to online learning lowers…
K-popnomics
No prominent works on this page.
Student satisfaction and online teaching
This paper presents an analysis of the response of student satisfaction scores to online delivery for courses at a large Australian university. Taking data from 2653 courses delivered since 2011 we employ a difference-in-differences estimator approach to evaluate the impact of a transition from face-to-face learning to online learning of courses on student satisfaction. We estimate that, on a five-point scale, conversion to online learning lowers…
K-popnomics
Evaluation of the mixed-mode teaching design upon students’ learning satisfaction and academic performance in an introductory economics course
The Covid-19 pandemic has had a major impact on the various facets of higher education globally. With the migration to online teaching happening at an unprecedented rate, educators are challenged in transforming the way they create opportunities for students’ learning. Specifically, in Australia, education providers have increasingly offered their courses in a dual-mode setting, making them available for both online and face-to-face students. Thi…
Quantifying SDG curriculum alignment using a GenAI–assisted, expert validated mapping approach
Purpose This study aims to develop and apply a generative artificial intelligence (genAI)-assisted approach for mapping the alignment of university curricula with the United Nations Sustainable Development Goals (SDGs). It addresses the challenge of systematically quantifying curricular contributions to sustainability education. Design/methodology/approach Using Achtenhagen’s (2012) curriculum-instruction-assessment triad to structure analysis ac…
Higher education (3 works) · Curriculum (2 works) · Mathematics education (2 works) · Online and Blended Learning (2 works) · Political science (2 works) · Psychology (2 works) · Academic achievement (1 work) · Art (1 work) · Asian Culture and Media Studies (1 work) · Benchmarking (1 work)