M Henderson
Dados Biográficos
| ID | 51333 |
|---|---|
| NOME | M Henderson |
| PRENOMES | M |
| SOBRENOME | Henderson |
| ASSINATURA | HENDERSON M |
| AFILIAÇÕES | Monash University |
| ORCID | 0000-0002-6389-8300 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 41 |
| TOTAL DE CITAÇÕES | 36 |
| TOTAL COMO AUTOR | 41 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1967 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Exploring AI literacy practices and capabilities of adult EAL learners from migrant and refugee backgrounds
Access to generative artificial intelligence (AI) and the ability to use it are becoming crucial for learning, work, and leisure. In this context, AI literacy is recognized as critically important for adult language learners, including those from migrant and refugee backgrounds. While there have been calls to include AI literacy in language learning programs, its inclusion requires knowledge about learners’ current practices with generative AI an…
Time, emotions and moral judgements
The emergence of Generative AI (GenAI) in higher education has prompted considerable discussion within the research community. Despite their centrality, students’ perspectives remain underexplored. We investigated how students position GenAI in relation to their studies, conducting focus groups with 79 students across four Australian universities. Taking a sociotechnical stance and employing reflexive thematic analysis, we identified three primar…
Feeling AI
This study investigates how students emotionally and morally engage with artificial intelligence (AI) in higher education (HE). Through a sociotechnical lens of AI and drawing on a Sara Ahmed’s frame of affective economies, we report on a national survey ( n = 8021) with qualitative focus groups ( n = 79) to explore the emotional textures of student experiences. Quantitative findings reveal strong co-occurrences of optimism with excitement, refle…
Pedagogical strategies for supporting young children’s technical and social understandings of the internet as a basis for online safety education in the early years
“Put Your Money Where the Kids Are”
With the oil crises of the 1970s as a backdrop, this article explores the oil industry’s efforts to present its own interests as aligned with those of future generations in order to justify state disinvestment and environmental deregulation. Although histories of neoliberalism’s cultural dimensions have typically been treated as distinct from scholarship on the oil industry’s anti-environmental campaigns, this article bridges these histories’ int…
Analytics of Learner-Centered Feedback
Feedback plays a crucial role in guiding students toward achieving their learning goals. The conceptualization of feedback has shifted from teacher-centered to learner-centered approaches, underscoring the evolving role of educators and students in educational settings. Despite the growing emphasis on learner-centered feedback frameworks, there remains a gap in understanding how these frameworks are implemented in actual teaching practices. This …
What generative Artificial Intelligence priorities and challenges do senior Australian educational policy makers identify (and why)
Free access to powerful generative Artificial Intelligence (AI) in schools has left educators and system leaders grappling with how to responsibly respond to the consequent challenges and opportunities that this new technology poses. This paper examines the priorities and challenges that senior Australian educational leaders identify with relation to responsible and ethical use of generative AI in school education, and the reasons for their belie…
Comparing Generative AI and teacher feedback
The rapid integration of Generative Artificial Intelligence (GenAI) into educational contexts has presented both opportunities and challenges for students seeking and using feedback. While AI-generated feedback can offer increased access, timely responses and personalised insights, concerns about the quality of AI-generated feedback still persist, including issues of bias, factual inaccuracies, and homogenisation. This study investigates how stud…
Beyond Western Notions of Creativity in Education
In this editorial for the special issue on Beyond Western Notions of Creativity in Education, we provide an overview of six articles that challenge the normative ontological, epistemological, and methodological underpinning of creativity research and practice in education. This special issue aimed to interrogate and problematize the notion of creativity as a Western conception, to expand it toward developing a more global, diverse, inclusive, and…
Feedback in higher education
Research indicates that effective learner-centred feedback requires learner agency, impact and sensemaking. While scholars are focusing on supporting agency and impact, limited research has addressed sensemaking. This is problematic, because if learners fail to understand feedback, impact is likely to be reduced. In response, this study examines (non) alignment between teacher intent and student sensemaking of authentic feedback comments. The sam…
Online examinations
Online examinations are an increasingly common feature of higher education. Research in this area often focuses on academic integrity without exploring student experience in online examinations more broadly. With increasing use of online examinations and associated security measures, there is a plausible risk that the platform, examination conditions and measures to achieve assessment security may have a negative impact on student experience, wel…
Enhancing feedback practices within PhD supervision
PhD candidates, like all students, learn through engaging with feedback. However, there is limited understanding of how feedback strategies support doctoral candidates. This qualitative framework synthesis of 86 papers analysed rich qualitative data about feedback within PhD supervision. Our synthesis, informed by sociomateriality and a dialogic, sense-making view of feedback, underscores the critical role that feedback plays in doctoral supervis…
“Freshness & crisp (miasma)”
This is a Post-Flarf poem which partially draws on appropriated, altered, and re-assembled linguistic
Identifying the components of effective learner-centred feedback information
Due to recent conceptual shifts towards learner-centred feedback, there is a potential gap between research and practice. Indeed, few models or studies have sought to identify or evaluate which semantic messages, or feedback components, teachers should include in learner-centred feedback comments. Instead, teacher practices are likely to be primarily shaped by ‘old paradigm’ conceptualisations of feedback. In response, the current study develops …
Factors associated with online examination cheating
Online examinations are a common experience in higher education. Their security is a key concern for education communities, and has resulted in a variety of cheating countermeasures. There is broad consensus in the literature that there is no one measure, including proctoring, which eradicates cheating behaviours. As a result, this study is exploratory, seeking to add to our understanding of the range of factors that may interact with frequency o…
Improving instructional video design
Instructional videos are increasingly part of the teaching practices of educators across all sectors. The most common theoretical lens used to design and evaluate instructional videos has been to apply principles emerging from the cognitive theory of multimedia learning. However, these principles have been largely developed from research using instructional media other than videos. In addition, there is no comprehensive list of principles that ha…
Student agency in feedback
Student agency is often mentioned as a key feature of feedback practices. Commonly, the concept of agency is used to refer to students’ active role in the process of seeking, receiving, generating and acting upon feedback information. However, the notion of what student agency means is often taken for granted and rarely elaborated. The feedback literature has also mainly focussed on agency within individualised and psychological paradigms of feed…
Young children’s agency with digital technologies
This paper examines the evidence of children's agency in research about infants, toddlers and technologies. It finds that an implicit reliance on technological determinism as a theoretical perspective for positioning technologies relative to young children's development tends to shape research in terms of understanding the impact of technologies on young children. Drawing on critical constructivism as a philosophical stance on technologies, this …
School playgroups
This paper identifies the shared features of provision in exemplar school playgroups defined using the social capital concepts of bonding and bridging relationships. Relationships promote capabilities amongst people, with play a known capability for advancing children's developmental and educational outcomes. By attending to the bonding and bridging relationships in each school playgroup, exemplar groups were identified and studied to reveal thei…
Navigating four billion videos
YouTube hosts a vast catalogue of instructional videos that are increasingly used in formal education contexts. Teachers regularly use YouTube to select videos for students, but the processes they use to select these resources have been understudied. This study explores how teachers search for videos, and the role of YouTube’s complex algorithm in that process. It reports on a case study of nine Australian teachers working across two schools, at …
Three Modes of Creativity
This article is an ontological investigation of the term creativity, to suggest a model that infuses key philosophical and critical perspectives. This article proposes that creativity has three modes of existence or ways of being in the world: the Visceral (embodiments), the Ideational (mind and conceptual), and the Observational (appreciation, critical, and evaluative). We view creativity synergistically as representing both the individual creat…
Designing learner-centred text-based feedback
Current conceptualisations of feedback contend that it should be a learner-centred process. In practice, however, text-based feedback comments from teachers are a convenient and common source of feedback information, despite appearing to be contra-indicative of learner-centred models. This raises the question of how teachers can tackle the design of text-based learner-centred feedback, but at present there is limited empirical evidence available …
Ajet Bibliometrics
The bibliometric data in this editorial provide readers with information about the journal’s publication, review and article access statistics, the articles attracting the most interest over the past year and the citation performance of the journal
TPACK – time to reboot
In this paper we explore and challenge the trajectory of research scholarship in the area of Technological, Pedagogical and Content Knowledge (TPACK). In doing so we adopt the position, as elaborated in Harris et al.’s (2017) editorial, that TPACK research is in need of addressing two key questions: What do teachers need to know in order to integrate technology effectively in the classroom and how can they best develop that knowledge? In order to…
The evolving field of learning analytics research in higher education
Over the last decade the deployment and use of learning analytics has become routine in many universities around the world. The ability to analyse the way students interact with technology has demonstrated significant value for providing insights into student learning and there are now a wide range of uses for learning analytics in education. From use as a diagnostic tool, to a method for prediction, learning analytics in higher education has an …
Citizen Perceptions of Government Service Quality
Conventional models of democratic accountability hinge on citizens’ ability to evaluate government performance accurately. In recent years, public reporting of governmental performance has expanded in many policy domains, potentially enhancing citizen capacities to make accurate evaluations. Yet there is little evidence on the degree to which citizen perceptions correspond to actual service quality. Using survey data, we find that citizens’ perce…
What works and why? Student perceptions of 'useful' digital technology in university teaching and learning
Digital technologies are now an integral aspect of the university student experience. As such, academic research has understandably focused on the potential of various digital technologies to enable, extend and even ‘enhance’ student learning. This paper offers an alternate perspective on these issues by exploring students’ actual experiences of digital technology during their academic studies – highlighting the aspects of digital technology use …
Perinatal facors associated with strabismus in Negro children
Perinatal facors associated with strabismus in Negro children. H Goldstein, M Henderson, I D Goldberg, E Benitez, and C M HawkinsCopyRight https://doi.org/10.2105/AJPH.57.2.217 Published Online: August 29, 2011
Patterns of influence and response in abusing and nonabusing families
What are users thinking in a virtual world lesson? Using stimulated recall interviews to report student cognition, and its triggers
Stimulated recall is an empirically rigorous introspection data collection tool that allows the interviewer to elicit, identify and explore participants’ thinking. In this study it was used to identify the types of thinking skills and strategies employed by first year university students engaged in a Chinese language and culture lesson in Second Life. A valuable affordance of this technique is the ability to account for stimuli from both the virt…
Citizen Perceptions of Government Service Quality
Conventional models of democratic accountability hinge on citizens’ ability to evaluate government performance accurately. In recent years, public reporting of governmental performance has expanded in many policy domains, potentially enhancing citizen capacities to make accurate evaluations. Yet there is little evidence on the degree to which citizen perceptions correspond to actual service quality. Using survey data, we find that citizens’ perce…
Commentary on “The Changing South”
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
What works and why? Student perceptions of 'useful' digital technology in university teaching and learning
Digital technologies are now an integral aspect of the university student experience. As such, academic research has understandably focused on the potential of various digital technologies to enable, extend and even ‘enhance’ student learning. This paper offers an alternate perspective on these issues by exploring students’ actual experiences of digital technology during their academic studies – highlighting the aspects of digital technology use …
How international is Ajet
While carrying ‘Australasia’ in its name, our journal aims to achieve a strong global presence in the English-speaking world. In this editorial we examine data collected by our journal management software OJS to ascertain the outreach of AJET beyond its Australasian borders. We look at data concerning AJET’s readership, submissions, authors, and reviewers for the years 2016, 2017 and 2018 (to mid-August)
A caution about causation
Educational technology research, like all education research, is dominated by explicit or implicit claims of causation. The dominance of cause-effect models in research is not surprising, and for many it is unnoticed and unquestioned. However, regardless of the cause-effect model being applied or the methodology in measuring it, we are unable to detect cause-effect directly. It is in this context that we need to be cautious in our interpretations…
Feeling feedback
Assessment feedback allows students to obtain valuable information about how they can improve their future performance and learning strategies. However, research indicates that students are more likely to reject or ignore comments if they evoke negative emotional responses. Despite the importance of this issue, there is a lack of research exploring if certain types of students are more likely to experience negative emotional responses than others…
Conditions that enable effective feedback
Despite an increasing focus on assessment feedback, educators continue to find that simply replicating an effective feedback practice from one context does not guarantee success in the next. There is a growing recognition that the contextual factors surrounding successful practices need to be considered. This article reports on a large-scale mixed methods project and proposes 12 conditions that enable successful feedback in higher education. The …
Ajet bibliometrics and licensing
In this editorial we present the bibliometric data and explain the new Creative Commons license being adopted from Volume 36. The bibliometrics include the journal’s publication, review and article access statistics, the articles attracting the most interest over the past year and the citation performance of the journal
Videos in higher education
There has been a noticeable rise in the use of, and research into, educational videos in tertiary education in the past decade. This is due in no small part to the reduction of expensive barriers to their production and storage, and an increase in access to streaming services that make videos playable anywhere, anytime. Research into educational videos broadly falls into three categories: improving video design, investigating platforms and techno…
What makes for effective feedback
Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of their subsequent work. In this view, effective feedback needs to demonstrate effects. However, it is unclear if educators and students share this understanding of feedback. This paper reports a qualitative investigation of what educators and students th…
The challenges of feedback in higher education
Assessment feedback is one of the most important components of the learning process. However, student and educator dissatisfaction with feedback practices continues to remain a significant problem in higher education. To better understand the barriers to effective feedback, the present study explores feedback challenges identified by 3807 students and 281 educators from two Australian universities. Open-response data were analysed using an induct…
Ajet Bibliometrics
The bibliometric data in this editorial provide readers with information about the journal’s publication, review and article access statistics, the articles attracting the most interest over the past year and the citation performance of the journal
TPACK – time to reboot
In this paper we explore and challenge the trajectory of research scholarship in the area of Technological, Pedagogical and Content Knowledge (TPACK). In doing so we adopt the position, as elaborated in Harris et al.’s (2017) editorial, that TPACK research is in need of addressing two key questions: What do teachers need to know in order to integrate technology effectively in the classroom and how can they best develop that knowledge? In order to…
The evolving field of learning analytics research in higher education
Over the last decade the deployment and use of learning analytics has become routine in many universities around the world. The ability to analyse the way students interact with technology has demonstrated significant value for providing insights into student learning and there are now a wide range of uses for learning analytics in education. From use as a diagnostic tool, to a method for prediction, learning analytics in higher education has an …
Developing a learning-centred framework for feedback literacy
There is an increasing focus on notions of feedback in which students are positioned as active players rather than recipients of information. These discussions have been either conceptual in character or have an empirical focus on designs to support learners in feedback processes. There has been little emphasis on learners’ perspectives on, and experiences of, the role they play in such processes and what they need in order to benefit from feedba…
Nuevos retos y perspectivas de investigación en Educación Física (New challenges and research perspectives in Physical Education)
El presente monográfico “Nuevos retos y perspectivas de investigación en Educación Física” es una iniciativa que surge desde la Red internacional de investigación en Educación Física y Promoción de Hábitos Saludables (www.edufisaludable.com). Esta red, financiada por el Consejo Superior de Deportes en sus convocatorias de 2019 y 2020, reúne en la actualidad a más de 50 investigadores de todo el panorama nacional e internacional. En el contexto es…
Navigating four billion videos
YouTube hosts a vast catalogue of instructional videos that are increasingly used in formal education contexts. Teachers regularly use YouTube to select videos for students, but the processes they use to select these resources have been understudied. This study explores how teachers search for videos, and the role of YouTube’s complex algorithm in that process. It reports on a case study of nine Australian teachers working across two schools, at …
Three Modes of Creativity
This article is an ontological investigation of the term creativity, to suggest a model that infuses key philosophical and critical perspectives. This article proposes that creativity has three modes of existence or ways of being in the world: the Visceral (embodiments), the Ideational (mind and conceptual), and the Observational (appreciation, critical, and evaluative). We view creativity synergistically as representing both the individual creat…
Designing learner-centred text-based feedback
Current conceptualisations of feedback contend that it should be a learner-centred process. In practice, however, text-based feedback comments from teachers are a convenient and common source of feedback information, despite appearing to be contra-indicative of learner-centred models. This raises the question of how teachers can tackle the design of text-based learner-centred feedback, but at present there is limited empirical evidence available …
Improving instructional video design
Instructional videos are increasingly part of the teaching practices of educators across all sectors. The most common theoretical lens used to design and evaluate instructional videos has been to apply principles emerging from the cognitive theory of multimedia learning. However, these principles have been largely developed from research using instructional media other than videos. In addition, there is no comprehensive list of principles that ha…
Student agency in feedback
Student agency is often mentioned as a key feature of feedback practices. Commonly, the concept of agency is used to refer to students’ active role in the process of seeking, receiving, generating and acting upon feedback information. However, the notion of what student agency means is often taken for granted and rarely elaborated. The feedback literature has also mainly focussed on agency within individualised and psychological paradigms of feed…
Young children’s agency with digital technologies
This paper examines the evidence of children's agency in research about infants, toddlers and technologies. It finds that an implicit reliance on technological determinism as a theoretical perspective for positioning technologies relative to young children's development tends to shape research in terms of understanding the impact of technologies on young children. Drawing on critical constructivism as a philosophical stance on technologies, this …
Psychology (28 obras) · Computer Science (24 obras) · Pedagogy (16 obras) · Mathematics education (15 obras) · Sociology (14 obras) · Political science (12 obras) · Student Assessment and Feedback (12 obras) · Higher education (10 obras) · Social Psychology (9 obras) · Evaluation of Teaching Practices (8 obras)