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Sue Bennett

Bio: Sue Bennett is an academic researcher from University of Wollongong. The author has contributed to research in topics: Educational technology & Higher education. The author has an hindex of 38, co-authored 162 publications receiving 7984 citations. Previous affiliations of Sue Bennett include Indiana University – Purdue University Indianapolis.


Papers
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Journal ArticleDOI
TL;DR: It is proposed that a more measured and disinterested approach is now required to investigate ‘digital natives’ and their implications for education and it is argued that rather than being empirical and theoretically informed, the debate can be likened to an academic form of a ‘moral panic’.
Abstract: The idea that a new generation of students is entering the education system has excited recent attention among educators and education commentators. Termed ‘digital natives’ or the ‘Net generation’, these young people are said to have been immersed in technology all their lives, imbuing them with sophisticated technical skills and learning preferences for which traditional education is unprepared. Grand claims are being made about the nature of this generational change and about the urgent necessity for educational reform in response. A sense of impending crisis pervades this debate. However, the actual situation is far from clear. In this paper, the authors draw on the fields of education and sociology to analyse the digital natives debate. The paper presents and questions the main claims made about digital natives and analyses the nature of the debate itself. We argue that rather than being empirically and theoretically informed, the debate can be likened to an academic form of a ‘moral panic’. We propose that a more measured and disinterested approach is now required to investigate ‘digital natives’ and their implications for education.

2,711 citations

Journal ArticleDOI
TL;DR: Key issues for educational researchers are identified, new ways of conceptualizing key ideas using theoretical constructs from Castells, Bourdieu and Bernstein are offered, and a case is made for how to develop the debate in order to advance understanding is made.
Abstract: The idea of the ‘digital natives’, a generation of tech-savvy young people immersed in digital technologies for which current education systems cannot cater, has gained widespread popularity on the basis of claims rather than evidence. Recent research has shown flaws in the argument that there is an identifiable generation or even a single type of highly adept technology user. For educators, the diversity revealed by these studies provides valuable insights into students’ experiences of technology inside and outside formal education. While this body of work provides a preliminary understanding, it also highlights subtleties and complexities that require further investigation. It suggests, for example, that we must go beyond simple dichotomies evident in the digital natives debate to develop a more sophisticated understanding of our students’ experiences of technology. Using a review of recent research findings as a starting point, this paper identifies some key issues for educational researchers, offers new ways of conceptualizing key ideas using theoretical constructs from Castells, Bourdieu and Bernstein, and makes a case for how we need to develop the debate in order to advance our understanding.

614 citations

Journal ArticleDOI
TL;DR: Qualitative findings from a study that investigated Australian university staff and students' perceptions and use of current and emerging technologies both in their daily lives and in teaching and learning contexts suggest a more sophisticated understanding about the role technologies play in the lives of both students and staff is needed.
Abstract: This paper reports qualitative findings from a study that investigated Australian university staff and students' perceptions and use of current and emerging technologies both in their daily lives and in teaching and learning contexts. Forty-six first-year students and 31 teaching and support staff from three Australian universities took part in interviews and focus groups. This paper examines how students and staff reported on their use of new technologies in their daily lives, their stated reasons for using those technologies, and their beliefs about the benefits and limitations of using technologies as teaching and learning tools. The findings question assumptions that have been made about a ''digital divide'' between ''digital native'' students and their ''digital immigrant'' teachers in higher education today, suggesting we need to develop a more sophisticated understanding about the role technologies play in the lives of both students and staff. A better understanding of student and staff perspectives will allow for more informed decisions about the implementation of educational technologies in today's higher education institutions.

363 citations

Journal Article
TL;DR: Disordered eating attitudes and behaviours were present in over 27% of girls aged 12-18 years and were seen to increase gradually throughout adolescence, and prevention programs to diminish the progression and impact of these disorders should be implemented and assessed.
Abstract: Background: Disordered eating attitudes and behaviours are common in older teens and young women in Western countries. Recent evidence suggests that the prevalence of these disorders is rising and that the age of onset has fallen. In the present study, disturbed eating attitudes and behaviours were evaluated in a large school-based population in Ontario in order to determine their prevalence and demographic distribution. Methods: Females, aged 12–18 years, from schools in Toronto, Hamilton and Ottawa were invited to complete questionnaires, including 3 subscales of the Eating Disorder Inventory (Drive for Thinness, Body Dissatisfaction, Bulimia), the Eating Attitudes Test-26 (EAT-26) and the Diagnostic Survey for Eating Disorders (DSED). Results: Questionnaires were completed by 1739 (70%) of the 2483 adolescent females who were approached. The mean age of subjects in the sample was 14.6 (standard deviation 1.9) years. Thirteen percent of those aged 12–14 years and 16% of those aged 15–18 years had scores above the recommended cut-off (≥ 20) for disordered eating on the EAT-26. Current dieting to lose weight was reported by 23% of participants. Binge eating with associated loss of control was reported by 15% of participants, self-induced vomiting by 8.2% and the use of diet pills by 2.4%. Laxative and diuretic misuse were uncommon. Dieting was associated with an increased risk of binge-eating and purging behaviours. Older age and body mass index in the highest quartile were independently related to symptoms of eating disorders. Interpretation: Disordered eating attitudes and behaviours were present in over 27% of girls aged 12–18 years and were seen to increase gradually throughout adolescence. Prevention programs to diminish the progression and impact of these disorders should be implemented and assessed.

352 citations

Journal ArticleDOI
TL;DR: The results suggest that most students had little prior experience with relevant technologies and that many struggled to see the value of using Web 2.0 technologies for learning and teaching, both of which have important implications for the design of appropriate learning tasks.
Abstract: Web 2.0 technologies are becoming more popular in the everyday lives of students. As a result, teachers and designers have begun to explore their use in formal education. This paper presents evaluation findings from a collective case study of six Web 2.0 implementations in Australian higher education. The research was undertaken as part of a larger study that sought to understand how today's students use information and communication technologies to support their learning. Conducted across three universities, the research included a range of disciplines, class sizes and year levels. A common evaluation strategy was used in order to collect comparable data from which commonalities and differences could be identified. This paper provides an overview of the study, describes the methodology used, summarises the implementation experiences of staff and students involved and presents the key findings. The results suggest that most students had little prior experience with relevant technologies and that many struggled to see the value of using Web 2.0 technologies for learning and teaching, both of which have important implications for the design of appropriate learning tasks. While the argument can be made for improving the design through better task-technology alignment, this study also highlights inherent tensions between Web 2.0 and educational practices.

330 citations


Cited by
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Book
01 Jan 2012
Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

10,294 citations

Book
01 Jan 1995
TL;DR: In this article, Nonaka and Takeuchi argue that Japanese firms are successful precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies, and they reveal how Japanese companies translate tacit to explicit knowledge.
Abstract: How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.

7,448 citations

Book ChapterDOI
01 Jan 2010

5,842 citations

Journal ArticleDOI
TL;DR: Decision aids reduced the proportion of undecided participants and appeared to have a positive effect on patient-clinician communication, and those exposed to a decision aid were either equally or more satisfied with their decision, the decision-making process, and the preparation for decision making compared to usual care.
Abstract: Background Decision aids are intended to help people participate in decisions that involve weighing the benefits and harms of treatment options often with scientific uncertainty. Objectives To assess the effects of decision aids for people facing treatment or screening decisions. Search methods For this update, we searched from 2009 to June 2012 in MEDLINE; CENTRAL; EMBASE; PsycINFO; and grey literature. Cumulatively, we have searched each database since its start date including CINAHL (to September 2008). Selection criteria We included published randomized controlled trials of decision aids, which are interventions designed to support patients' decision making by making explicit the decision, providing information about treatment or screening options and their associated outcomes, compared to usual care and/or alternative interventions. We excluded studies of participants making hypothetical decisions. Data collection and analysis Two review authors independently screened citations for inclusion, extracted data, and assessed risk of bias. The primary outcomes, based on the International Patient Decision Aid Standards (IPDAS), were: A) 'choice made' attributes; B) 'decision-making process' attributes. Secondary outcomes were behavioral, health, and health-system effects. We pooled results using mean differences (MD) and relative risks (RR), applying a random-effects model. Main results This update includes 33 new studies for a total of 115 studies involving 34,444 participants. For risk of bias, selective outcome reporting and blinding of participants and personnel were mostly rated as unclear due to inadequate reporting. Based on 7 items, 8 of 115 studies had high risk of bias for 1 or 2 items each. Of 115 included studies, 88 (76.5%) used at least one of the IPDAS effectiveness criteria: A) 'choice made' attributes criteria: knowledge scores (76 studies); accurate risk perceptions (25 studies); and informed value-based choice (20 studies); and B) 'decision-making process' attributes criteria: feeling informed (34 studies) and feeling clear about values (29 studies). A) Criteria involving 'choice made' attributes: Compared to usual care, decision aids increased knowledge (MD 13.34 out of 100; 95% confidence interval (CI) 11.17 to 15.51; n = 42). When more detailed decision aids were compared to simple decision aids, the relative improvement in knowledge was significant (MD 5.52 out of 100; 95% CI 3.90 to 7.15; n = 19). Exposure to a decision aid with expressed probabilities resulted in a higher proportion of people with accurate risk perceptions (RR 1.82; 95% CI 1.52 to 2.16; n = 19). Exposure to a decision aid with explicit values clarification resulted in a higher proportion of patients choosing an option congruent with their values (RR 1.51; 95% CI 1.17 to 1.96; n = 13). B) Criteria involving 'decision-making process' attributes: Decision aids compared to usual care interventions resulted in: a) lower decisional conflict related to feeling uninformed (MD -7.26 of 100; 95% CI -9.73 to -4.78; n = 22) and feeling unclear about personal values (MD -6.09; 95% CI -8.50 to -3.67; n = 18); b) reduced proportions of people who were passive in decision making (RR 0.66; 95% CI 0.53 to 0.81; n = 14); and c) reduced proportions of people who remained undecided post-intervention (RR 0.59; 95% CI 0.47 to 0.72; n = 18). Decision aids appeared to have a positive effect on patient-practitioner communication in all nine studies that measured this outcome. For satisfaction with the decision (n = 20), decision-making process (n = 17), and/or preparation for decision making (n = 3), those exposed to a decision aid were either more satisfied, or there was no difference between the decision aid versus comparison interventions. No studies evaluated decision-making process attributes for helping patients to recognize that a decision needs to be made, or understanding that values affect the choice. C) Secondary outcomes Exposure to decision aids compared to usual care reduced the number of people of choosing major elective invasive surgery in favour of more conservative options (RR 0.79; 95% CI 0.68 to 0.93; n = 15). Exposure to decision aids compared to usual care reduced the number of people choosing to have prostate-specific antigen screening (RR 0.87; 95% CI 0.77 to 0.98; n = 9). When detailed compared to simple decision aids were used, fewer people chose menopausal hormone therapy (RR 0.73; 95% CI 0.55 to 0.98; n = 3). For other decisions, the effect on choices was variable. The effect of decision aids on length of consultation varied from 8 minutes shorter to 23 minutes longer (median 2.55 minutes longer) with 2 studies indicating statistically-significantly longer, 1 study shorter, and 6 studies reporting no difference in consultation length. Groups of patients receiving decision aids do not appear to differ from comparison groups in terms of anxiety (n = 30), general health outcomes (n = 11), and condition-specific health outcomes (n = 11). The effects of decision aids on other outcomes (adherence to the decision, costs/resource use) were inconclusive. Authors' conclusions There is high-quality evidence that decision aids compared to usual care improve people's knowledge regarding options, and reduce their decisional conflict related to feeling uninformed and unclear about their personal values. There is moderate-quality evidence that decision aids compared to usual care stimulate people to take a more active role in decision making, and improve accurate risk perceptions when probabilities are included in decision aids, compared to not being included. There is low-quality evidence that decision aids improve congruence between the chosen option and the patient's values. New for this updated review is further evidence indicating more informed, values-based choices, and improved patient-practitioner communication. There is a variable effect of decision aids on length of consultation. Consistent with findings from the previous review, decision aids have a variable effect on choices. They reduce the number of people choosing discretionary surgery and have no apparent adverse effects on health outcomes or satisfaction. The effects on adherence with the chosen option, cost-effectiveness, use with lower literacy populations, and level of detail needed in decision aids need further evaluation. Little is known about the degree of detail that decision aids need in order to have a positive effect on attributes of the choice made, or the decision-making process.

5,042 citations