Dr Holland has been involved in vocational education and human resources development for the past twenty years and has consulted heavily in this field. Prior to his appointment to UTS he worked for BHP, Metal Manufactures and was Senior Manager of National Human Resources with Ernst & Young.
Workplace assessment, competency standards development, performance management, evaluation of HRD programs.
Assessment, Program Development, Professional Practice, Evaluation.
Bond, DK, Holland, T & Wells, PA 2009, 'Student performance and its association with utilisation of teaching material', 8th European Conference on e-Learning, European Conference on e-Learning, Academic Publishing Limited, Italy, pp. 91-99.View/Download from: UTS OPUS
This study examines the utilization of online course material by students and evaluates the relation with students' subsequent performance in assessments. Evidence is provided of the extensive utilization of online course material, although the pattern of utilization suggests that the label of 'digital natives' being applied to these students may be somewhat presumptuous. Specifi cally there is some evidence of a positive link between utilisation of practical exercises and performance as well as lecture slides and performance, No significance is found for either the utilisation of the discussion questions, quizzes or podcasts. Whilst we have made a necessary first step in order to ascertain impact of student utilisation and performance, a bigger question remains. How to increase students' timely utilisation of material?
Bond, DK, Holland, T & Wells, PA 2008, 'Podcasting and its relation with student performance', Proceedings of the 3rd International Conference on e-Learning, International Conference on e-Learning, International Conference on e-Learning (ICEL), University of Cape Town, South Africa, pp. 33-42.View/Download from: UTS OPUS
The provision of course material, including lecture notes and overheads, to students through learning management systems is commonplace in Australian universities, and the practice is well documented in the literature (e.g Jensen, 2007). Similarly, provision of lecture recording on magnetic tape cassettes dates back at least three decades, and is common place in provision of distance education. However, the digital recording of lectures and making these available to students generally through a learning management system (now referred to as podcasting) is a much more recent phenomenon and has only really impacted on the tertiary education sector for the past 3-4 years (Sull, 2005). This paper addresses the issues of how students utilise these recordings, and perhaps more importantly, how it impacts students academic performance.
Pithers, RT & Holland, T 2006, 'Student expectations and the effect of experience', Engaging pedagogies: AARE 2006 International Education Research Conference Proceedings, Australian Association for Research in Education, AARE, Adelaide, Australia, pp. 1-10.View/Download from: UTS OPUS
One aspect of empowering students at a university is to take the current view that they are now to be regarded as clients or customers rather than recipients of education. In this context it is imperative that student demands and expectations of lecturing staff have been given little considered when planning, designing and delivering courses. This of course makes the assumption that university students are an homogenous groups with respect to their expectations. This study surveyed students to find out whether this assumption is tenable or if student expectation change over the course of study. With this objective in mind this study surveyed two students groups: one group fresh from high school and a second group in their last year of study, The results from the survey showed that students across both had quite congruent expectations of their lecturers. Both groups saw subject matter expertise as the key factor in their expectations of university teachers, while grading assessment fairly, keeping learners interested and showing enthusiasm for subject matter content rated highly with both groups. There were however some differences between the groups mostly concerning issues such as structuring the learning process, supporting learners and directing learners.
Holland, T 2007, 'I'm too busy and they are just so boring! Students and lectures', Proceedings of the 28th Annual Conference on Improving University Teaching, Jaen, Spain, Proceedings of the 28th Annual Conference on Improving University Teaching, Jaen, Spain, Jaen Spain, pp. 1-10.
Refereed Conference Paper Published Electronically
Pithers, RT & Holland, T 2006, 'The effect of university experience on student expectations', Expanding our Boundaries, International University Learning and Teaching, IUT, Dunedin, NZ, pp. 1-11.
Holland, T & Pithers, RT 2005, 'Students' perspectives concerning effective instruction', Vocational Learning, Vocational Learning, Australian Academic Press, Gold Coast Australia, pp. 25-32.View/Download from: UTS OPUS
Holland, T & Pithers, RT 2004, 'Improving teachers practice: a cross cultural study', Doing Thinking Activity Learning, 12th annual international conference on post-compulsory education and training, Australian Academic Press, Gold Coast, Australia, pp. 223-229.
Crouch, ML & Holland, T 2004, 'Learning in a measured workplace', Doing Thinking Activity Learning, Annual international conference on post-compulsory education and training, Australian Academic Press, Gold Coast, Australia, pp. 103-109.View/Download from: UTS OPUS
Pithers, RT & Holland, T 2003, 'Assessment: what students want?', Enriching Learning Cultures, International conference on post-compulsory education and training, Australian Academic Press, Gold Coast, Australia, pp. 35-39.
Pithers, RT & Holland, T 2003, 'Quality feedback and student perceptions', Improving university teaching, 28th International conference in Improving University Teaching, IUT James Madison University, Vexjo, Sweden, pp. 1-6.
Pithers, RT & Holland, T 2002, 'Adult vocational university students: what do they want from their teachers?', Envisioning Practice - Implementing Change, 10th International conference on Post-compulsory Education and Training, Australian Academic Press, Surfers Paradise, Australia, pp. 222-228.View/Download from: UTS OPUS