JCU Pathways

Madalyn Casey

Madalyn Casey

Lisa Moody

Lisa Moody

Carol Conway

Carol Conway

Jaimee Hamilton

Jaimee Hamilton

Rhian Morgan

Rhian Morgan

Matthew Bunn

Matthew Bunn

Mei Li

Mei Li

A Mirror for the Mind: Digital Twin Technology for Emotional Wellbeing Among First-Year Students from culturally and linguistically diverse backgrounds
Mei Li - JCU Pathways
16 Sep 2026 - 30 Jun 2027
This project leverages Digital Twin (DT), a digital replica of a physical object or process, to develop an AI-enabled framework for supporting the wellbeing of culturally and linguistically diverse (CALD) university students. CALD students represent a strategic priority cohort at JCU due to the persistent inter-cultural and belonging challenges that impact academic success. This project addresses these challenges through early identification of risk, predictive insights, and delivery of timely, culturally responsive interventions. This project will co-design and evaluate the DT framework with CALD students and institutional stakeholders, generating proof-of-concept evidence, scalable design principles, and a validated prototype. Outcomes will directly strengthen the competitiveness of future external grant applications.
University students' digital readiness for emerging technologies as cognitive tools (Old ID 22514)
Rhian Morgan - JCU Pathways
01 Dec 2015 - 30 Jul 2017
The ubiquity of web 2.0 technologies means that university progression is increasingly dependent on students developing a range of IT skills. Consequently, this project aims to: 1. examine students' digital literacy skills in Malaysian and Australian universities; 2. develop digital learning objects that support the preparedness of diverse students; 3. Test a curriculum that enhances student preparedness for learning a digital environment' 4. Guide students to develop applications for use as a cognitive tool in learning. Thus, contributing an understanding of the digital readiness of students entering university and developing a curriculum tailored to meet their academic needs.
Student directed hyflex teaching in Pathways at JCU
Jaimee Hamilton - JCU Pathways
27 May 2024
This project explores the implementation of a teaching approach known as hyflex at James Cook University. Hyflex allows students to choose whether to attend classes on-campus or online, or engage and in self-paced online learning. We will be connecting the classes in Townsville, Cairns and Online for one workshop per week, to hopefully provide increased flexibility and help people juggle their life responsibilities and studies. This research project aims to assess the benefits and challenges of introducing hyflex teaching in the "Learning in a Digital Environment" subject within the Pathways program, ultimately seeking to enhance the overall learning experience for students
CALD student voice
Mei Li - JCU Pathways
01 Feb 2025 - 31 Dec 2025
The pilot project focuses on enhancing engagement of culturally and linguistically diverse (CALD) students, with student-led activities with a group of student leaders.
Pushed out learning: LMS mobile applications, push notifications and learning behaviours
Mei Li - JCU Pathways
05 Jun 2025 - 04 Jun 2026
This project investigates how students interact with mobile Learning Management System (LMS) applications across three Australian universities, with a specific focus on the effects of push notifications in shaping learning behaviours. Despite extensive research into LMS adoption and use over the last two decades, there has been little attention to push notifications in LMS mobile applications. Although LMS mobile apps were introduced over a decade ago, little is known about their effects on students’ learning behaviours in higher education (HE). This study is, thus, a step towards a critical interrogation of the effects of LMS mobile apps and their push notifications, in particular. It adopts a mixed-methods approach to achieve both depth and breadth in identifying students’ interactions with LMS push notifications and comparing them across three Australian universities – University of Melbourne (UoM), University of New South Wales (UNSW) and James Cook University (JCU). Each of these universities has a distinct profile and a different LMS platform. Their LMS platforms – Canvas, Moodle and Blackboard – are also widely adopted across the Australian higher education sector. The study asks the following research questions: RQ 1: How do Australian university students interact with the LMS mobile applications and their push notifications?, RQ 2: How do these interactions shape students’ learning behaviours?, RQ 3: How do these interactions and associated learning behaviours compare across institutions and LMS platforms? The differences in the selected institutions and their LMS platforms will afford a comprehensive understanding of the Australian university students’ interactions with LMS push notifications, informing sector-wide recommendations on training and support for teaching staff. We anticipate that these recommendations will include both technical and pedagogical dimensions, as well as lead to future research nationally and internationally.
Pushed out learning: LMS mobile applications, push notifications and learning behaviours
Mei Li - JCU Pathways
01 Jul 2025 - 30 Jun 2026
We have received this research grant of AUD$5,000 from HERDSA and ethics application is undergoing at the University of Melbourne. Below is the abstract: Pushed out learning: LMS mobile applications, push notifications and learning behaviours Learning Management Systems (LMSs) have been a core feature of higher education (HE) worldwide for over two decades, with Australia as one of the prominent adopters. Today, an increasing number of students are accessing LMSs through purpose-built applications on their mobile devices. Although mobile LMSs (mLMSs) were introduced over a decade ago, there is little critical research into their use among university students. This is a critical gap, as many educators may be unaware of these apps, their features and how students interact with them (see Evans & Rivera, 2022). Push notifications, alerts sent directly to mobile devices, serve as a perceptible example of how mLMSs may be transforming learning behaviours. The project, thus, examines how push notifications and mLMSs, more broadly, shape Australian university students’ learning behaviours. This study adopts a mixed-methods approach to, first, explore students’ interactions with mLMSs through the focus groups and, second, compare these interactions across three Australian universities through institution-wide student surveys. Each of the three universities – University of Melbourne (UoM), University of New South Wales (UNSW) and James Cook University (JCU) – employs a different LMS platform, widely adopted across the Australian HE sector. Exploring the differences between the selected institutions and their LMS platforms will enable a comprehensive understanding of students’ interactions with mLMSs and their push notifications, in particular. To that end, the study will inform sector-wide recommendations for teaching staff training and support, inclusive of both technical and pedagogical dimensions.
Pushed out learning: LMS mobile applications, push notifications and learning behaviours
Mei Li - JCU Pathways
01 Jul 2025 - 30 Jun 2026
We have received this research grant of AUD$5,000 from HERDSA and ethics application is undergoing at the University of Melbourne. Below is the abstract: Pushed out learning: LMS mobile applications, push notifications and learning behaviours Learning Management Systems (LMSs) have been a core feature of higher education (HE) worldwide for over two decades, with Australia as one of the prominent adopters. Today, an increasing number of students are accessing LMSs through purpose-built applications on their mobile devices. Although mobile LMSs (mLMSs) were introduced over a decade ago, there is little critical research into their use among university students. This is a critical gap, as many educators may be unaware of these apps, their features and how students interact with them (see Evans & Rivera, 2022). Push notifications, alerts sent directly to mobile devices, serve as a perceptible example of how mLMSs may be transforming learning behaviours. The project, thus, examines how push notifications and mLMSs, more broadly, shape Australian university students’ learning behaviours. This study adopts a mixed-methods approach to, first, explore students’ interactions with mLMSs through the focus groups and, second, compare these interactions across three Australian universities through institution-wide student surveys. Each of the three universities – University of Melbourne (UoM), University of New South Wales (UNSW) and James Cook University (JCU) – employs a different LMS platform, widely adopted across the Australian HE sector. Exploring the differences between the selected institutions and their LMS platforms will enable a comprehensive understanding of students’ interactions with mLMSs and their push notifications, in particular. To that end, the study will inform sector-wide recommendations for teaching staff training and support, inclusive of both technical and pedagogical dimensions.
Title: C&K Kindergarten , I design and deliver professional development programs on cultural intelligence and the creation of culturally inclusive spaces for early childhood educators at C&K. The initiative is structured in two phases. The first phase consists of four workshops that support staff in exploring their cultural self, developing cultural intelligence, and establishing and sustaining culturally inclusive environments. The second phase builds on this foundation by extending to educators’ cultural pedagogical selves, cultural intelligence in practice, and the design of inclusive learning environments. This work culminates in a focus on my own pedagogical stance and the development of culturally responsive classrooms.
Reseracher: Jaimee Hamilton (Senior Lecturer, Pathways Program)
Start Date: 01 Jan 2024
End Date: 01 Jan 2025
Title: New South Wales Health, I have collaborated with New South Wales Health to record both a podcast and a seminar centred on my model of cultural intelligence and the creation of culturally inclusive spaces. In addition, I contributed to the Supporting Resilient Jarjums seminar series, a distinctive and transformative educational program developed for paediatric allied health staff working with Aboriginal children, families, and communities. This series offers culturally responsive education alongside practical strategies, equipping professionals with the knowledge and tools necessary to strengthen resilience and promote the well-being of Aboriginal children and their families.
Reseracher: Jaimee Hamilton (Senior Lecturer, Pathways Program)
Start Date: 01 Jan 2025
End Date: 01 Jan 2025
Title: cantonese
Reseracher: Mei Li (Senior Lecturer, Pathways Programs)
Title: Mandarin
Reseracher: Mei Li (Senior Lecturer, Pathways Programs)
Title: Series 1: Jumbunna Podcast: Leading conversations in Aboriginal Maternal, Child , and Family Health, Youtube, Spotify, and iTunes
Reseracher: Jaimee Hamilton (Senior Lecturer, Pathways Program)
Start Date: 03 Dec 2025
Title: HERDSA International Academics SIG
Reseracher: Mei Li (Senior Lecturer, Pathways Programs)
Start Date: 01 Jan 2024
Title: Universal Design for Learning in Tertiary Education Community of Practice
Reseracher: Jaimee Hamilton (Senior Lecturer, Pathways Program)
Start Date: 01 Jan 2022
End Date: 01 Jan 2025
Title: James Cook University Academic Board
Reseracher: Mei Li (Senior Lecturer, Pathways Programs)
Start Date: 01 Jan 2025
Title: Open Access Publishing Association Partnership Pommittee
Reseracher: Mei Li (Senior Lecturer, Pathways Programs)
Start Date: 01 Jan 2022
Title: GEAR team
Reseracher: Jaimee Hamilton (Senior Lecturer, Pathways Program)
Start Date: 01 Jan 2025