Dr Kwong Nui Sim
Lecturer, Centre for Academic Development
Faculty Contact for Faculty of Graduate Research and Faculty of Humanities and Social Sciences
The primary role of Kwong Nui’s position is to contribute to the development and implementation of the university’s plans for digitally-enabled learning and teaching. Kwong Nui works as part of the CAD team, promoting the use of Information and Communication Technology (ICT) and supporting all staff members at the university with the use of ICT to promote teaching and learning. Kwong Nui also works in collaboration with other staff in the university who provide support within teaching and learning ICT, such as the ITS Learning and Research Technology Group. In addition, Kwong Nui works towards the university policy and practice in the development and provision of educational technology as well as conduct and collaborate on research into the effective and efficient applications and uses of ICT in everyday teaching and learning activities.
Member of New Zealand Federation of Graduate Women (2014-present)
Member of Society for Research into Higher Education (2015-present)
Journal Reviewer for International Journal for Academic Development and Journal of Open, Flexible and Distance Learning
Doctor of Philosophy (Higher Education) University of Otago, 2015
Sim, K. N. (2015). An investigation into the way PhD students utilise ICT to support their doctoral research process (Doctor of Philosophy), University of Otago, University of Otago. Retrieved from https://ourarchive.otago.ac.nz/handle/10523/6263
Masters of Arts (Higher Education) University of Otago, 2013
Sim, K. N. (2012). The role/importance of personal computers to support learning in higher education (Master of Arts in Higher Education), University of Otago, Dunedin. Retrieved from https://ourarchive.otago.ac.nz/handle/10523/3728
Kwong Nui’s research is focused on ICT beliefs and practices held by students as they undertake their tertiary education. What is the role of ICT among undergraduate students in their daily study practice? How does ICT play a role in postgraduate students' day-to-day research practice? ICT literacy could be a significant aspect in today's tertiary learning context. Therefore, studies on students' ICT literacy offer a new perspective in the emerging area of research on ICT utilisation and integration in tertiary education. At the same time, Kwong Nui also has a growing interest in the ICT beliefs and practices held by university staff members in their daily working life. The use of ICT is likely to be a learning process for our everyday work in today’s complex world, thus she is very interested to investigate the complicated relationship between staff members and their use of ICT in their daily working practice.
Selected publications; Peer-reviewed journal articles & book chapters
Yee, CL., Sim, KN., Ng, YJ., Low, LM., & Chong, ST. (2017). Exploring Undergraduates’ Perceptions of White board and PowerPoint Lecture Style Presentations: A Case Study in Malaysia. The Pertanika Journal Of Scholarly Research Reviews, 25(2), 675-686.
Sim. KN. (2016). Researching Distance Education: A Possibility to Humanise it. Chapter 2, Handbook of Research on Humanizing the Distance Learning Experience, 26-47.
Sim, K. N. & Stein, S. (2016). Reaching the unreached: De-mystifying the Role of ICT in the Process of Doctoral Research. Research in Learning Technology, 24. Retrieved from http://journals.co-action.net/index.php/rlt/article/view/30717.
Sim. KN., & Stein, S. (2015). Deconstructing the Reality: To what degree are the PhD students using their computer(s) to support their research practices? GSTF Journal of Education, 2(2).
Sim. KN., & vanderMeer, J. (2015). Tracking the PhD Students’ Daily Computer Use. Universal Journal of Educational Research. Australasian Journal of Educational Technology, 3, 288 - 295. doi: 10.13189/ujer.2015.030406
Wass, R., Harland, T., McLean, A., Miller, E., & Sim, KN. (2015). ‘Will press lever for food’: behavioural conditioning of students through frequent high-stakes assessment. Higher Education Research & Development, 34(6), 1324-1326. doi:10.1080/07294360.2015.1052351