Melissa started working as a Research Associate (Wissenschaftliche Mitarbeiterin) as part of the ActiveLearn project at the University of Oldenburg in February 2017, and is a COER Administration Assistant. She has began her PhD in 2017, with the focus 'Facilitating student engagement through educational technology in K-12', supervised by Prof. Dr. Olaf Zawacki-Richter. Melissa was also a Teaching Assistant in the Master of Distance Education course, offered by the University of Oldenburg in conjunction with UMUC Maryland, and is currently a Teaching Assistant in the Master of Management of Technology Enhanced Learning.
Melissa studied a Bachelor of International Studies (History/Politics), a Diploma in Languages (German) and a Graduate Diploma in Education (Secondary) at the University of Adelaide, Australia. She worked for 10 years as a high school teacher in South Australia, predominantly of German, Humanities, English and IT, as well as a Coordinator of Humanities and Foreign Languages, Year 8 Coordinator and Acting Coordinator of IT. Melissa then completed a Graduate Certificate in eLearning from the University of New England, and graduated in 2016 with a Master of Education from the University of Adelaide.
Melissa is a peer reviewer for Educational Research Review, Computers & Education, Australasian Journal of Educational Technology, Distance Education, eLeed Journal and the Association for the Advancement of Computing in Education. Peer review statistics are available on her Publons profile.
Bond, M. (2019). Flipped learning and parent engagement in secondary schools: A South Australian case study. British Journal of Educational Technology, 50(3), 1294-1319. https://doi.org/10.1111/bjet.12765
Bond, M., & Bedenlier, S. (2019). Facilitating student engagement through educational technology: Towards a conceptual framework. Journal of Interactive Media in Education, 2019(1), 1–14. https://doi.org/10.5334/jime.528
Bond, M., Zawacki-Richter, O., & Nichols, M. (2019). Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology. British Journal of Educational Technology, 50(1), 12-63. https://doi.org/10.1111/bjet.12730
- Student engagement theory
- Student engagement through educational technology
- Flipped learning approach
- Postgraduate student journey
- Systematic review methodology
- Australian OER policy
- Universal Design for Learning (UDL)
- Online community development and maintenance
- Text based teaching (TBT)
- Systemic Functional Linguistics
- Student motivation
- Use of Web 2.0 tools in the languages classroom
- Text based teaching (TBT)
- Teacher education and development
- Mobile Assisted Language Learning (MALL) for refugees