发布求助
文献互助 智能选刊 最新文献

Student Success最新文献

筛选
英文 中文
Development, Implementation and Students’ Perceptions of the Effectiveness of an Interdisciplinary For-Credit Subject to Help Students Transition to University 学分制跨学科学科课程的发展、实施及学生对其有效性的认识
IF 1.2
Student Success Pub Date : 2019-09-30 DOI: 10.5204/ssj.v11i3.1163
H. Schütze, Jenna Bartyn
{"title":"Development, Implementation and Students’ Perceptions of the Effectiveness of an Interdisciplinary For-Credit Subject to Help Students Transition to University","authors":"H. Schütze, Jenna Bartyn","doi":"10.5204/ssj.v11i3.1163","DOIUrl":"https://doi.org/10.5204/ssj.v11i3.1163","url":null,"abstract":"The first year university experience is inherently linked to student retention and success. First year students are often unprepared for the academic requirements of university, which can result in stress, poor student outcomes and low student retention rates. Although there is considerable literature on the challenges students face when transitioning to university, there is limited research on successful interdisciplinary for-credit transition subjects that support students, particularly in Australia. An interdisciplinary for-credit transition subject for first year university students was designed, implemented and evaluated to determine students’ perceptions of its effectiveness in preparing them for the academic demands of university. Thematic analysis of 36 qualitative interviews with students was conducted. Students reported having gained knowledge and confidence in the essential academic skills required for university and therefore felt more prepared. Implementing similar subjects in other settings may provide a strategy to support students’ transition to university.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45740665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
‘Get Ready’: Improving the Transition Experience of a Diverse First Year Cohort Through Building Student Agency “做好准备”：通过建立学生代理机构改善多样化一年级学生的过渡体验
IF 1.2
Student Success Pub Date : 2019-09-03 DOI: 10.5204/ssj.v11i3.1144
Amy E. Larsen, Deanna Horvath, Christopher Bridge
{"title":"‘Get Ready’: Improving the Transition Experience of a Diverse First Year Cohort Through Building Student Agency","authors":"Amy E. Larsen, Deanna Horvath, Christopher Bridge","doi":"10.5204/ssj.v11i3.1144","DOIUrl":"https://doi.org/10.5204/ssj.v11i3.1144","url":null,"abstract":"A great deal has been achieved in recent years in understanding how universities can best support the transition to higher education of an increasingly diverse student body (Kift, 2015). Numerous studies have identified transition program elements that correlate with improved success and retention for commencing students. Lizzio’s ‘five senses’ model (2006) rationalises these diverse features into a framework consisting of five affective domains that need to be developed in students to ensure successful transition. To assess how well a program based on the Lizzio model supports transition in practice, we evaluate our Get Ready transition program, developed for a large-enrolment first year Human Physiology subject with a highly diverse student cohort. We conclude that embedding the development of Lizzio’s five senses in a performative way is the key to building students’ agency and nurturing their identity as thriving members of a new academic community.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47980999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Student Responses to a Tough Early Assessment: A Useful “Kick up the Bum”? 学生对艰难的早期评估的反应：一个有用的“踢屁股”？
IF 1.2
Student Success Pub Date : 2019-08-23 DOI: 10.5204/SSJ.V11I3.1158
K. Wilson, Kate F. Wilson
{"title":"Student Responses to a Tough Early Assessment: A Useful “Kick up the Bum”?","authors":"K. Wilson, Kate F. Wilson","doi":"10.5204/SSJ.V11I3.1158","DOIUrl":"https://doi.org/10.5204/SSJ.V11I3.1158","url":null,"abstract":"First year is a delicate time for students. Many have little idea what to expect of university, and their sense of identity as tertiary students is fragile. A diagnostic assessment early in first semester may reassure students that they have chosen the right path. However, some academics, particularly in engineering, argue that this early assessment should be very demanding – so tough, in fact, that some students fail - in order to alert students to the hard work required to pass the course. This study uses a mixed methods design (weekly surveys and in-depth interviews) to explore the effects of a purposefully tough early assessment on first year engineering students at an Australian university. We find that, across the cohort, the high failure rate was not associated with a significant slump or spike in motivation. Although some students were initially dismayed by their results, most went on to address their study with resilience, and appreciated the “kick up the bum”, as they described it.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44963469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Online learning in Australian higher education: Opportunities, challenges and transformations 澳大利亚高等教育中的在线学习：机遇、挑战和变革
IF 1.2
Student Success Pub Date : 2019-08-09 DOI: 10.5204/SSJ.V10I2.1299
C. Stone
{"title":"Online learning in Australian higher education: Opportunities, challenges and transformations","authors":"C. Stone","doi":"10.5204/SSJ.V10I2.1299","DOIUrl":"https://doi.org/10.5204/SSJ.V10I2.1299","url":null,"abstract":"Higher education is being rapidly transformed by the growth in online learning, with an increasing number of universities worldwide offering degree programs in online, distance modes of study. Australian education has a long history of 'distance education', primarily offered by regional universities. With the digital communication advances of the 21st century, traditional 'correspondence' study has transformed into online learning, with many more universities, both metropolitan and regional, offering undergraduate degree programs that can be completed entirely online. While this can provide a significant opportunity for further widening of participation in higher education, Australian and international research indicates that much needs to be done to improve the higher attrition rates currently associated with online learning. This paper draws on the findings of three separate yet related Australian research projects, to compare student and staff perspectives on ways to improve outcomes in online learning.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46529151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 71
The Deakin 'Students Helping Students' and 'Students as Partners' collection: A contemporary take on the classic cut Deakin的“学生帮助学生”和“学生作为合作伙伴”系列：对经典剪裁的现代演绎
IF 1.2
Student Success Pub Date : 2019-08-09 DOI: 10.5204/SSJ.V10I2.1311
L. Milburn, Dawn Jones
{"title":"The Deakin 'Students Helping Students' and 'Students as Partners' collection: A contemporary take on the classic cut","authors":"L. Milburn, Dawn Jones","doi":"10.5204/SSJ.V10I2.1311","DOIUrl":"https://doi.org/10.5204/SSJ.V10I2.1311","url":null,"abstract":"Fashion metaphors are used to explore the relationship between Deakin’s ‘Students Helping Students’ strategy and its emerging ‘Students as Partners’ initiative. As the curtain is raised, the current ‘tertiary trend’ of Students as Partners is seen through a global lens. The Deakin Students Helping Students and Students as Partners collection is then paraded across the runway, at once unveiling savvy design and high-quality workmanship. A key feature of both Deakin’s Students Helping Students and Students as Partners models is that they are expressions of a community of practice approach and of social learning theory, with some variations in texture and palette. This ‘Absolutely Fabulous’ show concludes that while both looks are based on a timeless, ‘classic cut’ approach to education that engages both students and staff, each trend adds colour, interest and appeal. Fashions in education are sometimes fleeting, sometimes fun, and they are sure to invigorate, refresh and challenge.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42611824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Regional study hubs: Increasing student engagement to support regional students facing high first-year attrition risk factors 地区学习中心：增加学生参与度，支持面临高一年级流失风险因素的地区学生
IF 1.2
Student Success Pub Date : 2019-08-09 DOI: 10.5204/SSJ.V10I2.1312
Monica Davis, Duncan M. Taylor
{"title":"Regional study hubs: Increasing student engagement to support regional students facing high first-year attrition risk factors","authors":"Monica Davis, Duncan M. Taylor","doi":"10.5204/SSJ.V10I2.1312","DOIUrl":"https://doi.org/10.5204/SSJ.V10I2.1312","url":null,"abstract":"The Country Universities Centre (CUC) network of regional study hubs are an emerging tool for supporting regional students to achieve success in higher education. The CUC cohort of students, and regional students more generally, face several risk factors for first-year attrition including: external mode of study, over 25 years of age, part-time study load, alternative pathways to admission, and medium to low SES. In addition, work-life balance, financial considerations, and access to technology all create barriers to study for these students. The CUC facilities and staff provide academic, administrative and pastoral support to students, as well as creating a learning community to facilitate student-to-student interactions. The positive effect of the CUC support is shown by means of a survey and student case-studies.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46985944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
Using an alternate reality game to facilitate student engagement during orientation 使用虚拟现实游戏促进学生在迎新期间的参与
IF 1.2
Student Success Pub Date : 2019-08-09 DOI: 10.5204/SSJ.V10I2.1298
Sarah Glencross, S. Elsom, Marguerite Westacott, Colleen Stieler-Hunt
{"title":"Using an alternate reality game to facilitate student engagement during orientation","authors":"Sarah Glencross, S. Elsom, Marguerite Westacott, Colleen Stieler-Hunt","doi":"10.5204/SSJ.V10I2.1298","DOIUrl":"https://doi.org/10.5204/SSJ.V10I2.1298","url":null,"abstract":"An alternate reality game was designed to facilitate transition and engagement amongst students commencing a tertiary preparation program at a regional university in Australia.  The design of the game was informed by a student engagement framework which proposes four psychosocial constructs which mediate engagement at the intersection between student and institutional influences: self-efficacy, belonging, well-being, and emotion.  The 108 participants completed a survey which measured these constructs prior to the commencement of the game.  Game players (n = 13) were surveyed again immediately after the game.  The results of statistical analysis indicated that game players reported a greater sense of well-being and more positive emotions than the group surveyed before the game. ","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44884242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Engaging the disengaged: Exploring the use of course-specific learning analytics and nudging to enhance online student engagement 吸引不参与的人:探索使用特定课程的学习分析和推动来提高在线学生的参与度
IF 1.2
Student Success Pub Date : 2019-08-09 DOI: 10.5204/SSJ.V10I2.1295
Jill Lawrence, Alice V. Brown, P. Redmond, Marita Basson
{"title":"Engaging the disengaged: Exploring the use of course-specific learning analytics and nudging to enhance online student engagement","authors":"Jill Lawrence, Alice V. Brown, P. Redmond, Marita Basson","doi":"10.5204/SSJ.V10I2.1295","DOIUrl":"https://doi.org/10.5204/SSJ.V10I2.1295","url":null,"abstract":"Universities increasingly implement online delivery to strengthen students’ access and flexibility. However, they often do so with limited understanding of the impact of online pedagogy on student engagement. To explore these issues, a research project was conducted investigating the use of course-specific learning analytics to ‘nudge’ students into engaging more actively in their courses. Drawing on perspectives emanating from communication and critical theories, the research involved a staged intervention strategy conducted across three courses (n=892) focussing on a range of timely, strategic communication interventions. Research findings revealed benefits for students who felt supported by explicit expectation management and the strategic use of early nudging to enhance their prioritisation of key course-specific resources. Academics benefited by making use of nudging templates/principles to increase student engagement in their courses. The course-specific context meant that academics and students explicitly shared ways of working in the one place where learners ultimately succeed – the course.   \u0000 ","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44516445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 17
Volume 10 Issue 2 2019 第10卷第2期2019
IF 1.2
Student Success Pub Date : 2019-08-09 DOI: 10.5204/ssj.v10i2.1301
K. Nelson, T. Creagh
{"title":"Volume 10 Issue 2 2019","authors":"K. Nelson, T. Creagh","doi":"10.5204/ssj.v10i2.1301","DOIUrl":"https://doi.org/10.5204/ssj.v10i2.1301","url":null,"abstract":"We were pleased to hold the 2019 Students, Transitions, Achievement, Retention and Success (STARS) Conference in Melbourne, Australia as a celebration of the fifth anniversary of one of Australasia’s most welcoming and collegial academic communities of practice.    This year’s Conference confirmed that STARS is now firmly established as a collaborative and inclusive annual event for tertiary educators and leaders.   Delegates —a mix of professional, academic and administrative practitioners and leaders—attended and participated in a range of presentations and activities which included, refereed papers, Good Practice Reports and Emerging Initiatives, along with Poster presentations and the STARS Network meetings.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43013137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Developing and enacting student governance and leadership training in higher education 在高等教育中发展和实施学生管理和领导力培训
IF 1.2
Student Success Pub Date : 2019-08-09 DOI: 10.5204/SSJ.V10I2.1309
Mollie Dollinger, J. Vanderlelie
{"title":"Developing and enacting student governance and leadership training in higher education","authors":"Mollie Dollinger, J. Vanderlelie","doi":"10.5204/SSJ.V10I2.1309","DOIUrl":"https://doi.org/10.5204/SSJ.V10I2.1309","url":null,"abstract":"Despite increased attention placed both in and outside Australia on student participation in university governance, there remains a gap in practices and programs that help support students to contribute across various governance groups, councils, and representative roles. This practice report explores two aspects of developing student partnership in governance at a research-intensive university in Australia. We will showcase a set of rationales co-created between students and staff on why partnership should be a critical aspect of higher education policy and governance. Secondly, we will provide an overview of a specialised training program that aims to provide students with foundational working knowledge of university governance practice, policies and language to bolster engagement within their roles. We will further discuss anticipated impacts and advance research and future practice in this area by highlighting key areas that require further exploration to further student engagement in governance structures.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48148857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
首页 上一页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信