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Improving Student Retention by Providing Targeted Support to University Students who do not Submit an Early Assessment Item 通过为未提交早期评估项目的大学生提供有针对性的支持来提高学生的保留率
IF 1.2
Student Success Pub Date : 2021-11-29 DOI: 10.5204/ssj.2152
K. Linden
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引用次数: 6
Generation 1.5 Learners: Removing the Mask of Student Invisibility and Recognising the Learning Disconnections That Marred Their Academic Journeys 1.5代学习者：揭开学生隐形的面具，认识到阻碍他们学术旅程的学习脱节
IF 1.2
Student Success Pub Date : 2021-11-22 DOI: 10.5204/ssj.1867
Elizabeth Serventy, B. Allen
{"title":"Generation 1.5 Learners: Removing the Mask of Student Invisibility and Recognising the Learning Disconnections That Marred Their Academic Journeys","authors":"Elizabeth Serventy, B. Allen","doi":"10.5204/ssj.1867","DOIUrl":"https://doi.org/10.5204/ssj.1867","url":null,"abstract":"Distinctive cohorts of students revealing inherent problems in managing their learning are on-going concerns in all universities. Students identified as Generation 1.5 learners are an increasing phenomenon in Australian universities yet may be “invisible” or unknown to teaching staff. They are neither fully proficient in their first language nor in English which is typically their second language (L2). Characteristically possessing well-developed basic interpersonal communicative skills, they lack the cognitive academic learning proficiencies essential for tertiary success. This article reports on doctoral research into six Generation 1.5 undergraduates navigating one academic year in one Western Australian university. Key findings include their “invisibility” and how L2 learning “disconnections” marred their studies. Learning disconnections comprise discrepancies and disjunctions driven by the participants’ immigration experiences, their academic needs, and their lack of connection with the teaching methods and the university-provided learning support services. Greater awareness of the distinctive features of these learners may improve their academic outcomes.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49087206","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: 2
Guest Editorial: Student Success in a Global Pandemic 客座评论:学生在全球流行病中的成功
IF 1.2
Student Success Pub Date : 2021-11-02 DOI: 10.5204/ssj.2058
M. Devlin, J. McKay
{"title":"Guest Editorial: Student Success in a Global Pandemic","authors":"M. Devlin, J. McKay","doi":"10.5204/ssj.2058","DOIUrl":"https://doi.org/10.5204/ssj.2058","url":null,"abstract":"The catastrophic disruption to higher education from the COVID-19 pandemic has brought about significant and rapid changes to the delivery of mainstream teaching and learning in higher education institutions around the globe, in particular through the use of online learning.  The many examples of innovation and novelty demonstrated by institutions and individuals in their support of students and their learning provides a timely opportunity for the sharing of exemplary activities and outcomes in the Student Success Journal.  We are pleased to announce that Student Success in a Global Pandemic has been chosen as the topic for the 2021 Special Issue to enable academics, practitioners, leaders and policy makers to share their stories and outcomes and have ongoing learning from a time of extraordinary innovation.  ","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41685172","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
Supporting Student Experience During the Pandemic and Beyond 支持学生在疫情期间和之后的经历
IF 1.2
Student Success Pub Date : 2021-10-11 DOI: 10.5204/ssj.1847
Rebecca Sanderson, Rachel Spacey, Xiaotong Zhu, Rhianne-Ebony Sterling-Morris
{"title":"Supporting Student Experience During the Pandemic and Beyond","authors":"Rebecca Sanderson, Rachel Spacey, Xiaotong Zhu, Rhianne-Ebony Sterling-Morris","doi":"10.5204/ssj.1847","DOIUrl":"https://doi.org/10.5204/ssj.1847","url":null,"abstract":"This article reports the findings from a small-scale, qualitative and phenomenological institutional research project, undertaken during the COVID-19 pandemic, on the experiences of undergraduate students from groups who are traditionally under-represented in higher education in the United Kingdom.  Documenting the first two phases of a longitudinal study carried out at one university in England, the over-arching research question investigated here using semi-structured interviews was: How has the ongoing COVID-19 pandemic impacted student experiences and learning at university? Key themes identified included worry, a sense of loss, feelings of connection and support, a sense of a new geography of campus life and students' need to feel \"in the loop\". Evidence of changes with longer-term implications were also found, namely, an evolution in the relationship between students and their institution. A series of suggestions are presented based on the findings aimed at mitigating some of the ongoing negative effects of the pandemic on students.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47144838","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: 2
Digital Disruption in the COVID-19 Era: The Impact on Learning and Students’ Ability to Cope with Study in an Unknown World 2019冠状病毒病时代的数字中断:对学习和学生应对未知世界学习能力的影响
IF 1.2
Student Success Pub Date : 2021-10-05 DOI: 10.5204/ssj.1784
Trixie James, Gabiela Toth, Melissa Tomlins, Brijesh Kumur, Kerry Bond
{"title":"Digital Disruption in the COVID-19 Era: The Impact on Learning and Students’ Ability to Cope with Study in an Unknown World","authors":"Trixie James, Gabiela Toth, Melissa Tomlins, Brijesh Kumur, Kerry Bond","doi":"10.5204/ssj.1784","DOIUrl":"https://doi.org/10.5204/ssj.1784","url":null,"abstract":"The COVID-19 pandemic will forever be known as a disruptive dilemma that impacted many industries in Australia.  For the university sector, sudden lockdown and social distancing rules resulted in an acceleration in the provision of learning and teaching via online platforms, creating new challenges for students and educators. This project explored the ways in which an enabling course supported students through the forced transition from face-to-face classes to online learning due to the COVID-19 restrictions, and the students’ ability to adjust to the disruption caused by the pandemic. This unexpected change provided the opportunity to explore how enabling students perceived this experience and the effect it had on their ability to complete their units of study.  This paper presents findings on the impact that the abrupt transition to online learning had on the students’ educational experience and on their psychological and emotional wellbeing. It was found that most students experienced increased stress due to the changes in household dynamics, responsibilities and a different learning context, yet many reported improved study and technological skills, as well as an improved awareness of their ability to cope with change.  ","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44711776","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: 2
Learning From the Pandemic: The Impacts of Moving Student-Staff Partnerships Online 从大流行中学习:将学生与员工的伙伴关系转移到网上的影响
IF 1.2
Student Success Pub Date : 2021-09-28 DOI: 10.5204/ssj.1774
Madeleine-Marie Judd, Franciele Spinelli, B. Szucs, Naima Crisp, J. Groening, C. Collis, B. Batorowicz, D. Willox, Anna Richards
{"title":"Learning From the Pandemic: The Impacts of Moving Student-Staff Partnerships Online","authors":"Madeleine-Marie Judd, Franciele Spinelli, B. Szucs, Naima Crisp, J. Groening, C. Collis, B. Batorowicz, D. Willox, Anna Richards","doi":"10.5204/ssj.1774","DOIUrl":"https://doi.org/10.5204/ssj.1774","url":null,"abstract":"While numerous studies on the impacts of COVID-19 on university learning and teaching are now emerging, there has been less critical attention focused on the impact of the shift to online engagement on student-staff partnership (SSP) practices. This article analyses the experiences and perceptions of students and staff from an Australian university as they shifted their partnership practices online during the pandemic. It provides valuable insights into the specific positive and negative impacts of online SSP for students and staff, foregrounding both groups’ perceptions of the accessibility and communication aspects of online SSP. The study’s findings lead to the recommendation of a blended approach and will be of use as SSP programs recalibrate for a post-COVID context.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42351458","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
Equalizing and Widening Access to Higher Education During a Pandemic: Lessons Learned from a Multi-University Perspective 在大流行期间平等和扩大高等教育机会:从多所大学的角度吸取的教训
IF 1.2
Student Success Pub Date : 2021-09-17 DOI: 10.5204/ssj.1715
E. Dodd, Sonal H. Singh, Jim Micsko, K. Austin, C. Morison, Stuart Upton
{"title":"Equalizing and Widening Access to Higher Education During a Pandemic: Lessons Learned from a Multi-University Perspective","authors":"E. Dodd, Sonal H. Singh, Jim Micsko, K. Austin, C. Morison, Stuart Upton","doi":"10.5204/ssj.1715","DOIUrl":"https://doi.org/10.5204/ssj.1715","url":null,"abstract":"The COVID-19 pandemic caused a rapid and unprecedented shift of widening participation and outreach activities to online and remote delivery. The impact of this went beyond practitioners and the university sector; positive and negative implications are felt by stakeholders and the broader community. This shift online is discussed through the lens of a multi-university perspective, using four case studies from university outreach programs in one Australian state. The article provides a holistic view of the lessons learned and discoveries made, informing future program design and delivery. These programs include primary and secondary students, teachers, parents, guardians and carers, and work within a range of low socioeconomic and regional, rural and remote contexts. We argue that the fundamentally necessary shift online created a profound legacy and bears potential to increase accessibility (via diversity and scale), but, simultaneously, that care must be applied if substituting face-to-face engagement with that online. While this article primarily focuses on issues of value to practitioners, it also discusses important implications for academics, support staff, and university executive regarding the access and participation of underrepresented cohorts during times of mass change.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48179963","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
That Synching Feeling: An Exploration of Student Engagement in an Online Environment 同步的感觉:在线环境下学生参与的探索
IF 1.2
Student Success Pub Date : 2021-09-13 DOI: 10.5204/ssj.1771
K. Kelly, E. Lock
{"title":"That Synching Feeling: An Exploration of Student Engagement in an Online Environment","authors":"K. Kelly, E. Lock","doi":"10.5204/ssj.1771","DOIUrl":"https://doi.org/10.5204/ssj.1771","url":null,"abstract":"In response to the COVID-19 epidemic, universities were forced to shift to an online, remote delivery system. This paper presents the design and evaluation of two skills-based first-year units that were adapted to a predominantly asynchronous mode of delivery. The evaluation results indicate that student engagement was high, and that students felt well-supported by the strong teacher presence throughout their units. Furthermore, the impact of this engagement and support was evident in their final grades and the overall unit completion figures. These findings indicate that individualized support, teacher presence and flexibility are key factors in student success in an online environment. This suggests that asynchronous learning can be valuable to students from various academic backgrounds providing that the content and teacher are readily accessible in various formats and that the teachers are mindful of the complexities of students’ lives outside of an academic setting.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43094355","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
On-Campus Students Moving Online During COVID-19 University Closures: Barriers and Enablers 新冠肺炎大学停课期间校园学生上网：障碍和推动者
IF 1.2
Student Success Pub Date : 2021-09-08 DOI: 10.5204/ssj.1780
Katherine Attree
{"title":"On-Campus Students Moving Online During COVID-19 University Closures: Barriers and Enablers","authors":"Katherine Attree","doi":"10.5204/ssj.1780","DOIUrl":"https://doi.org/10.5204/ssj.1780","url":null,"abstract":"This practice report shares the experiences of on-campus students enrolled in their second or third year of undergraduate business studies at Charles Sturt University, Australia as they moved to online study during the COVID-19 shutdowns. It details both the barriers and enablers to successful study the students identified. Barriers included loss of support networks, online fatigue, and technology connectivity. Enablers for success included empathic and understanding staff; clear directions; and, engaging, interactive delivery of the online learning activity. The report concludes with recommendations for future practice in assisting on-campus learners with the transition from a physical to a virtual learning environment. In particular, a strong teacher presence is recommended to foster the development of an engaged learning community where student-to-student interactions are facilitated and students feel supported and connected.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45998326","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
How Home Contexts of South African University Students Shape their Experiences of Emergency Remote Teaching and Learning 南非大学生的家庭环境如何塑造他们的应急远程教学经验
IF 1.2
Student Success Pub Date : 2021-09-06 DOI: 10.5204/SSJ.1779
Ansurie Pillay, Maria Khosa, Ayub Sheik, B. Campbell, B. Mthembu, Nicholus Nyika
{"title":"How Home Contexts of South African University Students Shape their Experiences of Emergency Remote Teaching and Learning","authors":"Ansurie Pillay, Maria Khosa, Ayub Sheik, B. Campbell, B. Mthembu, Nicholus Nyika","doi":"10.5204/SSJ.1779","DOIUrl":"https://doi.org/10.5204/SSJ.1779","url":null,"abstract":"The shift to Emergency Remote Teaching and Learning (ERTL) in response to the COVID-19 pandemic has necessitated online learning at home for South African (and other) students. Using a critical paradigm, qualitative approach and case study design, this study, underpinned by critical theory, used interviews, voice notes and text messages to generate data to explore how South African university students’ home contexts shape their experiences of ERTL. Using thematic analysis, the findings indicated that student learning at home was negatively impacted by poor internet connectivity, home responsibilities, cramped living conditions, lack of safety, and financial and psycho-social stresses. The findings exposed the lived realities of students’ home contexts, made more difficult through the pandemic. This study adds to the literature on student adaptation to learning in the pandemic within home contexts characterised by resource poverty and challenging psycho-social conditions. ","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45762204","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: 2
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