Designing and evaluating an empowering online pedagogy for commencing students: a case study

Lawrence, Jill

doi:10.5204/intjfyhe.v4i2.170

Cited by 7 publications

(5 citation statements)

References 12 publications

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“…There appears to be three issues for these universities, compared with their urban counterparts, that disproportionally affect students: high attrition rates, especially from numeracy-allied first-year subjects; appropriate access to resourcing of support services (both financial and pedagogical); and, students' understanding of the culture of the university, particularly their critical literacy, (see Lawrence, 2013) and their willingness and ability to seek support and/or accept it when offered (Author C). These challenges may be exacerbated by recent proposed changes in government funding whereby, in the future, many already disadvantaged students may have to pay for enabling programs.…”

Section: Academic Numeracy and Regional Universitiesmentioning

confidence: 99%

How are we progressing with academic numeracy at regional universities? Perspectives from first-year undergraduate studies

et al. 2020

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This study provides an overview of the support provided for academic numeracy for first-year students across six Australian regional universities. Survey analysis of university academics provided an overview of the approaches used in academic numeracy in diverse cohorts. Further investigations via semi-structured interviews and secondary data were performed, providing details of the level of academic numeracy required in the subjects offered, identification of at-risk students and strategies for student support, and student responses to service provision. A case study at one university provided a more detailed view of the factors influencing attrition in first-year academic numeracy subjects. This case study highlighted issues related to a one-sizefits-all approach and findings argue for a more nuanced cohort-based approach that combines conventional statistical analysis with analysis that provides a more detailed view of complex scenarios. The study suggests that while support services are not responding well to the issue of attrition, better targeting individual student support may lead to improvements. Response to Reviewers:Dear Editor and Reviewers, Thanks very much for your thoughtful comments. We have carefully addressed all of the comments as per the table and tracked changes as well in the blinded (and Powered by Editorial Manager® and ProduXion Manager® from Aries Systems CorporationHow are we progressing with academic numeracy at regional universities? Perspectives from first year undergraduate studies

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Section: Academic Numeracy and Regional Universitiesmentioning

confidence: 99%

How are we progressing with academic numeracy at regional universities? Perspectives from first-year undergraduate studies

et al. 2020

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“…Practical theories in Flipped classroom: 1. Dr Lawrence [46,47,75,76] proposed model of Flipped classroom, being sensible learners, give feedback smoothly, played well with vital performance. .…”

Section: Post-classroom Flipped Approachmentioning

confidence: 99%

A Review on State of the Art in Flipped Classroom Technology A Blended E-Learning

2021

IJETER

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Flipped is an emerging mode of blended e-learning, as blended is mix mode of learning to enhance the skills of students, saving the time and cost either sides (students and educators). Flipped classroom is such as an e-learning blended approach in which instructions can be hovered into individual and groups, interactively to exchange and solving the assigned problems. Flipped classroom approach presents the dynamic, interactive and user’s friendly environments for in class and online blended learning. This kind of mode leads students to enhance their interpersonal skills, collaborate the experiences, and innovate new horizons by mutual activities for the given problems. The flipped mode has at least four dimensions; friendly easy environment, supporting culture for learning, contents availability when offline, minimizing time cost, trained educators/professionals and reducing repetition of learning content’s cost. In Flipped model of learning, first students go to seeking the exposure of problems by visiting the contents, materials, videos and other materials before getting in the classroom in person, fully aware to share or inquire the problem related matters in the class, its inverse approach against traditional institutional learning model. This is very effective mode of learningfor activity based and assignment-based learning strategies prior commencing class, fruitfulfeedback can be shared and reducing the tutorial part.

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“…The assessment level narrative is mindful that many students engage in learning materials for the sole purpose of completing assessments, rather than the pursuit of interest or knowledge (see for example Lawrence, 2013). As such, we propose that all required learning materials should be accompanied by an explanation of how engaging with the material will assist the student in successfully completing one (or more) assessments.…”

Section: Assessment Level Narrativementioning

confidence: 99%

Introducing the Tri-layered Student Online Experience Framework: Moving from file repository to narrative journey

Eager

Lehman

Scollard

2020

JALT

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Online learning environments (OLE) play a vital role in delivering quality learning outcomes. However, despite calls for improved learning environments, the practice of translating traditional face-to-face delivery into quality online offerings remains patchy. OLEs have implications for student experience, and thus student retention. In this paper we examine three domains that shape student experience, 'relevance of online content', 'alignment of online content with student aspirations', and 'navigation with the online environment' and propose that students evaluate online materials based on what they find interesting, and what they deem a value-add investment in exchange for their time. Drawing from the literature, as well as our experience in the field, we present a conceptual framework, the Tri-layered Student Online Experience Framework (TSOEF), which aims to act as a practical resource for academic and education technologists for informing the design of online units. To illustrate how our Framework can be operationalised, we provide an implementation case study centred on a third-year undergraduate unit at the University of Tasmania in Australia. This paper offers a practical guide for providing students with value-driven offerings.

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Designing and evaluating an empowering online pedagogy for commencing students: a case study

Cited by 7 publications

References 12 publications

How are we progressing with academic numeracy at regional universities? Perspectives from first-year undergraduate studies

How are we progressing with academic numeracy at regional universities? Perspectives from first-year undergraduate studies

A Review on State of the Art in Flipped Classroom Technology A Blended E-Learning

Introducing the Tri-layered Student Online Experience Framework: Moving from file repository to narrative journey

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