Reconceptualising student experience: creating interconnections between the curricular, co-curricular and technologies into a seamless place of learning

Kek, Megan and Godwin, Julie and Counter, Vivienne and Padro, Fernando (2013) Reconceptualising student experience: creating interconnections between the curricular, co-curricular and technologies into a seamless place of learning. In: 36th Higher Education Research and Development Society of Australasia Conference (HERDSA 2013): The Place of Learning and Teaching, 1-4 Jul 2013, Auckland, New Zealand.

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Abstract

In 2012, University of Southern Queensland (USQ), Australia, piloted the Student Personalised Academic Road to Success (SPARS) initiative. SPARS, (figure 1), is a student-centred framework that offers personalised academic learning support and resources to enhance student success. The framework is underpinned by Chickering & Reisser's (1993) vectors of development and Bronfenbrenner's (1979) integrative ecological approach in development, situated on Tait's (2000) student support framework for open and distance learning (ODL). It further adds a layer of connection to student engagement (Kuh et al, 2007). The framework facilitates a repositioning of student experience by marrying the co-curricular (professional) and curricular (academic) 'places' of learning harnessed by technologies (core learning and student management systems) - three common milieus - that Pascarella and Terenzini (2005) call the interconnections that are more likely to produce a more effective educational experience.

SPARS provides a personalised 'place' of learning for all students, across the various phases of the student learning journey, from first inquiry to post graduation. It does this by pulling all relevant academic, administrative and personal resources situated 'outside classrooms' to facilitate students' learning 'inside classrooms'. The analytics of these systems provide affordances for on-going development strategies and reporting.

The accompanying proposed assessment framework, (figure 2,) will generate assessment data based on measurable outcomes that consider external and internal priorities for the individual student and the university as a whole.
The interconnectedness of different 'places' will position students well in today's world where true power of learning is making sense and use of information.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright © 2013 HERDSA and the authors. Apart from any fair dealing for the purposes of research or private study, criticism or review, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers.
Faculty / Department / School: Historic - Distance and e-Learning Centre
Date Deposited: 16 Sep 2013 04:34
Last Modified: 13 Jun 2017 00:55
Uncontrolled Keywords: student success; adaptive; personalised; academic learning support; interconnections; CRM technologies
Fields of Research : 13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1303 Specialist Studies in Education > 130304 Educational Administration, Management and Leadership
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Socio-Economic Objective: C Society > 93 Education and Training > 9301 Learner and Learning > 930101 Learner and Learning Achievement
URI: http://eprints.usq.edu.au/id/eprint/24052

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