Designing pedagogical experiences to facilitate first year students’ learning progression: a case study

Lawrence, Jill and Ryan, Regina (2015) Designing pedagogical experiences to facilitate first year students’ learning progression: a case study. In: Students Transitions Achievement Retention & Success (STARS) Conference 2015, 1-4 July 2015, Melbourne, Australia.

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Abstract

Realising the potential for commencing students to succeed at university depends on designing a pedagogy that not only engages students in learning but also encourages them to actively reflect on that learning. This guiding philosophy underpins a first year undergraduate nursing course conducted at the University of Southern Queensland; a course characterised by a very diverse student cohort, an online teaching mode and an inter-disciplinary program emphasis. This paper documents a research study evaluating the course. The findings reveal that the course’s pedagogical design enables students to reflect on and progress their learning, particularly the learning thresholds related to their digital learning, time management and organisational capabilities as well as their capacities to seek support and learn independently. For a minority of students, however, the course’s online engagement was troublesome and although this can be tracked it remains a concern that needs to be explicitly confronted at the beginning of each course offering.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright retained by authors.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Arts and Communication
Date Deposited: 10 Oct 2016 23:28
Last Modified: 28 Feb 2017 00:12
Uncontrolled Keywords: first year experience, higher education pedagogy
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
URI: http://eprints.usq.edu.au/id/eprint/29832

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