Innovating digital pedagogies: Strategic deployment and embedding of an online digital third-party tutoring service at a regional university

Irvine, Sarah and Thangavelu, Anbarasu and Howarth, Debi ORCID: https://orcid.org/0000-0003-3062-9128 and Derrington, Kate and Bartlett, Cristy ORCID: https://orcid.org/0000-0001-7763-9724 and Cawthray, Tyler and Sahay, Akshay ORCID: https://orcid.org/0000-0002-8626-2313 and Frederiks, Anita ORCID: https://orcid.org/0000-0001-9618-5748 and Hargreaves, Wendy ORCID: https://orcid.org/0000-0002-0055-8253 (2021) Innovating digital pedagogies: Strategic deployment and embedding of an online digital third-party tutoring service at a regional university. In: 15th Biennial Association for Academic Language and Learning Conference (AALL 2021), 17 Nov - 19 Nov 2021, Darwin, Australia.


Abstract

Online learning has been a focal point in Higher Education, especially with the onset of COVID-19. While the global pandemic amplified the need for digital transformation and innovation of program delivery (Anderson, 2020), a number of universities already offered blended learning environments. Online delivery is not limited to discipline content, but also includes support services. Embedded academic skills development plays an important role in the retention and success of students studying in an online environment (Stone, 2019). This support can include digital third-party tutoring services that provide on-demand 24/7 academic literacy and numeracy support to students. Traditionally, digital third-party tutoring services are an adjunct service in the expanding online learning environment and one which students access outside of the learning management system. However, the impact of third-party tutoring services may be limited, depending on an institution’s approach in deploying the service for their students. At the University of Southern Queensland (USQ), the provision of third-party tutoring services as online learning support was available through the USQ Library website. In 2020, Learning Advisors, in collaboration with faculty academic staff, used different tailored approaches to embed the service within subjects to enhance student success outcomes. An impact study of this strategic approach was undertaken to evaluate deployment and student’s perceptions of the embedded activities in the online learning environment. This paper discusses both the results of the impact study and explores the transformative approach to building students’ academic literacy and numeracy skills.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Speech)
Refereed: No
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty/School / Institute/Centre: Current - Academic Division - Library
Faculty/School / Institute/Centre: Current - Academic Division - Library
Date Deposited: 29 Jun 2022 22:47
Last Modified: 31 Aug 2022 02:28
Uncontrolled Keywords: online learning, higher education, embedding, digital, third party providers, academic development
Fields of Research (2020): 39 EDUCATION > 3904 Specialist studies in education > 390405 Educational technology and computing
39 EDUCATION > 3903 Education systems > 390303 Higher education
URI: http://eprints.usq.edu.au/id/eprint/49289

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