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Are They Being Served? Student Expectations Of Higher Education, Dawn Darlaston-Jones, Lisbeth Pike, Lynne Cohen, Alison Young, Suena Haunold, Neil Drew
Are They Being Served? Student Expectations Of Higher Education, Dawn Darlaston-Jones, Lisbeth Pike, Lynne Cohen, Alison Young, Suena Haunold, Neil Drew
Research outputs pre 2011
The current climate in tertiary education places students as primary consumers. As such, students are becoming more conscious of their customer rights and of gaps between their expectations of service delivery and the reality of that service. Not only does this service gap present a quality assurance challenge for universities, it is also likely to contribute to student withdrawal. In week one of the first semester 2001, a sample of 56 first year psychology students volunteered to complete the SERVQUAL questionnaire (Riddings, Sidhu, & Pokarier, 2000) to assess their expectations of university in terms of academic and Administrative staff. The …
Teaching And Learning Online For The First Time: Student And Coordinator Perspectives, Lauren Breen, Lynne Cohen, Paul Chang
Teaching And Learning Online For The First Time: Student And Coordinator Perspectives, Lauren Breen, Lynne Cohen, Paul Chang
Research outputs pre 2011
In recent years the higher education sector has moved towards the flexible delivery of individual units and entire courses. As a result, online delivery methods are becoming increasingly common. In this paper we describe students’ and unit-coordinators’ views concerning teaching and learning online for the first time in an introductory psychology unit. Using an action learning approach, views were ascertained through a focus group, messages posted on the online discussion boards, a survey, and coordinator reflections. The results indicate that the current online design of the unit does little to actively engage students in the learning process. We argue that …
Using A Student Centred Approach In A Large Class Context, Dawn Darlaston-Jones, Lynne Cohen
Using A Student Centred Approach In A Large Class Context, Dawn Darlaston-Jones, Lynne Cohen
Research outputs pre 2011
Teaching large classes has become a reality for most courses in Australian universities. While many academics recognise the benefits to students and themselves of using alternative teaching methodologies, many resort to the traditional formal lecture approach when it comes to teaching large classes. This paper examines the tension between providing a meaningful learning experience for university students and the constraints of increased class sizes. Presented as a case study, it challenges the assumptions of staff and students in terms of what constitutes an appropriate learning environment and identifies strategies that could usefully be transferred from a small class to a …
Using Multimedia Elements To Change Student Mental Models Of Colour Vision Deficiency, Romana Pospisil, Susan Stoney
Using Multimedia Elements To Change Student Mental Models Of Colour Vision Deficiency, Romana Pospisil, Susan Stoney
Research outputs pre 2011
The online environment offers many opportunities for students to interact with each other, with unit materials and resources, and for lecturers to inform students of issues regarding their main course of study. One of the weaknesses of teaching and learning in the online mode, however, is that lecturers have difficulty in identifying misconceptions and imperfect mental models in their students. This paper reports on a study being conducted by at Edith Cowan University in the use of small e-learning modules developed in Quicktime video to change or strengthen students' mental models - in this case their mental model of Colour …
The Retention And Persistence Support (Raps) Project: A Transition Initiative, Dawn Darlaston-Jones, Lynne Cohen, Suena Haunold, Lisbeth Pike, Alison Young, Neil Drew
The Retention And Persistence Support (Raps) Project: A Transition Initiative, Dawn Darlaston-Jones, Lynne Cohen, Suena Haunold, Lisbeth Pike, Alison Young, Neil Drew
Research outputs pre 2011
The transition to university is often associated with stress, anxiety, and tension and in many cases can lead to students failing or withdrawing from university. Transition problems result in high social and economic costs to families and the community. The past decade has seen a proliferation of transition strategies across universities. Results from evaluations of these transition programmes suggest student retention rates are significantly higher among those students involved in these programmes. The emphasis now though is to develop school or department based programmes as these are more readily adapted to meet the specific needs of students than university wide …