Initial approaches to studying by open access university students: implications for program curriculum and delivery

Paper


Bedford, Tasman. 2013. "Initial approaches to studying by open access university students: implications for program curriculum and delivery." 3rd National Association of Enabling Educators of Australia Conference (NAEEA 2013): Flexibility: Pathways to Participation. Melbourne, Australia 27 - 29 Nov 2013 Toowoomba, Australia.
Paper/Presentation Title

Initial approaches to studying by open access university students: implications for program curriculum and delivery

Presentation TypePaper
Authors
AuthorBedford, Tasman
Journal or Proceedings TitleProceedings of the 3rd National Association of Enabling Educators of Australia Conference
ERA Conference ID79818
60662
Number of Pages10
Year2013
Place of PublicationToowoomba, Australia
Web Address (URL) of Paperhttp://enablingeducators.org/conference/2013.html
Conference/Event3rd National Association of Enabling Educators of Australia Conference (NAEEA 2013): Flexibility: Pathways to Participation
National Conference of Enabling Educators
Event Details
3rd National Association of Enabling Educators of Australia Conference (NAEEA 2013): Flexibility: Pathways to Participation
National Association of Enabling Educators of Australia Conference - Flexibility: Pathways to participation
Parent
National Association of Enabling Educators of Australia: Enabling Education
Event Date
27 to end of 29 Nov 2013
Event Location
Melbourne, Australia
Event Details
National Conference of Enabling Educators
Abstract

This paper reports a study of initial approaches to studying by students enrolled in two open access programs of the University of Southern Queensland (USQ). The potential importance of students' initial approaches to the work of studying, in terms of student engagement and progression in a higher education study program, is briefly discussed. The results of two studies, one with award diploma students and the other with non-award enabling program students, are compared. Results obtained from the earlier of the two studies (with non-award program students) influenced teaching staff to review and modify the curriculum and delivery of the program. This paper presents a test of this assumption. Students' self-reported data on their study-behaviour patterns within four categories of approaches to studying in higher education were used in the two studies. The paper concludes with a brief discussion of implications for curriculum that appear
to arise from the data.

Keywordsbridging course; motivation; success; attitude to; study habits
ANZSRC Field of Research 2020520102. Educational psychology
390303. Higher education
390409. Learning sciences
Public Notes

© 2013 NAEEA Inc. 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.

Byline AffiliationsOpen Access College
Institution of OriginUniversity of Southern Queensland
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