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

Paper

Lawrence, Jill and Ryan, Regina. 2015. "Designing pedagogical experiences to facilitate first year students' learning progression: a case study." 1st Students Transitions Achievement Retention & Success Conference (STARS 2015). Melbourne, Australia 01 - 04 Jul 2015 Australia.
Paper/Presentation Title

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

Presentation TypePaper
AuthorsLawrence, Jill (Author) and Ryan, Regina (Author)
Journal or Proceedings TitleSTARS Conference Handbook & Proceedings 2015
Number of Pages1
Year2015
Place of PublicationAustralia
Web Address (URL) of Paperhttp://unistars.org/papers/STARS2015.pdf
Conference/Event1st Students Transitions Achievement Retention & Success Conference (STARS 2015)
Event Details
1st Students Transitions Achievement Retention & Success Conference (STARS 2015)
Parent
Students, Transitions, Achievement, Retention and Success (STARS) Conference
Delivery
In person
Event Date
01 to end of 04 Jul 2015
Event Location
Melbourne, Australia
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.

Keywordsfirst year experience, higher education pedagogy
ANZSRC Field of Research 2020390102. Curriculum and pedagogy theory and development
Public Notes

Copyright retained by authors.

Byline AffiliationsSchool of Arts and Communication
Institution of OriginUniversity of Southern Queensland
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