Archive for the ‘Learners’ Category

The higher degree by research student as ‘master’: Utilising a design thinking approach to improve learner experience in higher degree research supervision

This article presents a work-based learning and research approach to professional postgraduate education specifically in the case of Higher Degree by Research (HDR) programs. It highlights a prototype of the Cohort-based Advisory Team (CAT) model as a useful strategy. The authors propose that a design thinking approach that empathises with the student experience as the […]

Using Peer Assisted Learning to improve academic engagement and progression of first year online law students

The University of Southern Queensland’s online study environment continues to grow with over 16,000 students studying online. Pre-Covid-19, online enrolments typically represent around 67% of all students studying at USQ. This article usefully analyses quantitative data in order to evaluate the effectiveness of the pilot of an online peer-assisted learning program for first-year Law students. […]

Supporting Online Doctoral Students to Increase Persistence and Completion

The literature indicates that approximately 50% of those who seek a doctoral education complete the degree.  Research indicates that persistence is one of the key issues that students struggle with and negatively impacts their ability to graduate. Other factors include the ability to maintain enrollment; topic selection; and ability to maintain a dissertation supervisor (Seagram, […]

Faculty and Student Technology Use to Enhance Student Learning

Scholarly research has indicated that technology adoption to facilitate blended learning promotes the academic success of many different types of students and improves the quality of existing educational offerings. To understand how technology enhances learning, surveys queried the faculty and students of a statewide community college system. The results indicated widespread technology use among the […]

Identifying Student Perceptions of Different Instantiations of Open Pedagogy

As the adoption of open educational resources (OER) continues to increase, instructors have started using these resources for more than simply delivering content. Open pedagogy is a term used to describe a range of instructional practices that often incorporate OER into the learning process. This study examined student perceptions of two approaches to open pedagogy—student […]

Download White Paper: Access, Engagement, and Resilience During COVID-19 Remote Learning

Kansas was the first state to close P-12 schools and move to a continuous learning model in response to the COVID-19 pandemic. A multidisciplinary group of K-State College of Education faculty researchers conducted a survey in May, 2020 to capture the voices and experiences of Kansas teachers, school counselors, and administrators during that time related […]

Download White Paper: Evidence-Based Literacy Instruction within Remote Learning Environments

The purpose of this white paper is to provide the Ohio Departmentof Education and regional technical assistance staff with a multidisciplinary perspective on the challenge of providing all prekindergarten through grade 12 students with appropriate, standards-aligned, and evidence-based literacy instruction within the context of blended/hybrid learning environments. It is an initial attempt to integrate multidisciplinary information […]

Download Reports: What National and International Assessments Can Tell Us About Technology in Students’ Learning: Technology Instruction, Use, and Resources in U.S. Schools

As schools and school districts plan instruction amid the current coronavirus pandemic, the use of technology and digital resources for student instruction is a key consideration. In this post, the final in a three-part series, we present results from the NAEP TEL and ICILS educator questionnaires (see the first post for information about the results of […]

Does Delivery Model Matter? The Influence of Course Delivery Model on Teacher Candidates’ Self-Efficacy Beliefs Towards Inclusive Practices

A causal-comparative research design was used to examine the influence of course delivery (face-to-face flipped or asynchronous online) on participants’ self-efficacy beliefs toward teaching in an inclusive classroom. The following research questions were used to guide the study: (a) Is there a relationship between completing an introduction of exceptionalities course and participants’ self-efficacy toward teaching […]

Learners’ Perceptions of Online Exams: A Comparative Study in Turkey and Kyrgyzstan

As online learning is becoming very popular in formal educational settings and in individual development, online exams are starting to be recognized as one of the more efficient assessment methods. Online exams are effective in either blended or traditional forms of learning, and, when appropriately used, bring benefits to both learners and the learning process. […]

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