Providing timely nudges to students has been shown to improve engagement and persistence in tertiary education. However, many studies focus on small-scale pilots rather than institution-wide initiatives. This article assesses the impact of a pan-institution Early Alert System at the University of Canterbury that utilises nudging when students are at risk of disengagement. Once flagged, students received an automated text message and email encouraging re-engagement with the learning management system. Students who received the nudge re-engaged at a higher rate and spent more time engaging with online material. These benefits were sustained over two weeks, demonstrating a measurable benefit over time. Unexpectedly, the nudge resulted in persistence and engagement in other enrolled courses where a nudge was not provided, showing the transferability of benefits to other courses. Although no significant differences in GPA were found between test and control groups, future development will enable further research.
{"title":"The Power of the Nudge: Technology Driving Persistence","authors":"Ellie Kay, P. Bostock","doi":"10.5204/ssj.2848","DOIUrl":"https://doi.org/10.5204/ssj.2848","url":null,"abstract":"Providing timely nudges to students has been shown to improve engagement and persistence in tertiary education. However, many studies focus on small-scale pilots rather than institution-wide initiatives. This article assesses the impact of a pan-institution Early Alert System at the University of Canterbury that utilises nudging when students are at risk of disengagement. Once flagged, students received an automated text message and email encouraging re-engagement with the learning management system. Students who received the nudge re-engaged at a higher rate and spent more time engaging with online material. These benefits were sustained over two weeks, demonstrating a measurable benefit over time. Unexpectedly, the nudge resulted in persistence and engagement in other enrolled courses where a nudge was not provided, showing the transferability of benefits to other courses. Although no significant differences in GPA were found between test and control groups, future development will enable further research.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47230501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Starting university is challenging. Students require resilience to face the inevitable challenges of university life, yet many may not be equipped with the strategies they need. In this research, we explored changes in resilience following the delivery of a resilience building module within a core first-year university course. Psychology students at the University of South Australia completed the adapted Resilience at Work Scale at two separate time points and undertook a resilience building module. Pre- and post-scores were obtained for students’ resilience (n = 205; n = 100 respectively); overall and components. On average, students had good levels of resilience at commencement, yet scores increased significantly across most components following completion of the module. Additionally, students who reported implementing resilience strategies experienced significantly higher score increases than their peers who did not. These findings hold important implications for staff across universities in relation to embedding resilience building programs into curriculum.
{"title":"Delivering Resilience: Embedding a Resilience Building Module into First-Year Curriculum","authors":"Tracy Goodchild, G. Heath, A. Richardson","doi":"10.5204/ssj.2883","DOIUrl":"https://doi.org/10.5204/ssj.2883","url":null,"abstract":"Starting university is challenging. Students require resilience to face the inevitable challenges of university life, yet many may not be equipped with the strategies they need. In this research, we explored changes in resilience following the delivery of a resilience building module within a core first-year university course. Psychology students at the University of South Australia completed the adapted Resilience at Work Scale at two separate time points and undertook a resilience building module. Pre- and post-scores were obtained for students’ resilience (n = 205; n = 100 respectively); overall and components. On average, students had good levels of resilience at commencement, yet scores increased significantly across most components following completion of the module. Additionally, students who reported implementing resilience strategies experienced significantly higher score increases than their peers who did not. These findings hold important implications for staff across universities in relation to embedding resilience building programs into curriculum.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70656700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Generalised moves to online and more flexible delivery modes of teaching have challenged the perceptions and expectations of university educators worldwide. Congruence around educator role expectations, held by both the educator and their students, therefore is central to educator wellbeing, and by default, student success in a changing university environment. Metaphorical analysis is a way to understand perceptions, expectations, and the realities of university teaching. Extending the work of Saban et al. (2007), this mixed methods study of metaphors of university educators from student and educator perspectives found that while educators and students were aligned in conceptualizing teachers, there were increasing expectations on educators to demonstrate higher levels of humanistic personal qualities while at the same time being experts, accredited teachers, and engaging content creators. Educators however saw themselves as something different to how students see them, pointing to a vulnerability for educator wellbeing. The implications suggest more institutional support is needed for the ‘being and doing’ of teaching and to find better ways to align the expectations of students, universities, and educators. For early career educators, recognising the tension between the reality and aspiration of being a teacher, will go some way towards maintaining educator wellbeing.
{"title":"Metaphors of University Educators: The Expectation Gap with Implications for Educator Wellbeing","authors":"Kim A. Johnston, A. Lane","doi":"10.5204/ssj.2620","DOIUrl":"https://doi.org/10.5204/ssj.2620","url":null,"abstract":"Generalised moves to online and more flexible delivery modes of teaching have challenged the perceptions and expectations of university educators worldwide. Congruence around educator role expectations, held by both the educator and their students, therefore is central to educator wellbeing, and by default, student success in a changing university environment. Metaphorical analysis is a way to understand perceptions, expectations, and the realities of university teaching. Extending the work of Saban et al. (2007), this mixed methods study of metaphors of university educators from student and educator perspectives found that while educators and students were aligned in conceptualizing teachers, there were increasing expectations on educators to demonstrate higher levels of humanistic personal qualities while at the same time being experts, accredited teachers, and engaging content creators. Educators however saw themselves as something different to how students see them, pointing to a vulnerability for educator wellbeing. The implications suggest more institutional support is needed for the ‘being and doing’ of teaching and to find better ways to align the expectations of students, universities, and educators. For early career educators, recognising the tension between the reality and aspiration of being a teacher, will go some way towards maintaining educator wellbeing.\u0000 ","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46125744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Educators’ perceptions of their teaching competence contribute to feelings of wellbeing and teaching effectiveness, which in turn impacts the quality of student learning. In the context of emergency remote online teaching brought about by the COVID-19 pandemic, introductory workshops on educating using Zoom videoconferencing software were conducted at a large Australian university. The workshops sought to equip educators with the skills and confidence needed to make the transition to online teaching, thus reducing educator anxiety and improving their wellbeing. Attendees of the workshops were surveyed (104 responses) to understand what influenced educator confidence development, perceptions of successful online teaching approaches, and advice for new online educators. The Technological Pedagogical Content Knowledge (TPACK) framework was used to analyse educators’ open-text responses. The study demonstrated that both professional development and practical experience increased novice online educator confidence and expertise in using videoconferencing software to engage learners. Educators required a foundational level of technological knowledge before they could develop a deeper understanding of how the technology could be used for pedagogical purposes. Short just-in-time workshops were identified as an influential factor in fostering initial confidence and expertise, which worked to reduce educator apprehension about using the technology, ultimately contributing to enhanced wellbeing and student outcomes.
{"title":"Enhancing Novice Educator Confidence to Teach Synchronously Online During the COVID-19 Pandemic","authors":"Lauren Woodlands, S. Dart","doi":"10.5204/ssj.2579","DOIUrl":"https://doi.org/10.5204/ssj.2579","url":null,"abstract":"Educators’ perceptions of their teaching competence contribute to feelings of wellbeing and teaching effectiveness, which in turn impacts the quality of student learning. In the context of emergency remote online teaching brought about by the COVID-19 pandemic, introductory workshops on educating using Zoom videoconferencing software were conducted at a large Australian university. The workshops sought to equip educators with the skills and confidence needed to make the transition to online teaching, thus reducing educator anxiety and improving their wellbeing. Attendees of the workshops were surveyed (104 responses) to understand what influenced educator confidence development, perceptions of successful online teaching approaches, and advice for new online educators. The Technological Pedagogical Content Knowledge (TPACK) framework was used to analyse educators’ open-text responses. The study demonstrated that both professional development and practical experience increased novice online educator confidence and expertise in using videoconferencing software to engage learners. Educators required a foundational level of technological knowledge before they could develop a deeper understanding of how the technology could be used for pedagogical purposes. Short just-in-time workshops were identified as an influential factor in fostering initial confidence and expertise, which worked to reduce educator apprehension about using the technology, ultimately contributing to enhanced wellbeing and student outcomes.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42798444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In an effort to improve student success and thus retention, the College of Arts & Sciences at a highly selective Mid-Atlantic private undergraduate university in the United States developed a for-credit course titled Psychology of Success. The course, grounded in positive psychology, adopts a strengths-based approach. Students who are on academic warning after their first semester are enrolled in the course, although not required to remain in the course. After four years of implementation, student outcomes for those who participated, across a variety of dimensions – including retention, persistence, and graduation –had better outcomes than those who did not participate. This practice report will share the philosophy, methodology, and implementation of the course as well as results from the first four years of implementation.
{"title":"Increasing Undergraduate Student Retention with “Psychology of Success”: A Course for First-Year Students on Academic Warning","authors":"M. Breyfogle, Kimberly A. Daubman","doi":"10.5204/ssj.2940","DOIUrl":"https://doi.org/10.5204/ssj.2940","url":null,"abstract":"In an effort to improve student success and thus retention, the College of Arts & Sciences at a highly selective Mid-Atlantic private undergraduate university in the United States developed a for-credit course titled Psychology of Success. The course, grounded in positive psychology, adopts a strengths-based approach. Students who are on academic warning after their first semester are enrolled in the course, although not required to remain in the course. After four years of implementation, student outcomes for those who participated, across a variety of dimensions – including retention, persistence, and graduation –had better outcomes than those who did not participate. This practice report will share the philosophy, methodology, and implementation of the course as well as results from the first four years of implementation.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48889687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Isabella Sauchelli, Georgina Heath, A. Richardson, Sally Lewis, Lisa-Angelique Lim
Self-regulated learning (SRL) is associated with university student academic success outcomes, however students often need support to develop these skills. Technology-mediated feedback is one strategy that may aid educators in supporting students’ SRL development. This study aims to explore whether a technology-mediated feedback strategy targeting tutorial preparation for flipped classrooms enhances first-year students’ self-report SRL and observed implementation of the strategy. Self-report SRL was measured using the Motivated Strategies for Learning Questionnaire (MSLQ); strategy implementation profiles were based on lecture video access patterns. First-year psychology students (n = 99) were sent technology-mediated feedback emails aimed at developing their SRL. Paired-samples t-tests revealed significant increases in post-intervention self-reported motivational SRL subscales; self-reported and observed learning strategies implementation did not improve. Future research could build upon this exploratory work to form a multi-pronged strategy to increase understanding of the role of technology-mediated feedback in first-year students’ SRL development for flipped classroom learning.
{"title":"You’ve Got Mail: A Technology-Mediated Feedback Strategy to Support Self-Regulated Learning in First-Year University Students","authors":"Isabella Sauchelli, Georgina Heath, A. Richardson, Sally Lewis, Lisa-Angelique Lim","doi":"10.5204/ssj.2825","DOIUrl":"https://doi.org/10.5204/ssj.2825","url":null,"abstract":"Self-regulated learning (SRL) is associated with university student academic success outcomes, however students often need support to develop these skills. Technology-mediated feedback is one strategy that may aid educators in supporting students’ SRL development. This study aims to explore whether a technology-mediated feedback strategy targeting tutorial preparation for flipped classrooms enhances first-year students’ self-report SRL and observed implementation of the strategy. Self-report SRL was measured using the Motivated Strategies for Learning Questionnaire (MSLQ); strategy implementation profiles were based on lecture video access patterns. First-year psychology students (n = 99) were sent technology-mediated feedback emails aimed at developing their SRL. Paired-samples t-tests revealed significant increases in post-intervention self-reported motivational SRL subscales; self-reported and observed learning strategies implementation did not improve. Future research could build upon this exploratory work to form a multi-pronged strategy to increase understanding of the role of technology-mediated feedback in first-year students’ SRL development for flipped classroom learning.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45100859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Laurie A. Chapin, H. Oraison, Thinh Nguyen, Sera Osmani, Emily Keohane
Australian university students who are the first in their family to attend university are more likely to encounter challenges in their transition to university, and programs to support students are important for success and retention. Fifteen first-in-family (FiF) students participated in an Australian-first pilot orientation program. Program students had better engagement (attendance and study hours) and higher grades compared to a control group. There were no group differences in self-efficacy, program participants had steady social support over time while the control group experienced a decline across semester 1. Qualitative findings indicate that participants felt confident about their transition and did not report academic challenges. They had made connections and felt supported. Commute times were the most common adjustment reported.
{"title":"Giving Australian First-in-Family Students a Kick Start to University","authors":"Laurie A. Chapin, H. Oraison, Thinh Nguyen, Sera Osmani, Emily Keohane","doi":"10.5204/ssj.2762","DOIUrl":"https://doi.org/10.5204/ssj.2762","url":null,"abstract":"Australian university students who are the first in their family to attend university are more likely to encounter challenges in their transition to university, and programs to support students are important for success and retention. Fifteen first-in-family (FiF) students participated in an Australian-first pilot orientation program. Program students had better engagement (attendance and study hours) and higher grades compared to a control group. There were no group differences in self-efficacy, program participants had steady social support over time while the control group experienced a decline across semester 1. Qualitative findings indicate that participants felt confident about their transition and did not report academic challenges. They had made connections and felt supported. Commute times were the most common adjustment reported.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70655995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Self-directed learning skills are known to influence successful learning outcomes in a higher education environment. Moreover, first year students entering higher education lack self-directed learning skills, as these are not always developed at school level. A digital promise tool was used for a first-year student cohort to reflect on their personal learning experiences and behaviour over a period of two semesters. The researchers used the augmented community of inquiry as the theoretical framework in this study, focusing on the student learning presence. Two cycles of data were collected using student reflective and reflexive responses. The first cycle included developing a digital promise, where students reflected on their typical learning behaviour and commitments during their journey. After this cycle, opportunities were given for students to adjust their digital promise for the second semester. The results from the student reflections indicated an increase in self-motivated and self-directed student learning during the second semester.
{"title":"Cultivating a Digital Promise: Promoting Reflective and Reflexive Activities to Enhance Self-Directed Learning for the 21st Century","authors":"H. Morris-Eyton, E. Pretorius","doi":"10.5204/ssj.2659","DOIUrl":"https://doi.org/10.5204/ssj.2659","url":null,"abstract":"Self-directed learning skills are known to influence successful learning outcomes in a higher education environment. Moreover, first year students entering higher education lack self-directed learning skills, as these are not always developed at school level. A digital promise tool was used for a first-year student cohort to reflect on their personal learning experiences and behaviour over a period of two semesters. The researchers used the augmented community of inquiry as the theoretical framework in this study, focusing on the student learning presence. Two cycles of data were collected using student reflective and reflexive responses. The first cycle included developing a digital promise, where students reflected on their typical learning behaviour and commitments during their journey. After this cycle, opportunities were given for students to adjust their digital promise for the second semester. The results from the student reflections indicated an increase in self-motivated and self-directed student learning during the second semester.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43965548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Unlike university classrooms, academic support services provide students opportunities for enactive mastery of a skill with immediate feedback in a low-risk learning environment. Given that this environment likely alters affective states, this study tracked support-seekers’ perception (n=107) of their anxiety and confidence before and after repeated 1 hour academic skill development sessions (n=384). Results showed that academic-support environment had a robust, immediate, and long-lasting effect on decreasing anxiety and increasing confidence. Positive outcomes such as reduced anxiety and increased confidence during an academic skill development session were associated with increased academic performance. There was a high rate of participants (98%) persisting into the next year of their program. Together this study demonstrates that the academic-support environment can provide intervention in the form of enhancing affective states in situations of high anxiety and low confidence to potentially affect academic outcomes and retention rates.
{"title":"Academic-Support Environment Impacts Learner Affect in Higher Education","authors":"L. E. Voisin, Casey Phillips, Veronica M. Afonso","doi":"10.5204/ssj.2588","DOIUrl":"https://doi.org/10.5204/ssj.2588","url":null,"abstract":"Unlike university classrooms, academic support services provide students opportunities for enactive mastery of a skill with immediate feedback in a low-risk learning environment. Given that this environment likely alters affective states, this study tracked support-seekers’ perception (n=107) of their anxiety and confidence before and after repeated 1 hour academic skill development sessions (n=384). Results showed that academic-support environment had a robust, immediate, and long-lasting effect on decreasing anxiety and increasing confidence. Positive outcomes such as reduced anxiety and increased confidence during an academic skill development session were associated with increased academic performance. There was a high rate of participants (98%) persisting into the next year of their program. Together this study demonstrates that the academic-support environment can provide intervention in the form of enhancing affective states in situations of high anxiety and low confidence to potentially affect academic outcomes and retention rates.","PeriodicalId":43777,"journal":{"name":"Student Success","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41451308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This practice report highlights changes made to a first-year unit in an Urban and Regional Planning degree, designed to enhance students’ levels of cultural competency. We briefly discuss the history of cultural competency highlighting a lack of application in the field of urban planning. We report on a practical case study where six strategies were developed to enhance students’ cultural competency. We reflect on the experience of designing and delivering a unit called Diversity and Cultural Planning. The results from 38 students who completed a cultural competency survey at the start and at the end of term, revealed an increase in overall self-assessment scores of around 12%. As cities become more diverse, this practical case study highlights the need and benefits of enhancing the cultural competency of those who both teach and learn about urban planning.
{"title":"Embedding Cultural Competency in First-Year Urban and Regional Planning Undergraduates","authors":"Dr Paul Michael Cozens, Kent Turkich, S. Greive","doi":"10.5204/ssj.2482","DOIUrl":"https://doi.org/10.5204/ssj.2482","url":null,"abstract":"This practice report highlights changes made to a first-year unit in an Urban and Regional Planning degree, designed to enhance students’ levels of cultural competency. We briefly discuss the history of cultural competency highlighting a lack of application in the field of urban planning. We report on a practical case study where six strategies were developed to enhance students’ cultural competency. We reflect on the experience of designing and delivering a unit called Diversity and Cultural Planning. The results from 38 students who completed a cultural competency survey at the start and at the end of term, revealed an increase in overall self-assessment scores of around 12%. As cities become more diverse, this practical case study highlights the need and benefits of enhancing the cultural competency of those who both teach and learn about urban planning. \u0000 ","PeriodicalId":43777,"journal":{"name":"Student Success","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49206509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：