Dr Trixie James (PhD) is a Lecturer within the STEPS program on the Bundaberg campus of CQUniversity, Australia and has completed a PhD in education and a Masters of Learning Management (Executive Leadership) with Distinction, Graduate Diploma of Learning Management and a Bachelor of Learning Management. Trixie’s research interests centre on the support and engagement of under-represented adults in the tertiary sector and she is also passionate about sharing quality teaching practices and ways to further engage students within the enabling arena. Trixie has presented her findings at both national and international conferences including the NAEEA, EAPRIL, and FABENZ. She has also been successful in receiving both Tier 1 and 2 Learning and Teaching Awards plus the prestigious Tier 3 National Award for quality teaching and learning. Supervisors: Dr Tracey Muir; Dr Nici Barnes and Dr Karena Menzies-Ballantyne
Journal of University Teaching and Learning Practice, 2024
The significance of psychological wellbeing for student success is under-investigated, particular... more The significance of psychological wellbeing for student success is under-investigated, particularly for pre-tertiary Enabling students (those traditionally under-represented in higher education). Positive Psychology Interventions (PPIs) have proven effective in enhancing wellbeing but are rarely integrated into university courses. This study explored a PPI, Be Positive, a 12-week program, designed to teach students strategies and techniques to help them re-frame their thinking about themselves and their academic pursuits. The program was evaluated with 37 Enabling students who completed weekly wellbeing questionnaires alongside self-reports about their study-related wellbeing. Results indicated fluctuating but generally positive levels of wellbeing throughout the program, with the highest levels recorded in the final weeks. A significant number of participants (79%) reported positive wellbeing by the program end, contrasting typical declines in student wellbeing during university terms. Thematic analysis of student reflections on how the program supported their wellbeing identified four key areas: affective balance, adaptive psychological resources, self-regulation, and positive implications for both academic and personal life. The findings suggest that PPIs like Be Positive can offer a proactive approach to mental health, equipping students with tools for resilience and emotional regulation, thereby enhancing wellbeing and potentially subsequent academic performance.
Since COVID-19 lockdowns in many countries shifted face-to-face teaching to online delivery, onli... more Since COVID-19 lockdowns in many countries shifted face-to-face teaching to online delivery, online student engagement has been centre stage in educational research. However, the educators' perception of student engagement in synchronous online classes has received less attention. This study explored the transition to synchronous online teaching experienced by educators in an enabling (access) course in an Australian university a year after the shift to online learning. The study gathered the participants' perceptions of student social presence and engagement and their impact on teaching and self-confidence. Data were drawn from two focus groups with enabling educators who had been teaching via Zoom since March 2020. The findings offer accounts of the participants' experiences in transitioning their teaching online and identifying student engagement in online classes. While the functionality of the Zoom platform enabled successful teaching, it also allowed students to manage their online presence by turning off their video cameras and microphones. In the absence of verbal and nonverbal cues, the participants found it challenging to gauge student engagement and ascertain the effectiveness of their teaching, which impacted their confidence. The findings suggest a need to reconceptualise student engagement in synchronous online learning, which may involve reassessing the typical reliance on student social presence.
James, DT ORCiD: 0000-0001-9591-2480CONTEXT: Student attrition is a significant concern, especial... more James, DT ORCiD: 0000-0001-9591-2480CONTEXT: Student attrition is a significant concern, especially for regional universities. In analysing attrition rates, data indicates that distance students particularly have the highest levels of attrition. Some researchers have identified that student satisfaction and engagement are two key elements for retention (Tinto 1997; Carini et al., 2006). The causes of attrition can be broadly categorised into two main influencing factors: individual reasons and factors contributed by the university. This paper will explore the suitability of learning material s in an engineering unit of study in order to identify whether the new learning resources are required to better suit the different learning style s of that student cohort and, in turn, assist with improved retention. PURPOSE: The purpose of this project is to evaluate a suite of learning resources in order to identify student requirements and address those need to improve student satisfaction a...
Armstrong, FR ORCiD: 0000-0003-4258-8378; James, DT ORCiD: 0000-0001-9591-2480Critical thinking i... more Armstrong, FR ORCiD: 0000-0003-4258-8378; James, DT ORCiD: 0000-0001-9591-2480Critical thinking is an implicit skill expected of students entering university, and yet many students are uncertain about what it means to be a critical thinker and how to apply this skill within their units of study. This is particularly evident within enabling programs as students who enter university through an enabling skills pathway often present with lower level academic skills and confidence. This is due to a multitude of reasons, some of which include being away from the educational environment for a number of years through to not achieving well in their high school years. Ultimately, this can have negative implications in their confidence to handle academic study because once students have transitioned into the undergraduate arena, they are expected to engage critically with a vast body of knowledge and then proceed to analyse, synthesise and evaluate arguments (James, 2016). Critical thinking is...
Enabling educators are continually seeking avenues to improve the outcomes for students who choos... more Enabling educators are continually seeking avenues to improve the outcomes for students who choose an enabling pathway in quest of a changed life through education. This paper reports the preliminary findings of a research project focused on CQUniversity’s Skills for Tertiary Education Preparatory Studies (STEPS) Program. The project seeks to better understand students’ conceptions of the benefits of attending face to face, on-campus classes and the factors that influence their choices to attend. The project investigates the link between attendance, academic achievement and retention and aims to identify a more effective alignment between the conception of expectations and the provision of a quality learning experience for STEPS students. The premise is that this alignment may be facilitated by either changing or broadening students’ expectations to better match the reality of the university experience, or it may be that the program needs to adjust its approaches to student engagement to better meet the needs of students. The role of STEPS in creating a foundation for motivation, and developing autonomous study habits is critical, as it may determine the students’ willingness to commit to engaging more fully in undergraduate study. Class attendance has long been regarded as a vital component of a quality education, but with the accessibility of online material and the ever increasing opportunities to study online, the viability and value of face to face classes is being challenged. This research seeks to validate the positive impact class attendance has on student success and to enhance current teaching practices to ensure the STEPS program continues to deliver a quality learning experience that meets student and institutional expectations
Enabling programs play an important role in the up-skilling and development of students who want ... more Enabling programs play an important role in the up-skilling and development of students who want a second chance at gaining an undergraduate degree at university. Many Australian universities offer these types of programs, commonly known as Enabling, Preparatory, Transition or Access, as a way of developing and up-skilling students by assisting them in transitioning into undergraduate studies. These programs cater to a diverse cohort of both the male and female populace. An ever increasing number of students are utilising these programs as an alternative pathway to university. Within the Skills for Tertiary Education Preparatory Studies (STEPS) program at CQUniversity, there has been a notable disproportionate number of males to females enrolling in the program; however, this gap is slowly closing with a higher number of males enrolling in both internal and external mode of study. Recent research by the authors (James, Conradie, & Armstrong, 2014) began exploring the factors that inhibit or enhance the male experience within this program. This paper expands upon this research with a deeper focus into the male experience through more personalised accounts derived from focus groups. Through thematic analysis, three key themes emerged: Overall Benefits to Students (both extrinsic and intrinsic), Support Structures (internal and external) and Obstacles and Barriers. This research will reveal the commitment and dedication of these male students who shared their personal experiences within the STEPS program, but more than this, it has demonstrated that each one faced obstacles and barriers that could derail their dream; yet, they were successful in conquering the obstacles that would have once located them on the perimeter of higher education. The men in this study represent the empowering transformation that enabling programs instigate. These men, although positioned across different and competing formations of identity, aspire towards an idealized identity even when it is at odds with their lived realities.Associated Grant:VET and Access Education Research Development Schem
With the new era of providing streamlined access to university, enabling programs have had an inc... more With the new era of providing streamlined access to university, enabling programs have had an increased number of students utilising these as an alternative pathway to gain access to university. These programs have an important structural role in the development and up-skilling of students in order to assist with a positive transition into undergraduate studies. However, the disproportionate number of males versus females is a notable variance within the enrolment figures in the Skills for Tertiary Education Preparatory Studies (STEPS) program at CQUniversity. There is limited research to identify the factors that inhibit or enhance the male experience within this program. This research paper explores the male experience in the STEPS enabling program and identifies the challenges and obstacles that affect them. Research indicates that fewer men enrol in and successfully complete enabling programs in Australia (Raven, 2012). Males who were enrolled in STEPS were asked to complete a survey sharing their experience throughout their journey, both positive and negative. The findings indicate that whilst males encountered challenges along the way, they acknowledged the benefits of seeking support through the various networks available. This paper will expand on these findings in order to better understand the male experience through this enabling program. In addition, this will assist with enhancing current teaching practices, curriculum design, and innovative strategies that guide future development relevant to suit the male cohort.
The Skills for Tertiary Education Preparatory Studies (STEPS) enabling program has always used an... more The Skills for Tertiary Education Preparatory Studies (STEPS) enabling program has always used an entrance testing program to identify prospective students’ competence in writing, mathematics and computing, alongside a statement describing their perceived readiness for university. The rationale behind the current testing process is that it allows staff to identify those students who appear ready and able to undertake, and complete the STEPS program successfully. It sits in contrast to an open entry system used by other enabling programs. The researchers in this project explore whether the current testing process is actually an accurate indicator of students’ capacity and state of readiness for study and whether it is a true indication of future success in the program. Anecdotally, some students attain a high score on the testing and yet struggle to complete the program; others students may produce lower scores but successfully complete the program. This research project collected st...
Advocates for the Flipped Model Classroom (FMC) suggest that through the implementation of this r... more Advocates for the Flipped Model Classroom (FMC) suggest that through the implementation of this reverse teaching model, students will gain a deeper understanding of the concepts being taught and that the learning environment will change from passive to active through interactive pedagogical approaches. In 2014, this approach to teaching was trialled in the Preparation Skills for University course on the Bundaberg Campus of CQUniversity within the Skills for Tertiary Education Preparatory Studies (STEPS) program. The goal of the research was to evaluate this model of teaching in order to identify the benefits and pitfalls to the students and the lecturers. Data was collected through four sources: GoSoapbox, student evaluations, class rolls, and lecturer reflections. Peer interaction was identified as possibly the most positive element of the classroom atmosphere and students as well as lecturers found that students felt empowered to step out of their comfort zones and became more engaged with the content. However, from the educators’ perspectives, there were obvious gaps from the written explanations to the actual application in the classroom. The implementation of the FMC was not based on a clearly defined framework and the researchers suggest that this may lead to this approach being introduced haphazardly. Therefore, it is recommended that a framework be established that will safeguard this model of teaching to ensure this approach to classroom instruction remains consistent whilst remaining interactive and engaging
The COVID-19 pandemic will forever be known as a disruptive dilemma that impacted many industries... more The COVID-19 pandemic will forever be known as a disruptive dilemma that impacted many industries in Australia. For the university sector, sudden lockdown and social distancing rules resulted in an acceleration in the provision of learning and teaching via online platforms, creating new challenges for students and educators. This project explored the ways in which an enabling course supported students through the forced transition from face-to-face classes to online learning due to the COVID-19 restrictions, and the students’ ability to adjust to the disruption caused by the pandemic. This unexpected change provided the opportunity to explore how enabling students perceived this experience and the effect it had on their ability to complete their units of study. This paper presents findings on the impact that the abrupt transition to online learning had on the students’ educational experience and on their psychological and emotional wellbeing. It was found that most students experi...
Positive psychology provides a different perspective to that of traditional psychology. There is ... more Positive psychology provides a different perspective to that of traditional psychology. There is a growing research base of scientific study to validate the significance of this psychological approach in people’s lives. Enabling courses have an increased number of students utilising them as an alternative pathway to gain access to university. These courses have an important structural role in the development and up-skilling of students to assist with a positive transition into undergraduate studies. The Skills for Tertiary Education Preparatory Studies (STEPS) course offers a unique unit of study which introduces students to Positive Psychology as a means for students to develop the psychological resilience required on the student learning journey. Positive Learning for University (PLU), takes students on a personal and academic journey where they learn about theories that underpin Positive Psychology and can apply strategies to themselves personally and to their role as students. T...
Enabling courses are designed to assist with the upskilling of non-traditional students in order ... more Enabling courses are designed to assist with the upskilling of non-traditional students in order to make the transition to university more seamless. Enabling educators understand that the cohort who enter via the enabling pathway are unique and require holistic support as the students develop their academic skills and their self-efficacy. Class attendance has long been regarded as a vital component of a quality education, but with the accessibility of online material and the ever-increasing opportunities to study online, the viability and value of face-to-face classes is being challenged. This paper reports the findings of a research project that sought to better understand enabling students’ conceptions of the benefits of attending face-to-face, on-campus classes and the factors that influence their choices to attend. The project investigated the link between attendance, academic achievement and retention and aimed to identify a more effective alignment between the conception of ex...
Journal of University Teaching and Learning Practice, 2024
The significance of psychological wellbeing for student success is under-investigated, particular... more The significance of psychological wellbeing for student success is under-investigated, particularly for pre-tertiary Enabling students (those traditionally under-represented in higher education). Positive Psychology Interventions (PPIs) have proven effective in enhancing wellbeing but are rarely integrated into university courses. This study explored a PPI, Be Positive, a 12-week program, designed to teach students strategies and techniques to help them re-frame their thinking about themselves and their academic pursuits. The program was evaluated with 37 Enabling students who completed weekly wellbeing questionnaires alongside self-reports about their study-related wellbeing. Results indicated fluctuating but generally positive levels of wellbeing throughout the program, with the highest levels recorded in the final weeks. A significant number of participants (79%) reported positive wellbeing by the program end, contrasting typical declines in student wellbeing during university terms. Thematic analysis of student reflections on how the program supported their wellbeing identified four key areas: affective balance, adaptive psychological resources, self-regulation, and positive implications for both academic and personal life. The findings suggest that PPIs like Be Positive can offer a proactive approach to mental health, equipping students with tools for resilience and emotional regulation, thereby enhancing wellbeing and potentially subsequent academic performance.
Since COVID-19 lockdowns in many countries shifted face-to-face teaching to online delivery, onli... more Since COVID-19 lockdowns in many countries shifted face-to-face teaching to online delivery, online student engagement has been centre stage in educational research. However, the educators' perception of student engagement in synchronous online classes has received less attention. This study explored the transition to synchronous online teaching experienced by educators in an enabling (access) course in an Australian university a year after the shift to online learning. The study gathered the participants' perceptions of student social presence and engagement and their impact on teaching and self-confidence. Data were drawn from two focus groups with enabling educators who had been teaching via Zoom since March 2020. The findings offer accounts of the participants' experiences in transitioning their teaching online and identifying student engagement in online classes. While the functionality of the Zoom platform enabled successful teaching, it also allowed students to manage their online presence by turning off their video cameras and microphones. In the absence of verbal and nonverbal cues, the participants found it challenging to gauge student engagement and ascertain the effectiveness of their teaching, which impacted their confidence. The findings suggest a need to reconceptualise student engagement in synchronous online learning, which may involve reassessing the typical reliance on student social presence.
James, DT ORCiD: 0000-0001-9591-2480CONTEXT: Student attrition is a significant concern, especial... more James, DT ORCiD: 0000-0001-9591-2480CONTEXT: Student attrition is a significant concern, especially for regional universities. In analysing attrition rates, data indicates that distance students particularly have the highest levels of attrition. Some researchers have identified that student satisfaction and engagement are two key elements for retention (Tinto 1997; Carini et al., 2006). The causes of attrition can be broadly categorised into two main influencing factors: individual reasons and factors contributed by the university. This paper will explore the suitability of learning material s in an engineering unit of study in order to identify whether the new learning resources are required to better suit the different learning style s of that student cohort and, in turn, assist with improved retention. PURPOSE: The purpose of this project is to evaluate a suite of learning resources in order to identify student requirements and address those need to improve student satisfaction a...
Armstrong, FR ORCiD: 0000-0003-4258-8378; James, DT ORCiD: 0000-0001-9591-2480Critical thinking i... more Armstrong, FR ORCiD: 0000-0003-4258-8378; James, DT ORCiD: 0000-0001-9591-2480Critical thinking is an implicit skill expected of students entering university, and yet many students are uncertain about what it means to be a critical thinker and how to apply this skill within their units of study. This is particularly evident within enabling programs as students who enter university through an enabling skills pathway often present with lower level academic skills and confidence. This is due to a multitude of reasons, some of which include being away from the educational environment for a number of years through to not achieving well in their high school years. Ultimately, this can have negative implications in their confidence to handle academic study because once students have transitioned into the undergraduate arena, they are expected to engage critically with a vast body of knowledge and then proceed to analyse, synthesise and evaluate arguments (James, 2016). Critical thinking is...
Enabling educators are continually seeking avenues to improve the outcomes for students who choos... more Enabling educators are continually seeking avenues to improve the outcomes for students who choose an enabling pathway in quest of a changed life through education. This paper reports the preliminary findings of a research project focused on CQUniversity’s Skills for Tertiary Education Preparatory Studies (STEPS) Program. The project seeks to better understand students’ conceptions of the benefits of attending face to face, on-campus classes and the factors that influence their choices to attend. The project investigates the link between attendance, academic achievement and retention and aims to identify a more effective alignment between the conception of expectations and the provision of a quality learning experience for STEPS students. The premise is that this alignment may be facilitated by either changing or broadening students’ expectations to better match the reality of the university experience, or it may be that the program needs to adjust its approaches to student engagement to better meet the needs of students. The role of STEPS in creating a foundation for motivation, and developing autonomous study habits is critical, as it may determine the students’ willingness to commit to engaging more fully in undergraduate study. Class attendance has long been regarded as a vital component of a quality education, but with the accessibility of online material and the ever increasing opportunities to study online, the viability and value of face to face classes is being challenged. This research seeks to validate the positive impact class attendance has on student success and to enhance current teaching practices to ensure the STEPS program continues to deliver a quality learning experience that meets student and institutional expectations
Enabling programs play an important role in the up-skilling and development of students who want ... more Enabling programs play an important role in the up-skilling and development of students who want a second chance at gaining an undergraduate degree at university. Many Australian universities offer these types of programs, commonly known as Enabling, Preparatory, Transition or Access, as a way of developing and up-skilling students by assisting them in transitioning into undergraduate studies. These programs cater to a diverse cohort of both the male and female populace. An ever increasing number of students are utilising these programs as an alternative pathway to university. Within the Skills for Tertiary Education Preparatory Studies (STEPS) program at CQUniversity, there has been a notable disproportionate number of males to females enrolling in the program; however, this gap is slowly closing with a higher number of males enrolling in both internal and external mode of study. Recent research by the authors (James, Conradie, & Armstrong, 2014) began exploring the factors that inhibit or enhance the male experience within this program. This paper expands upon this research with a deeper focus into the male experience through more personalised accounts derived from focus groups. Through thematic analysis, three key themes emerged: Overall Benefits to Students (both extrinsic and intrinsic), Support Structures (internal and external) and Obstacles and Barriers. This research will reveal the commitment and dedication of these male students who shared their personal experiences within the STEPS program, but more than this, it has demonstrated that each one faced obstacles and barriers that could derail their dream; yet, they were successful in conquering the obstacles that would have once located them on the perimeter of higher education. The men in this study represent the empowering transformation that enabling programs instigate. These men, although positioned across different and competing formations of identity, aspire towards an idealized identity even when it is at odds with their lived realities.Associated Grant:VET and Access Education Research Development Schem
With the new era of providing streamlined access to university, enabling programs have had an inc... more With the new era of providing streamlined access to university, enabling programs have had an increased number of students utilising these as an alternative pathway to gain access to university. These programs have an important structural role in the development and up-skilling of students in order to assist with a positive transition into undergraduate studies. However, the disproportionate number of males versus females is a notable variance within the enrolment figures in the Skills for Tertiary Education Preparatory Studies (STEPS) program at CQUniversity. There is limited research to identify the factors that inhibit or enhance the male experience within this program. This research paper explores the male experience in the STEPS enabling program and identifies the challenges and obstacles that affect them. Research indicates that fewer men enrol in and successfully complete enabling programs in Australia (Raven, 2012). Males who were enrolled in STEPS were asked to complete a survey sharing their experience throughout their journey, both positive and negative. The findings indicate that whilst males encountered challenges along the way, they acknowledged the benefits of seeking support through the various networks available. This paper will expand on these findings in order to better understand the male experience through this enabling program. In addition, this will assist with enhancing current teaching practices, curriculum design, and innovative strategies that guide future development relevant to suit the male cohort.
The Skills for Tertiary Education Preparatory Studies (STEPS) enabling program has always used an... more The Skills for Tertiary Education Preparatory Studies (STEPS) enabling program has always used an entrance testing program to identify prospective students’ competence in writing, mathematics and computing, alongside a statement describing their perceived readiness for university. The rationale behind the current testing process is that it allows staff to identify those students who appear ready and able to undertake, and complete the STEPS program successfully. It sits in contrast to an open entry system used by other enabling programs. The researchers in this project explore whether the current testing process is actually an accurate indicator of students’ capacity and state of readiness for study and whether it is a true indication of future success in the program. Anecdotally, some students attain a high score on the testing and yet struggle to complete the program; others students may produce lower scores but successfully complete the program. This research project collected st...
Advocates for the Flipped Model Classroom (FMC) suggest that through the implementation of this r... more Advocates for the Flipped Model Classroom (FMC) suggest that through the implementation of this reverse teaching model, students will gain a deeper understanding of the concepts being taught and that the learning environment will change from passive to active through interactive pedagogical approaches. In 2014, this approach to teaching was trialled in the Preparation Skills for University course on the Bundaberg Campus of CQUniversity within the Skills for Tertiary Education Preparatory Studies (STEPS) program. The goal of the research was to evaluate this model of teaching in order to identify the benefits and pitfalls to the students and the lecturers. Data was collected through four sources: GoSoapbox, student evaluations, class rolls, and lecturer reflections. Peer interaction was identified as possibly the most positive element of the classroom atmosphere and students as well as lecturers found that students felt empowered to step out of their comfort zones and became more engaged with the content. However, from the educators’ perspectives, there were obvious gaps from the written explanations to the actual application in the classroom. The implementation of the FMC was not based on a clearly defined framework and the researchers suggest that this may lead to this approach being introduced haphazardly. Therefore, it is recommended that a framework be established that will safeguard this model of teaching to ensure this approach to classroom instruction remains consistent whilst remaining interactive and engaging
The COVID-19 pandemic will forever be known as a disruptive dilemma that impacted many industries... more The COVID-19 pandemic will forever be known as a disruptive dilemma that impacted many industries in Australia. For the university sector, sudden lockdown and social distancing rules resulted in an acceleration in the provision of learning and teaching via online platforms, creating new challenges for students and educators. This project explored the ways in which an enabling course supported students through the forced transition from face-to-face classes to online learning due to the COVID-19 restrictions, and the students’ ability to adjust to the disruption caused by the pandemic. This unexpected change provided the opportunity to explore how enabling students perceived this experience and the effect it had on their ability to complete their units of study. This paper presents findings on the impact that the abrupt transition to online learning had on the students’ educational experience and on their psychological and emotional wellbeing. It was found that most students experi...
Positive psychology provides a different perspective to that of traditional psychology. There is ... more Positive psychology provides a different perspective to that of traditional psychology. There is a growing research base of scientific study to validate the significance of this psychological approach in people’s lives. Enabling courses have an increased number of students utilising them as an alternative pathway to gain access to university. These courses have an important structural role in the development and up-skilling of students to assist with a positive transition into undergraduate studies. The Skills for Tertiary Education Preparatory Studies (STEPS) course offers a unique unit of study which introduces students to Positive Psychology as a means for students to develop the psychological resilience required on the student learning journey. Positive Learning for University (PLU), takes students on a personal and academic journey where they learn about theories that underpin Positive Psychology and can apply strategies to themselves personally and to their role as students. T...
Enabling courses are designed to assist with the upskilling of non-traditional students in order ... more Enabling courses are designed to assist with the upskilling of non-traditional students in order to make the transition to university more seamless. Enabling educators understand that the cohort who enter via the enabling pathway are unique and require holistic support as the students develop their academic skills and their self-efficacy. Class attendance has long been regarded as a vital component of a quality education, but with the accessibility of online material and the ever-increasing opportunities to study online, the viability and value of face-to-face classes is being challenged. This paper reports the findings of a research project that sought to better understand enabling students’ conceptions of the benefits of attending face-to-face, on-campus classes and the factors that influence their choices to attend. The project investigated the link between attendance, academic achievement and retention and aimed to identify a more effective alignment between the conception of ex...
29th Australasian Association for Engineering Education, 2018
STRUCTURED ABSTRACT CONTEXT Student attrition is a significant concern, especially for regional u... more STRUCTURED ABSTRACT CONTEXT Student attrition is a significant concern, especially for regional universities. In analysing attrition rates, data indicates that distance students particularly have the highest levels of attrition. Some researchers have identified that student satisfaction and engagement are two key elements for retention (Tinto 1997; Carini et al 2006). The causes of attrition can be broadly categorised into two main influencing factors: individual reasons and factors contributed by the university. This paper will explore the suitability of learning materials in an engineering unit of study in order to identify whether the new learning resources are required to better suit the different learning styles of that student cohort and, in turn, assist with improved retention. PURPOSE The purpose of this project is to evaluate a suite of learning resources in order to identify student requirements and address those need to improve student satisfaction and contributes to deeper learning of the engineering concepts being taught and increased retention. This paper primarily focus on identifying student learning resource requirements. APPROACH The main focus is the improvement and enhancement of learning materials to create a more interactive and stimulating environment for online students to engage and participate in learning. Learning resources improvement need will be identified to create interactive materials to improve the quality of learning resources in order to support multimodal learning and promote self-paced learning. The new learning resources will augment past learning materials. Students have been invited to participate in a pre-term survey that will identify the types of learning resources they prefer as the learner. At the end of the term, students will participate voluntarily in an online survey and a semi-structured interview to express their views on how the learning resources supported their learning. RESULTS The analysis of student learning resource needs and addressing them will enhance student learning and contribute to higher levels of engagement with the unit content. Furthermore, we are optimistic that student satisfaction will be higher thus leading to improved pass rates and higher levels of retention in the unit. CONCLUSIONS Proper understanding of learning resource requirements and embracing student's diverse learning needs, it is anticipated that not only will student satisfaction and their learning experiences be improved, but longer term effects such as retention and deeper knowledge acquisition will result in quality professionals entering the field of engineering. KEYWORDS Multimodal learner, self-paced independent learning, engagement,
Foundations and Bridging Educators New Zealand, 2018
This paper explores the impact of study on mothers engaged in pre-university enabling studies. Th... more This paper explores the impact of study on mothers engaged in pre-university enabling studies. The research project it describes involved 284 female participants aged between 18 and 64 years who identified as mothers during their enrolment in an enabling course at a regional university in Australia between 2012 and 2017. The focus was on mothers engaged in coursework who were enrolled either internally or online and included those enrolled both part-time and full-time. Data was collected via a survey and analysed using thematic analysis. This research discovered that mothers engaging in enabling studies are wanting a better future for themselves and their families; however, they face many challenges that impact upon their studies that traditional students likely do not have to contend with. Balancing family, study and work obligations, along with limited academic skills were some of the main challenges faced by these students. Similarly, their main competing commitments also included children, work and family. Additional themes to emerge include ‘impact on families’ alongside ‘strategies’ that mothers employed to overcome the challenges. Students also identified how their study experience was transformational and shared examples of how these changes and impacts on family were both positive and negative and, for some, had far reaching consequences.
Foundations and Bridging Educators New Zealand, 2018
Critical thinking is an implicit skill expected of students entering university, and yet many stu... more Critical thinking is an implicit skill expected of students entering university, and yet many students are uncertain about what it means to be a critical thinker and how to apply this skill within their units of study. This is particularly evident within enabling programs as students who enter university through an enabling skills pathway often present with lower level academic skills and confidence. This is due to a multitude of reasons, some of which include being away from the educational environment for a number of years through to not achieving well in their high school years. Ultimately, this can have negative implications in their confidence to handle academic study because once students have transitioned into the undergraduate arena, they are expected to engage critically with a vast body of knowledge and then proceed to analyse, synthesise and evaluate arguments (James, 2016). Critical thinking is a skillset that is an implicit expectation, yet often not an academic skillset that is explicitly taught. This paper will share the preliminary findings from a research project that is piloting a critical reflection instructional booklet. The findings from this paper are drawn from an initial survey that was completed prior to students starting their first term of study in the Skills for Tertiary Education Preparatory Studies (STEPS). The participants in this study initially completed a standardised critical thinking test that gauged their conceptions of what critical thinking means to them and how they expect to apply it within the course. They then undertook a practical activity where they critically analysed a short excerpt. The data, which was analysed using thematic analysis, and the resulting findings are shared within this paper.
Foundations and Bridging Educators New Zealand, 2018
Enabling courses focus on developing study skills and applicable knowledge to assist students wit... more Enabling courses focus on developing study skills and applicable knowledge to assist students with their transition to university. Skills for Tertiary Education Preparatory Studies (STEPS) offers a unique unit of study which introduces students to Positive Psychology as a means of developing the resilience required on the student learning journey. This 12-week unit, Positive Learning for University (PLU), takes students on a personal and academic journey where they learn about the theories that underpin Positive Psychology and strategies to apply the associated concepts to their role as students. In doing this, it is hoped that students will attain valuable transferable skills and that they will experience significant improvement in their mental health, well-being and self-efficacy. PLU was introduced to the STEPS curriculum in 2012 when the course underwent a substantial remodel based on an institutional review. It is one of twelve units that students can elect as part of their STEPS study plan. Since its inception, PLU has been continually modified to maintain currency and to align with the latest research within the field of Positive Psychology. This paper outlines the evolving nature of the unit and considers how student evaluations, lecturers’ reflections, available resources and funding have shaped the currently offered unit.
Individuals face unique challenges as they embark on the journey of re-engaging with formal educa... more Individuals face unique challenges as they embark on the journey of re-engaging with formal education through an Enabling program. This thesis asserts that education, while a fundamental right for all individuals, can contribute to the problem of access by functioning as a gatekeeper. This gatekeeping process, particularly for those experiencing equity issues, has the potential to worsen and perpetuate poverty and disadvantage. The research primarily focuses on the experiences of equity students who participate in an Enabling program. These programs aim to bridge the gap and provide opportunities for students to enter higher education. Case study methodology (Merriam, 1998) provides a rich and complex depiction of the student experience and deeper theoretical insights are developed using a Bourdieusian theoretical lens of social reproduction. This thesis introduces the ‘Peregrination of Belonging’ model, which explicates how students navigate barriers and a sense of uncertainty when undertaking an Enabling program. The model portrays their journey from feeling like ‘outsiders’ to ultimately becoming ‘insiders’ within the field of higher education. It delineates three significant phases: ‘learning about place’, ‘adapting to place’, and ‘belonging to place’, signifying the students’ progress throughout the Enabling program. The research identifies key factors that can empower or hinder students’ progress in the Enabling program. Students’ strong sense of ‘determined hope’ emerges as a driving force, empowering them to overcome exclusionary structures and transform their agency. However, there are challenges that can disrupt students’ momentum and through understanding and addressing these factors, educators and institutions can create a supportive and continuous learning environment that maximises students’ potential for success in the Enabling program.
Individuals face unique challenges as they embark on the journey of re-engaging with formal educa... more Individuals face unique challenges as they embark on the journey of re-engaging with formal education through an Enabling program. This thesis asserts that education, while a fundamental right for all individuals, can contribute to the problem of access by functioning as a gatekeeper. This gatekeeping process, particularly for those experiencing equity issues, has the potential to worsen and perpetuate poverty and disadvantage. The research primarily focuses on the experiences of equity students who participate in an Enabling program. These programs aim to bridge the gap and provide opportunities for students to enter higher education. Case study methodology (Merriam, 1998) provides a rich and complex depiction of the student experience and deeper theoretical insights are developed using a Bourdieusian theoretical lens of social reproduction. This thesis introduces the ‘Peregrination of Belonging’ model, which explicates how students navigate barriers and a sense of uncertainty when undertaking an Enabling program. The model portrays their journey from feeling like ‘outsiders’ to ultimately becoming ‘insiders’ within the field of higher education. It delineates three significant phases: ‘learning about place’, ‘adapting to place’, and ‘belonging to place’, signifying the students’ progress throughout the Enabling program. The research identifies key factors that can empower or hinder students’ progress in the Enabling program. Students’ strong sense of ‘determined hope’ emerges as a driving force, empowering them to overcome exclusionary structures and transform their agency. However, there are challenges that can disrupt students’ momentum and through understanding and addressing these factors, educators and institutions can create a supportive and continuous learning environment that maximises students’ potential for success in the Enabling program.
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Papers by Trixie James
This thesis introduces the ‘Peregrination of Belonging’ model, which explicates how students navigate barriers and a sense of uncertainty when undertaking an Enabling program. The model portrays their journey from feeling like ‘outsiders’ to ultimately becoming ‘insiders’ within the field of higher education. It delineates three significant phases: ‘learning about place’, ‘adapting to place’, and ‘belonging to place’, signifying the students’ progress throughout the Enabling program. The research identifies key factors that can empower or hinder students’ progress in the Enabling program. Students’ strong sense of ‘determined hope’ emerges as a driving force, empowering them to overcome exclusionary structures and transform their agency. However, there are challenges that can disrupt students’ momentum and through understanding and addressing these factors, educators and institutions can create a supportive and continuous learning environment that maximises students’ potential for success in the Enabling program.
This thesis introduces the ‘Peregrination of Belonging’ model, which explicates how students navigate barriers and a sense of uncertainty when undertaking an Enabling program. The model portrays their journey from feeling like ‘outsiders’ to ultimately becoming ‘insiders’ within the field of higher education. It delineates three significant phases: ‘learning about place’, ‘adapting to place’, and ‘belonging to place’, signifying the students’ progress throughout the Enabling program. The research identifies key factors that can empower or hinder students’ progress in the Enabling program. Students’ strong sense of ‘determined hope’ emerges as a driving force, empowering them to overcome exclusionary structures and transform their agency. However, there are challenges that can disrupt students’ momentum and through understanding and addressing these factors, educators and institutions can create a supportive and continuous learning environment that maximises students’ potential for success in the Enabling program.