What is an appropriate structure for reporting a study of the impact of epistemological beliefs a... more What is an appropriate structure for reporting a study of the impact of epistemological beliefs and learning environment expectations on persistence, following the interpretive paradigm, and adopting a survey method?
In 2012, University of Southern Queensland (USQ), Australia, piloted the Student Personalised Aca... more In 2012, University of Southern Queensland (USQ), Australia, piloted the Student Personalised Academic Road to Success (SPARS) initiative. SPARS, (figure 1), is a student-centred framework that offers personalised academic learning support and resources to enhance student success. The framework is underpinned by Chickering & Reisser's (1993) vectors of development and Bronfenbrenner's (1979) integrative ecological approach in development, situated on Tait's (2000) student support framework for open and distance learning (ODL). It further adds a layer of connection to student engagement (Kuh et al, 2007). The framework facilitates a repositioning of student experience by marrying the co-curricular (professional) and curricular (academic) 'places' of learning harnessed by technologies (core learning and student management systems) - three common milieus - that Pascarella and Terenzini (2005) call the interconnections that are more likely to produce a more effective...
What is an appropriate structure for reporting a study of the impact of epistemological beliefs a... more What is an appropriate structure for reporting a study of the impact of epistemological beliefs and learning environment expectations on persistence, following the interpretive paradigm, and adopting a survey method?
In 2012, University of Southern Queensland (USQ), Australia, piloted the Student Personalised Aca... more In 2012, University of Southern Queensland (USQ), Australia, piloted the Student Personalised Academic Road to Success (SPARS) initiative. SPARS, (figure 1), is a student-centred framework that offers personalised academic learning support and resources to enhance student success. The framework is underpinned by Chickering & Reisser's (1993) vectors of development and Bronfenbrenner's (1979) integrative ecological approach in development, situated on Tait's (2000) student support framework for open and distance learning (ODL). It further adds a layer of connection to student engagement (Kuh et al, 2007). The framework facilitates a repositioning of student experience by marrying the co-curricular (professional) and curricular (academic) 'places' of learning harnessed by technologies (core learning and student management systems) - three common milieus - that Pascarella and Terenzini (2005) call the interconnections that are more likely to produce a more effective...
Uploads