3C -
Tracks
Track 3
| Wednesday, July 10, 2024 |
| 10:30 AM - 12:25 PM |
| Room E1 |
Speaker
Ms Qian Yang
The University of Sydney
10:30am - 10:55am A great confusion: International postgraduate coursework students navigating academic writing expectations in Australian universities
10:30 AM - 10:55 AMFinal abstract
Focus
Presentation of research outcomes
Background/context
International postgraduate coursework students often face challenges in understanding academic writing expectations in Australian universities (ONeill et al., 2022). Academic writing expectations can be tacit and culture-specific, which are not frequently taught or explained explicitly at host institutions, making it harder to navigate for outsiders such as international students (Blasco, 2015; Rovagnati et al., 2022). Understanding and addressing writing expectations is crucial for improving satisfaction with academic performance. As postgraduate coursework students constitute the main source of international enrolments and have a brief program duration, timely and effective support is essential to help them navigate writing expectations and enhance their learning experience.
Description
This exploratory study investigates how international postgraduate coursework students navigate academic writing expectations in Australian universities. It specifically examines how students understand and address these expectations, what support is provided to them, and how effective it is.
Method
The study employed a mixed methods-grounded theory approach, recruiting international postgraduate coursework students and academic staff responsible for assessing their assignments. Data collection included a survey, interviews, journal entries, and focus group discussions, with analysis using both descriptive and inferential statistics for quantitative data and grounded theory for qualitative data.
Evidence
The study revealed significant confusion among international postgraduate coursework students regarding writing expectations. Students reported insufficient guidance from academics, describing university writing support as superficial, emphasising the necessity for targeted support, and an inclusive environment. Academics expressed frustration at students’ lack of understanding, despite providing various forms of support.
Contribution
Theoretically, this study develops a framework capturing how international postgraduate coursework students navigate tacit expectations across different levels: course, discipline, institution, and national. Pedagogically, the study suggests a student-teacher co-created writing standard that involves upfront rubrics and interactive sessions for student input, addressing misconceptions and tacit knowledge.
Engagement
A reflective question/discussion session
Presentation of research outcomes
Background/context
International postgraduate coursework students often face challenges in understanding academic writing expectations in Australian universities (ONeill et al., 2022). Academic writing expectations can be tacit and culture-specific, which are not frequently taught or explained explicitly at host institutions, making it harder to navigate for outsiders such as international students (Blasco, 2015; Rovagnati et al., 2022). Understanding and addressing writing expectations is crucial for improving satisfaction with academic performance. As postgraduate coursework students constitute the main source of international enrolments and have a brief program duration, timely and effective support is essential to help them navigate writing expectations and enhance their learning experience.
Description
This exploratory study investigates how international postgraduate coursework students navigate academic writing expectations in Australian universities. It specifically examines how students understand and address these expectations, what support is provided to them, and how effective it is.
Method
The study employed a mixed methods-grounded theory approach, recruiting international postgraduate coursework students and academic staff responsible for assessing their assignments. Data collection included a survey, interviews, journal entries, and focus group discussions, with analysis using both descriptive and inferential statistics for quantitative data and grounded theory for qualitative data.
Evidence
The study revealed significant confusion among international postgraduate coursework students regarding writing expectations. Students reported insufficient guidance from academics, describing university writing support as superficial, emphasising the necessity for targeted support, and an inclusive environment. Academics expressed frustration at students’ lack of understanding, despite providing various forms of support.
Contribution
Theoretically, this study develops a framework capturing how international postgraduate coursework students navigate tacit expectations across different levels: course, discipline, institution, and national. Pedagogically, the study suggests a student-teacher co-created writing standard that involves upfront rubrics and interactive sessions for student input, addressing misconceptions and tacit knowledge.
Engagement
A reflective question/discussion session
Biography
Qian Yang is a PhD candidate at Sydney School of Education and Social Work, the University of Sydney. She received a bachelor’s degree in Translation from Xi’an Fanyi University and a master’s degree in Education from The University of Sydney. Her research interests include international students in higher education, academic adaptation and acculturation, and student equity. Her current study explores how international postgraduate coursework students navigate academic writing expectations in Australian universities, aiming to provide recommendations to enhance their learning experience and foster a transparent and inclusive environment for this cohort.
Assoc Prof Christopher Fisher
Associate Dean Of Learning & Teaching
Victoria University, Online
11:00am - 11:25am Online student support and engagement: Predictors of academic excellence
11:00 AM - 11:25 AMFinal abstract
Focus: Presentation of research outcomes
Background/context: Online tertiary education continues to grow at an unprecedented rate (Statista, 2024). Online academic student support has been identified as critical to the success of online education (Walsh et al., in press). Typically, online student engagement research centres on a single course or small cohort of students and lacks demonstrable scalability.
Description: The research examines data from 900 post-graduate online students in 25 individual units/subjects over a single study period across three disciplines, Education, Business and Health. All subjects were developed using Universal (UX) Design principles and delivered using a Block Model® approach with human-centric 1:1 seven-day a week student support from a dedicated facilitator via phone, video conferencing, SMS and email.
Methods: Recent (Nov-Dec 2023) student engagement data consists of duration of attendance at weekly recorded live session, Learning Management System user progress statistics on content access (% completed, discussion board use, duration of activity) and mode and duration of facilitator interactions via phone, video conferencing, SMS and email. Data are linked to assessment results. Descriptive and multivariate analyses was performed to examine the predictive relationships between engagement and performance within and across disciplines.
Evidence: Currently, data are being screened and analysed. Preliminary review of data suggest student support levels (e.g., more time spent discussing content and assessments with facilitator) will be the strongest predictor of academic performance, but all types of engagement will be significant.
Contribution: The presentation adds to the scholarship on scalability of online academic student support practices in fully online tertiary education. Evidence substantiates the significant impact on online educational outcomes of academic student support, a priority given the rapid growth of the sector.
Engagement: The presentation will have reflective questions and conversation points throughout the session asking participants to engage with the presented data and practices.
Background/context: Online tertiary education continues to grow at an unprecedented rate (Statista, 2024). Online academic student support has been identified as critical to the success of online education (Walsh et al., in press). Typically, online student engagement research centres on a single course or small cohort of students and lacks demonstrable scalability.
Description: The research examines data from 900 post-graduate online students in 25 individual units/subjects over a single study period across three disciplines, Education, Business and Health. All subjects were developed using Universal (UX) Design principles and delivered using a Block Model® approach with human-centric 1:1 seven-day a week student support from a dedicated facilitator via phone, video conferencing, SMS and email.
Methods: Recent (Nov-Dec 2023) student engagement data consists of duration of attendance at weekly recorded live session, Learning Management System user progress statistics on content access (% completed, discussion board use, duration of activity) and mode and duration of facilitator interactions via phone, video conferencing, SMS and email. Data are linked to assessment results. Descriptive and multivariate analyses was performed to examine the predictive relationships between engagement and performance within and across disciplines.
Evidence: Currently, data are being screened and analysed. Preliminary review of data suggest student support levels (e.g., more time spent discussing content and assessments with facilitator) will be the strongest predictor of academic performance, but all types of engagement will be significant.
Contribution: The presentation adds to the scholarship on scalability of online academic student support practices in fully online tertiary education. Evidence substantiates the significant impact on online educational outcomes of academic student support, a priority given the rapid growth of the sector.
Engagement: The presentation will have reflective questions and conversation points throughout the session asking participants to engage with the presented data and practices.
Biography
Associate Professor Christopher M Fisher is the Associate Dean of Learning & Teaching at VU Online. Christopher provides academic, administrative, research and marketing leadership to achieve VU’s Strategic Plan. Christopher heads the Health portfolio, overseeing quality and assurance processes for the development and end-to-end delivery of the Graduate Certificates, Graduate Diplomas and Masters in Public Health, Nursing, Mental Health Nursing, Child and Adolescent Mental Health and Mental Health.
Miss Jinal Parmar
Western Sydney University
11:30am - 11:55am Qualitative exploration of influence of peer support program on social and emotional wellbeing of postgraduate health students
11:30 AM - 11:55 AMFinal abstract
Focus
This showcase presents research outcomes related to implementation of peer support groups for postgraduate Public health and health sciences students at Western Sydney University. The emphasis is on providing a practical application of peer support within the higher education context.
Background/context:
Peer support is a widely acknowledged strategy in higher education, fostering socially safe groups for mutual assistance (Pointon et.al, 2023). It enhances learning efficiency by facilitating knowledge acquisition through help and support among peers (Osborn et.al, 2022). However, evidence in the context of public health and health science students is limited. This study addresses this gap by implementing peer support program during Covid-19 period and exploring the experiences of participating students.
Description
The study implemented peer support groups for students enrolled in Autumn 2021 in Social Determinants of Health subject at WSU. Students were allocated and encouraged to engage in groups of 4-5, and experiences were explored through focus groups discussions with total of 22 students in June-July 2021.
Method
Four focus groups were conducted via Zoom, audio-recorded, translated, transcribed verbatim, and analysed using thematic analysis. The focus groups were conducted in English, Hindi, and Nepali to capture diverse perspectives within the student population.
Evidence
Three major themes emerged are: 1. Emotional Wellbeing and Social Support, 2. Social Interactions and Forming Friendships, and 3. Facilitators and Barriers to Engagement. The findings highlight the positive impact of peer support on students' emotional well-being, social interactions, and identification facilitators and barriers to engagement.
Contribution
This study contributes to evidence base for peer learning in Australian tertiary education. It emphasizes the importance of peer support in aiding students' transition into university, providing academic assistance, and addressing challenges amidst COVID-19 pandemic.
Engagement
Audience engagement will be encouraged through reflective questions, encouraging discussion about adaptation of peer support strategies for diverse academic contexts.
This showcase presents research outcomes related to implementation of peer support groups for postgraduate Public health and health sciences students at Western Sydney University. The emphasis is on providing a practical application of peer support within the higher education context.
Background/context:
Peer support is a widely acknowledged strategy in higher education, fostering socially safe groups for mutual assistance (Pointon et.al, 2023). It enhances learning efficiency by facilitating knowledge acquisition through help and support among peers (Osborn et.al, 2022). However, evidence in the context of public health and health science students is limited. This study addresses this gap by implementing peer support program during Covid-19 period and exploring the experiences of participating students.
Description
The study implemented peer support groups for students enrolled in Autumn 2021 in Social Determinants of Health subject at WSU. Students were allocated and encouraged to engage in groups of 4-5, and experiences were explored through focus groups discussions with total of 22 students in June-July 2021.
Method
Four focus groups were conducted via Zoom, audio-recorded, translated, transcribed verbatim, and analysed using thematic analysis. The focus groups were conducted in English, Hindi, and Nepali to capture diverse perspectives within the student population.
Evidence
Three major themes emerged are: 1. Emotional Wellbeing and Social Support, 2. Social Interactions and Forming Friendships, and 3. Facilitators and Barriers to Engagement. The findings highlight the positive impact of peer support on students' emotional well-being, social interactions, and identification facilitators and barriers to engagement.
Contribution
This study contributes to evidence base for peer learning in Australian tertiary education. It emphasizes the importance of peer support in aiding students' transition into university, providing academic assistance, and addressing challenges amidst COVID-19 pandemic.
Engagement
Audience engagement will be encouraged through reflective questions, encouraging discussion about adaptation of peer support strategies for diverse academic contexts.
Biography
Jinal Parmar is a Research Officer at the School of Health Sciences, Western Sydney University. She has completed postgraduate study in Public Health from Western Sydney University and currently HDR student at WSU. Her area of research interest is healthcare management, health literacy, healthy ageing, and medication adherence with skills in report writing, data collection and analysing data. Her responsibilities in the peer support intervention evaluation project are assisting in administration through liaising and engaging with participants, leading, and conducting focus group discussions, qualitative data analysis, interpretation of findings and manuscript writing.
Ms Katherine Olston
Director CET and Head Learning Hub
The University of Sydney, CET and Learning Hub
12:00pm - 12:25pm Implementation and impact: Supporting first year students through early language-screening and targeted academic language development at a large Australian university.
12:00 PM - 12:25 PMFinal abstract
Focus
Presentation of an early language-screening task and targeted support initiative providing academic language development to first year students at a large Australian university.
Background/context
Increased access to tertiary education has highlighted the need to provide access to effective academic language development (ALD) offerings. Universities are increasingly opting for the implementation of Post Entry Language Assessments (PELAs) (Dunworth, 2009; Harris, 2013) to identify those students most in need of support. Beyond assessment, different models have been implemented to provide the ALD required. While the literature strongly supports the effectiveness of an embedded approach (Arkoudis & Kelly, 2016), the limitations regarding securing ongoing collaboration from lecturers can limit its scalability and sustainability.
Description
We implemented a validated language screening task and the provision of follow-up ALD consisting of pre-assignment workshops addressing academic language issues identified by lecturers and in past student samples. Workshops are tailored to the specific disciplines and units supported; since 2021, we have supported 55 different units across all faculties. Students are also referred to generic ALD workshops and self-access resources.
Method(s)
We compared final average marks of students who attended and who did not attend the ALD sessions and employed a feedback survey on their perception of the usefulness of the workshops.
Evidence
Students who attend the workshops consistently score higher marks than those who do not attend (up to 18 difference in average) and are at a lower risk of failing the unit of study. Student feedback is also consistently positive highlighting how the workshop has provided crucial strategies for the successful completion of assignments.
Contribution
This model offers an alternative for institutions seeking to implement a sustainable and scalable ALD initiative when a compulsory model is not feasible.
Engagement.
Session will elicit audience participation at key intervals via polling, small and whole group discussion.
Presentation of an early language-screening task and targeted support initiative providing academic language development to first year students at a large Australian university.
Background/context
Increased access to tertiary education has highlighted the need to provide access to effective academic language development (ALD) offerings. Universities are increasingly opting for the implementation of Post Entry Language Assessments (PELAs) (Dunworth, 2009; Harris, 2013) to identify those students most in need of support. Beyond assessment, different models have been implemented to provide the ALD required. While the literature strongly supports the effectiveness of an embedded approach (Arkoudis & Kelly, 2016), the limitations regarding securing ongoing collaboration from lecturers can limit its scalability and sustainability.
Description
We implemented a validated language screening task and the provision of follow-up ALD consisting of pre-assignment workshops addressing academic language issues identified by lecturers and in past student samples. Workshops are tailored to the specific disciplines and units supported; since 2021, we have supported 55 different units across all faculties. Students are also referred to generic ALD workshops and self-access resources.
Method(s)
We compared final average marks of students who attended and who did not attend the ALD sessions and employed a feedback survey on their perception of the usefulness of the workshops.
Evidence
Students who attend the workshops consistently score higher marks than those who do not attend (up to 18 difference in average) and are at a lower risk of failing the unit of study. Student feedback is also consistently positive highlighting how the workshop has provided crucial strategies for the successful completion of assignments.
Contribution
This model offers an alternative for institutions seeking to implement a sustainable and scalable ALD initiative when a compulsory model is not feasible.
Engagement.
Session will elicit audience participation at key intervals via polling, small and whole group discussion.
Biography
Kathernie Olston is the Director at the Centre for English Teaching (CET) and Head of the Learning Hub at the University of Sydney. She oversees pre-entry English language and academic skills pathways courses and post-entry academic support programs in mathematics and academic skills and language development. Her research interests include academic learning support as well as conceptualisations and enactment of teaching, learning and assessment of the graduate qualities in in higher education.
Dr Alexandra Garcia Marrugo
Learning Hub Lead - Academic Language and Learning
The University of Sydney
Co-presenter
Biography
Alexandra Garcia is the Learning Hub Lead (Academic Language and Learning) at the University of Sydney. The Learning Hub provides support in the areas of academic language and learning to UG, PG and HDR students. In addition to research in the field of academic support for tertiary students, she also investigates language and ideology from the perspective of Systemic Functional Linguistics and Corpus Linguistics.
Chair
Voula Gaganis
Flinders University
