7C -
Tracks
Track 3
| Thursday, July 11, 2024 |
| 12:05 PM - 1:00 PM |
| Room E1 |
Speaker
Dr Anna Rowe
University of New South Wales
12.05pm - 12.30pm Factors that enable student engagement in class participation: A study of law students at an Australian university
12:05 PM - 12:30 PMFinal abstract
Focus: To explore the enablers and barriers to student engagement in class participation (CP) at university.
Background/context: CP refers to learning activities undertaken by students in a classroom and involves appropriate preparation, discussions, group work, effective communication and class attendance (Dancer & Kamvounias, 2005). Reported benefits of CP include positive impacts on student motivation, learning, communication and group skills (Rocca, 2010; Steel et al., 2013; Tanvir, 2021) in addition to increases in engagement with the learning material (Elphick, 2018). Despite these benefits, some students do not actively participate in class. The reasons for this are varied, including peer interactions, whether CP is assessed, student perceptions of the course, confidence levels and the classroom environment (Chandran, 2015; Lin, 2017).
Description: This research investigates factors that promote and hinder positive student experiences of CP. It identifies aspects of CP that influence student engagement, confidence, learning and a sense of belonging. Findings from the study can help teachers consider strategies to encourage CP.
Method(s): Data is being collected from a large group of law students (approx. 400) at an Australian university. Students are asked to rate factors that influence their engagement with CP activities, as well as how their perceptions of CP affect their engagement, learning, confidence, and sense of belonging at university.
Evidence: This research takes an empirical approach in updating our current understanding of factors influencing CP, especially in the Australian legal education context. The findings will be presented in the context of the Australian tertiary education system and the CP literature.
Contribution: This research will inform evidence-based recommendations to enhance the student experience of class participation, particularly in Australia.
Engagement: Participants will be asked to reflect on how the study findings relate to their teaching contexts and to consider the links between CP and student well-being through a facilitated discussion.
Background/context: CP refers to learning activities undertaken by students in a classroom and involves appropriate preparation, discussions, group work, effective communication and class attendance (Dancer & Kamvounias, 2005). Reported benefits of CP include positive impacts on student motivation, learning, communication and group skills (Rocca, 2010; Steel et al., 2013; Tanvir, 2021) in addition to increases in engagement with the learning material (Elphick, 2018). Despite these benefits, some students do not actively participate in class. The reasons for this are varied, including peer interactions, whether CP is assessed, student perceptions of the course, confidence levels and the classroom environment (Chandran, 2015; Lin, 2017).
Description: This research investigates factors that promote and hinder positive student experiences of CP. It identifies aspects of CP that influence student engagement, confidence, learning and a sense of belonging. Findings from the study can help teachers consider strategies to encourage CP.
Method(s): Data is being collected from a large group of law students (approx. 400) at an Australian university. Students are asked to rate factors that influence their engagement with CP activities, as well as how their perceptions of CP affect their engagement, learning, confidence, and sense of belonging at university.
Evidence: This research takes an empirical approach in updating our current understanding of factors influencing CP, especially in the Australian legal education context. The findings will be presented in the context of the Australian tertiary education system and the CP literature.
Contribution: This research will inform evidence-based recommendations to enhance the student experience of class participation, particularly in Australia.
Engagement: Participants will be asked to reflect on how the study findings relate to their teaching contexts and to consider the links between CP and student well-being through a facilitated discussion.
Biography
Dr Anna Rowe is a Senior Lecturer, Academic Development at the University of New South Wales Sydney. She has published extensively in work-integrated learning and her research interests include curriculum, pedagogy, and the role of emotions in learning. Anna is an Associate Editor of the Journal of Work-Integrated Learning.
Dr Chantal Bostock
Senior Lecturer, Faculty of Law and Justice
University of New South Wales
Co-presenter
Biography
Dr Chantal Bostock is a Senior Lecturer at the Law & Justice Faculty at the University of New South Wales Sydney. Chantal has worked in private practice in Sydney, specializing in migration/refugee law, and as a senior lawyer at the Asylum and Immigration Tribunal (UK) and the Law Commission (UK). She is currently leading several law education research projects.
Dr Chien Gooi
Co-presenter
Biography
Dr Chien Hoong Gooi is a Clinical Psychologist and a Senior Lecturer in the University of New South Wales School of Psychology. He is the current Director of the Master of Psychology (Clinical) program. Chien has published in the area of higher education pedagogy, partiularly in psychology pracitioner education and training.
Dr Danielle Eden
Australian Institute of Management
12.35pm - 1.00pm Empowering online postgraduate students through success coaching
12:35 PM - 1:00 PMFinal abstract
Focus: This presentation reports on the design and implementation of an innovative support program for postgraduate students studying in an online learning space with an Australian Higher Education provider.
Background/Context: Online academic coaching for graduate students is an area that has few recent research studies. While existing studies examine key features of coaching programs (Robinson, 2015), partnerships (Walsh et al., 2020), and impact on student achievement, satisfaction and persistence (Hawthorn & Sealer, 2019; Lehan et al., 2018), the design and implementation of such programs has not been examined. Our study will contribute to this under-researched area of designing a success coaching model by providing a contemporary context within an Australian Higher Education Provider.
Description: In this study, we present the design and model of an online student success coaching program for postgraduate students which integrates personalised academic coaching. We examine how online academic coaching provided by experienced academic facilitators can support students in an online space.
Method: The presentation outlines the design of the program and its implementation. We utilise a mixed method approach, including student satisfaction program data to evaluate the success of the program.
Evidence: Results from the survey data suggest students react positively to the student success coaching program, particularly in an online environment. Student feedback identifies that providing access to an expert in the online space can develop student confidence and success outcomes.
Contribution: This presentation provides a key resource to outline the design and implementation of an online student success coaching program.
Engagement: Reflective questions and interaction with an online audience response tool to elicit feedback on the design will be shared with the audience to engage with during and after the presentation.
Cerimagic S 1 , Eden D 1 , Arthars N 2
1 Australian Institute of Management (AIM)
2 Queensland University of Technology
Background/Context: Online academic coaching for graduate students is an area that has few recent research studies. While existing studies examine key features of coaching programs (Robinson, 2015), partnerships (Walsh et al., 2020), and impact on student achievement, satisfaction and persistence (Hawthorn & Sealer, 2019; Lehan et al., 2018), the design and implementation of such programs has not been examined. Our study will contribute to this under-researched area of designing a success coaching model by providing a contemporary context within an Australian Higher Education Provider.
Description: In this study, we present the design and model of an online student success coaching program for postgraduate students which integrates personalised academic coaching. We examine how online academic coaching provided by experienced academic facilitators can support students in an online space.
Method: The presentation outlines the design of the program and its implementation. We utilise a mixed method approach, including student satisfaction program data to evaluate the success of the program.
Evidence: Results from the survey data suggest students react positively to the student success coaching program, particularly in an online environment. Student feedback identifies that providing access to an expert in the online space can develop student confidence and success outcomes.
Contribution: This presentation provides a key resource to outline the design and implementation of an online student success coaching program.
Engagement: Reflective questions and interaction with an online audience response tool to elicit feedback on the design will be shared with the audience to engage with during and after the presentation.
Cerimagic S 1 , Eden D 1 , Arthars N 2
1 Australian Institute of Management (AIM)
2 Queensland University of Technology
Biography
Dr Danielle Eden is an interdisciplinary researcher and program coordinator at the Australian Institute of Management (AIM) Business School. Danielle has over twenty years of experience in higher education and creative industries.
Prof Sabina Cerimagic
Executive Dean And Executive Director
Australian Institute of Management Business School
Co-presenter
Biography
Professor Sabina Ćerimagić is a multi-disciplinary and inter-disciplinary professional consultant, researcher and academic with over 15 years of experience in higher education and project management. Sabina is the Executive Dean and Executive Director at the Australian Institute of Management (AIM) Business School.
As a seasoned executive professional and senior academic with a diverse background in management and academia, Professor Sabina Ćerimagić brings a wealth of knowledge and experience. With extensive experience in the higher education sector. Sabina's skills in complex project management, leadership, change management, operations, finances, HR, educational development, lecturing, and public speaking have been honed to a high degree. Sabina engages widely with higher education emerging trends and transformative practices to help shape the direction of teaching, learning and innovation.
Chair
Christine Slade
Associate Professor In Higher Education
The University of Queensland
