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Wevill, Tricia; Savage, Julia – Journal of University Teaching and Learning Practice, 2020
This study evaluated how the pairing of sessional teaching staff in a large first-year undergraduate science subject provided context-specific professional development for sessional teaching staff. We used a likert-scale questionnaire to ask sessional staff to rate how effectively peer-pairing in the classroom contributed to a range of teaching…
Descriptors: College Science, Undergraduate Study, College Freshmen, College Faculty
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Cooney, Adeline; Darcy, Eamon – Journal of University Teaching and Learning Practice, 2020
This qualitative descriptive study explored the value of games as pedagogical tools to teach team working and foster collaborative learning in a higher education classroom. Groups of three or four students (n = 181) were asked to participate in a simple low-tech serious game which required them to solve a puzzle. The puzzle simulated 'good'…
Descriptors: Educational Benefits, Cooperative Learning, Educational Games, Teamwork
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Kimberley, Emma; Thursby, Mark – Journal of University Teaching and Learning Practice, 2020
When students arrive at university there is an expectation that they come already equipped with the skills they need to read academic texts. In contrast, many students have low confidence in their ability to read challenging texts, often experiencing this as a barrier to engaging with academic practices. Recent research has identified the…
Descriptors: Barriers, Emotional Response, Academic Language, Reading Skills
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Kearney, Sean – Journal of University Teaching and Learning Practice, 2019
The transition into higher education from secondary school is a challenging change for many students. This transition and the problems students face as a result, can affect their ability to succeed. Universities recognise the transition to university as a significant feature of student engagement and learning. The current article explores an…
Descriptors: College Freshmen, Student Experience, Self Evaluation (Individuals), Student Evaluation
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Willans, Fiona; Fonolahi, Aluwesi; Buadromo, Ralph; Bryce, Tilisi; Prasad, Rajendra; Kumari, Sandhya – Journal of University Teaching and Learning Practice, 2019
This paper reports on the evaluation of an ambitious attempt to embed academic literacy support within a core content course for first-year students at the University of the South Pacific. The course is offered in both blended and online modes, catering for on-campus and off-campus students, respectively, using Moodle as the virtual learning…
Descriptors: Learner Engagement, Academic Language, Instructional Design, Management Systems
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Beccaria, Lisa; Kek, Megan; Huijser, Henk – Journal of University Teaching and Learning Practice, 2019
Undergraduate nursing students often find essay writing challenging, and feel underprepared, yet the impact of using online feedback to support essay writing has been underexplored. First-year nursing students from a regional university were involved in a project that encouraged them to access an online tutoring service, as part of their…
Descriptors: College Freshmen, Nursing Students, Undergraduate Students, Essays
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Savage, Julia; Healy, Jillian – Journal of University Teaching and Learning Practice, 2019
In Australia, a significant number of students enrol in first-year university biology without the benefit of high school biology. In order to help students support each other, the authors of this paper (a central unit academic developer and a biology coordinator of first-year biology) created a classroom activity that facilitated the distribution…
Descriptors: Creative Teaching, STEM Education, Outcomes of Education, Biology
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Cooney, Adeline; Darcy, Eamon; Casey, Denis – Journal of University Teaching and Learning Practice, 2018
Writing from sources is an important academic skill but students find it a difficult skill to learn. The lesson study method was used to design and evaluate learning and teaching strategies aimed at improving students' writing from sources skills. The team developed a seven-part lesson plan and associated learning activities and practice…
Descriptors: College Freshmen, Writing Instruction, Writing Skills, Skill Development
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Narendran, Roshni; Almeida, Shamika; Coombes, Rebecca; Hardie, Geraldine; Quintana-Smark, Eunice; Zaher, Nabi; Wang, Hui-Ling; Chowdhury, Ahabab; Stevenson, Barry – Journal of University Teaching and Learning Practice, 2018
This study examines the influence of adopting a student-centered active learning approach based on self-determination theory (SDT) to develop independent and motivated first-year Australian business undergraduates. Existing literature demonstrates how active learning approaches can help to improve student motivation. However, there are no…
Descriptors: Self Determination, Curriculum Development, Blended Learning, Case Studies
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Torres, Lyn – Journal of University Teaching and Learning Practice, 2018
Laboratory practicals engage students in complex thinking to build their scientific knowledge and understanding. Surprisingly few studies connect the development of students' cognitive and metacognitive skills for learning in the laboratory practical with foundational skills for researching. Librarians strive to establish teaching partnerships…
Descriptors: College Freshmen, College Science, Biology, Research Skills
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Wong, Caroline; Delante, Nimrod Lawsin; Wang, Pengji – Journal of University Teaching and Learning Practice, 2017
This study examines the effectiveness of Post-Entry English Language Assessment (PELA) as a predictor of international business students' English writing performance and academic performance. An intervention involving the implementation of contextualised English writing workshops was embedded in a specific business subject targeted at students who…
Descriptors: Foreign Students, Writing Achievement, Writing Workshops, English (Second Language)
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Larkin, Kevin; Rowan, Leonie; Garrick, Barbara; Beavis, Catherine – Journal of University Teaching and Learning Practice, 2016
Universities throughout Australia are increasingly investing significant amounts of time and money in efforts to improve the quality of first year students' experiences and, by extension, increase retention, performance and student satisfaction. This paper reports upon a pilot research project conducted at a Queensland university that investigates…
Descriptors: College Freshmen, Student Teacher Attitudes, Preservice Teacher Education, Student Experience
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Leiman, Tania; Abery, Elizabeth; Willis, Eileen M. – Journal of University Teaching and Learning Practice, 2015
Research involving student and tutor responses to a "pedagogy of the heart" approach in a first year university health science topic revealed anxiety, insecurity and perceptions of unpredictability in relation to an innovative arts-based assignment designed to elicit and assess experiential or imaginal knowledge. Using the lens of…
Descriptors: Risk, Student Evaluation, Affective Behavior, Emotional Response
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Eaton, Martin D. – Journal of University Teaching and Learning Practice, 2015
Since 2004-05 first year students at the School of Environmental Sciences, Ulster University have engaged with senior student tutors (SSTs) in workshop activities aimed at preparations for their written examinations. Using a pedagogical action research methodology we evaluated the role of SSTs in bridging the experiential learning gap between…
Descriptors: Experiential Learning, College Freshmen, Environmental Education, College Seniors
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Johnson, Genevieve M. – Journal of University Teaching and Learning Practice, 2015
First-year university students (n = 185) completed an online questionnaire that allowed comparison of those who reported studying on-campus with those who reported studying fully-online. Independent sample t-tests compared the means of students in the two study modes on demographics, frequency of use of digital technology and metacognitive…
Descriptors: College Freshmen, Online Surveys, Questionnaires, Comparative Analysis
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