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Ruegg, Rachael – Journal of University Teaching and Learning Practice, 2023
Retaining students until they complete their qualifications is one of the main aims of many higher education institutions. Retention of students is also looked at from different perspectives in the literature. This small, exploratory, narrative enquiry research looks into the experiences of twenty-one domestic students during their first year and…
Descriptors: School Holding Power, Undergraduate Students, Foreign Countries, Student Attitudes
James, Allison J.; Douglas, Tracy A.; Earwaker, Louise A.; Mather, Carey A. – Journal of University Teaching and Learning Practice, 2022
As an alliance of academics undertaking blended delivery, we have experienced the challenge of tailoring teaching strategies to different learning styles. Our teaching has evolved, moving from traditional didactic delivery to the utilisation of online technology to accommodate both academic and student expectations. The pressure to teach within…
Descriptors: Asynchronous Communication, Discussion (Teaching Technique), Teaching Methods, Educational Technology
Pang, Toh Yen; Kootsookos, Alex; Fox, Kate; Pirogova, Elena – Journal of University Teaching and Learning Practice, 2022
There is ongoing interest in developing rigorous and accurate assessment methods in higher education, particularly in the use of assessment rubrics and in providing more useful feedback to students rather than a simple grade. However, there has been little used of reliable assessment rubrics that provide feedback to individual students on their…
Descriptors: Student Evaluation, Scoring Rubrics, Undergraduate Students, Learning Experience
Kim, Jeongyeon; Kim, Victoria – Journal of University Teaching and Learning Practice, 2021
The worldwide proliferation of English-medium instruction (EMI) in the higher education sector has compelled researchers to investigate the implementation challenges faced by teachers and students in such contexts. However, very few studies have focused on changes in pedagogical approaches to enhance EMI teaching and learning. This explanatory…
Descriptors: Feedback (Response), Formative Evaluation, Experiential Learning, Language of Instruction
Smith, Matthew; Lowe, Cassie – Journal of University Teaching and Learning Practice, 2021
This study evaluates a novel assessment and feedback process in which students were tasked with actively engaging in the feedback process in a 'DIY' -- do-it-yourself -- assessment feedback workshop. The research team set out to explore how an active participation in the construction of the assessment criteria and utilisation of that…
Descriptors: Feedback (Response), Workshops, Evaluation Criteria, Self Evaluation (Individuals)
Bedford, Simon Bernard; Bissoonauth, Anu; James, Klem; Stace, Ray – Journal of University Teaching and Learning Practice, 2020
This article investigates the process of development for a novel online peer-supported approach that enhances oral proficiency in French at an Australian university to cope with ever more complex challenges. These challenges include students with mixed ability in the same class, reduced teaching resources and student surveys identifying a lack of…
Descriptors: Feedback (Response), Peer Evaluation, Language Proficiency, French
Ortega-Dela Cruz, Ruth – Journal of University Teaching and Learning Practice, 2020
Facilitating learning for the students nowadays demands so much from the educators. This makes the role of higher education institutions (HEIs) more challenging as they look upon the needs of the present generation. This study sought answer to that need by determining the most preferred pedagogical practices that have impact on the students'…
Descriptors: Preferences, Generational Differences, 21st Century Skills, Instructional Effectiveness
Milne, Lisa; McCann, Jennifer; Bolton, Kristy; Savage, Julia; Spence, Alison – Journal of University Teaching and Learning Practice, 2020
The feedback received by students on assessment tasks is a major source of their dissatisfaction with feedback generally, explaining why models of assessment continue to evolve to prioritise provision of useful feedback. Boud's notion of sustainable assessment is an example. We argue for conceptualising the sustainability of assessment practices…
Descriptors: Student Satisfaction, Undergraduate Students, Feedback (Response), Student Evaluation
Nnadozie, Victor; Anyanwu, Clinton Chidiebere; Ngwenya, Jabulisile; Khanare, Fumane Portia – Journal of University Teaching and Learning Practice, 2020
South African universities' use of digital technologies in learning has increased in recent years. Given that social exposure, the context and pedagogic uses of technology influence learning expectations and learner involvement, it is important to understand students' experiences of the use of different technological tools. This article employs…
Descriptors: Undergraduate Students, Student Experience, Feedback (Response), Electronic Mail
Cavaleri, Michelle; Kawaguchi, Satomi; Di Biase, Bruno; Power, Clare – Journal of University Teaching and Learning Practice, 2019
Providing effective, high quality feedback that students engage with remains an important issue in higher education today, particularly in the context of academic language support where feedback helps socialise students to academic writing practices. Technology-enhanced feedback, such as audio and video feedback, is becoming more widely used, and…
Descriptors: Feedback (Response), Audio Equipment, Academic Language, Video Technology
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
Kamphorst, Jan Cornelis – Journal of University Teaching and Learning Practice, 2018
Today, multidisciplinary cooperation is an important objective of higher vocational education in Europe as well as other countries. The aim of this study was to explore how, and to what extent, fourth year bachelor students from different domains cooperate in multidisciplinary teams at two research centers. Data for 71 students were collected with…
Descriptors: Interdisciplinary Approach, Undergraduate Students, Questionnaires, Student Attitudes
Hargreaves, Ken – Journal of University Teaching and Learning Practice, 2016
This paper offers a medical-education perspective that I will hope complement other disciplinary perspectives in examining the value of reflection for learning in tertiary education. The paper outlines some of the theoretical strands of reflective practice facilitated in a unique course subject for professionalism and patient safety, within the…
Descriptors: Reflection, Medical Education, Professional Identity, Undergraduate Students
Douglas, Tracy; Salter, Susan; Iglesias, Miguel; Dowlman, Michele; Eri, Raj – Journal of University Teaching and Learning Practice, 2016
The purpose of this study was to determine the current perspectives of feedback from first and second year undergraduate students enrolled in blended units of study which incorporated both face-to-face and online components. Students enrolled in a unit of study taught by the School of Health Sciences at the University of Tasmania were surveyed to…
Descriptors: Feedback (Response), Student Attitudes, Undergraduate Students, Online Courses
Kelton, Maryanne; Kingsmill, Verity – Journal of University Teaching and Learning Practice, 2016
Increasingly universities aim to provide students with opportunities to graduate with skills ready to perform in the workplace. However, workplace-based opportunities for students enrolled in foreign policy subjects are more limited due to the diplomatic and sensitive political nature of the professional work. Thus there exists a need for higher…
Descriptors: Simulation, Teaching Methods, Foreign Policy, Skill Development