FROM LEMONS TO LEMONADE: STUDENTS’ RESILIENCE WHEN MANAGING CHALLENGE

BACKGROUND To succeed at university and be prepared for today’s challenging workplace, students need to develop strong resilience. Students face a number of academic, social and life challenges throughout their studies (Brewer et al, 2019; Ainscough et al, 2018). The disruptions from COVID-19 in Semester 1 of 2020 have undoubtedly exacerbated these challenges, or presented entirely novel ones to manage. This study describes how students demonstrated resilience when responding to such challenges. METHODS Biomedical science students (n=200) in their 2nd year of study, were asked how they coped with the impact of the COVID-19 pandemic and what advice they would give themselves for dealing with novel challenges in future. RESULTS & DISCUSSION Almost half the students struggled with motivation and the loss of on-campus experiential learning (36%), with a third then advising how they would better manage study in future. Many students also emphasised the importance of balancing health with study (21%), whilst other indicators of resilience (adaptability, positive mindset, seeing the “Big Picture”) were identified by 38% of students. While some students focused mainly on academic aspects, others had a broader perspective on managing challenges in the context of life and well-being. Students with the most rounded approach to challenges, might thus be those who have greatest resilience. REFERENCES Ainscough, L, Stewart, E, Colthorpe, K & Zimbardi, K. (2018) Learning hindrances and self-regulated learning strategies reported by undergraduate students: identifying characteristics of resilient students, Studies in Higher Education, 43(12); 2194-2209. Brewer, ML, van Kessel, G, Sanderson, B, Naumann, F, Murray, L, Reubenson, A & Carter, A. (2019) Resilience in higher education students: a scoping review, Higher Education Research & Development, 38(6): 1105-1120

LEARNING IN A BLENDED COURSE: BIOMEDICAL SCIENCE STUDENTS’ LEARNING ADAPTATIONS

BACKGROUND Blended learning is becoming increasingly popular in higher education as it is an effective approach to enhance learning environments by incorporating online resources (Alammary et al., 2014; Smith & Hill, 2019). In higher education, the quality of a student’s self-regulated learning is associated with academic achievement (Cohen, 2012). However, certain learning strategies may be more effective than others for the blended environment. Therefore, it would be beneficial to understand if and how students adapt their strategies to suit blended learning. METHODS Respondents (n=268) were enrolled in a second-year physiology course which was delivered in a blended learning environment. Students were asked about the strategies they used to aid their learning in the course and if they differed from those used in traditional face-to-face courses. Responses were coded using inductive thematic analysis. RESULTS & DISCUSSION When comparing learning strategies used in the blended course to other courses, most students adapted by adopting new strategies (n=126). Remaining students modified existing strategies (n=35) or implemented minor changes to existing strategies (n=69) with few identifying format (n=16) as an adaptation. However, some students did not adapt their strategies (n=53). These findings suggest most students recognised the need to adapt their self-regulated learning strategies to suit a blended course. REFERENCES Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4), 440-54. Cohen, M. (2012). The importance of self-regulation for college student learning. College Student Journal, 46(4), 892-902. Smith, K., & Hill, J. (2019). Defining the nature of blended learning through its depiction in current research. Higher Education Research & Development, 38(2), 383-97

THROWN IN THE DEEPER END: FIRST YEAR STUDENTS LEARNING ONLINE

BACKGROUND First year students experience difficulties adapting to independent learning and managing their time (Richardson et al., 2012; van der Meer et al., 2010). These issues were compounded at the University of Queensland when students transitioned to online learning three weeks into semester 1 2020. This study describes students’ insights about themselves as learners during this time. METHODS Participants (n=144) were enrolled in a first year anatomy and physiology course. At the end of semester, students were asked to reflect on their learning. Responses were coded using inductive thematic analysis. RESULTS When asked what they had discovered about themselves as a learner, students mentioned the importance of motivation (n=53), environment (n=44) and social connections (n=42) for learning. When asked what advice they would give themselves if learning was online again next semester, students wanted to maintain a routine (n=48), improve their time management (n=41), make study plans (n=34), and be more proactive (n=27). DISCUSSION Universities are microcosms for learning, and during the pandemic first-year students struggled to replicate this context at home. These results suggest that staff should support their students by helping them plan their learning and encouraging connections with peers and staff. REFERENCES Richardson, A., King, S., Garrett, R., & Wrench, A. (2012). Thriving or just surviving? Exploring student strategies for a smoother transition to university. A Practice Report. Student Success, 3(2), 87. van der Meer, J., Jansen, E., & Torenbeek M. (2010). It's almost a mindset that teachers need to change: first‐year students' need to be inducted into time management. Studies in Higher Education 35, 777-791

Characterizing university students’ self-regulated learning behavior using dispositional learning analytics

[EN] Learning analytics can be used in conjunction with learner dispositions to identify at-risk students and provide personalized guidance on how to improve. Participants in the current study were students (n=192) studying a first year anatomy and physiology course. A two-step cluster analysis was performed using learning analytics data from the learning management system and self-regulated learning behavior from meta-learning assessment tasks. Three clusters of students were identified – high, medium and low self-regulated learners. High self-regulated learners were engaged with the meta-learning tasks, reported the most self-regulated learning strategies and used new strategies during semester. They also had the highest academic achievement. Compared to low self-regulated leaners, medium self-regulated learners were more engaged in the meta-learning tasks and used more learning strategies during semester, including new strategies; however, both medium and low self-regulated learners had similar levels of academic achievement. It is possible that the medium self-regulated learners represent students who were attempting to improve their learning, but had not yet found strategies that were right for them. Future evaluation of academic performance may determine whether the attempts to improve learning by medium self-regulated learners distinguishes them from low self-regulated learners in the later years of their study.Ainscough, L.; Leung, R.; Colthorpe, K.; Langfield, T. (2019). Characterizing university students’ self-regulated learning behavior using dispositional learning analytics. En HEAD'19. 5th International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 233-241. https://doi.org/10.4995/HEAD19.2019.9153OCS23324

Biomedical science students’ intended graduate destinations

Undergraduate students enrolled in generalist degrees, such as biomedical science, have diverse potential graduate pathways that they may choose to pursue. The aims of this study were to evaluate the intended graduate destinations of students, the reasons they chose to study science and the perceived value of the skills they are acquiring for their intended profession. The participants were second year biomedical science students at the University of Queensland. Their responses to open-ended questions regarding their intentions, choices and perceptions were subjected to thematic analysis. Three-quarters of students mentioned one intended profession, with the remainder mentioning two or more. Overall, they identified 53 different intended graduate destinations in the fields of medicine (69%), research (34%), the science industry (14%) and allied health (8%). As reasons for studying science, students commonly reported their interest in science, the influence of role models and enjoyment or academic success in prior study. Many students, particularly those intent on pursuing medicine, said they planned to use science as a pathway to a postgraduate degree. Importantly, all students perceived that the skills they were acquiring in their degree were highly applicable to their future intended professions

Professional Identity of Undergraduate Occupational Therapy Students

Throughout the development of an individual, their identity, or how they see themselves, frequently changes. An important part of identity formation in adolescents is the development of professional identity, which is how they perceive themselves in a professional context. The establishment of a strong professional identity has been linked to life satisfaction, psychological well-being and success in one’s chosen career. The aim of this study was to identify the extent of professional identity development in second year undergraduate occupational therapy students. As part of an assessment task, students were asked to describe why they chose occupational therapy, how they saw themselves as occupational therapists, and to describe their role models. A thematic analysis of consenting students’ (n=59) responses was performed and each student ranked based on the strength of their professional identity. The results indicated that the stage of professional identity development of second year occupational therapy students varied considerably, despite them being at the same stage of their program. A quarter of students had advanced professional identity, while almost two-thirds were still developing. Students also provided detailed insights regarding the factors influencing their professional identity. Students with strong, positive influences regarding their choice to study occupational therapy were likely to have strong role models. Given its impact on well-being and career success, it is essential to identify students who may be at risk of poor professional identity. The methods developed here could be used to identify such students and to evaluate the success of educational interventions aimed at them

PROFESSIONAL IDENTITY OF BIOMEDICAL SCIENCE STUDENTS: THE INTERPLAY BETWEEN SKILLS, ATTRIBUTES AND SELF-ESTEEM

BACKGROUND The development of professional skills and attributes allows students to build self-esteem, identify with others and view themselves within a profession (Hunter et al., 2007). However, this can be challenging for those within generalist degrees with a diversity of graduate destinations, such as biomedical science (Panaretos et al., 2019). When students in specialised degrees learn skills and attributes that aren’t applicable to their desired career, a disconnect occurs, which impacts professional identity development (Noble et al., 2014). This study examined the relationships between skills, attributes and self-esteem among biomedical science students and how this impacts on professional identity. METHODS Second year biomedical science students (n=582) were asked to describe their desired profession, skills and attributes they possessed and needed to develop, and their self-esteem. Consenting students’ responses were subjected to inductive thematic analyses (Braun & Clarke, 2006). RESULTS & DISCUSSION Students described a variety of desired professions, with medicine being the most common. Students also described many skills and attributes that were needed for those professions. There was a correlation between awareness of skills and attributes and self-esteem, reflecting students’ developing strong professional identity. This suggests students with greater awareness are more likely be confident in their chosen career. REFERENCES Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology 3(2), 77-101. Hunter, A. B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science education, 91(1), 36-74. Noble, C., O’Brien, M., Coombes, I., Shaw, P. N., Nissen, L., & Clavarino, A. (2014). Becoming a pharmacist: students’ perceptions of their curricular experience and professional identity formation. Currents in Pharmacy Teaching and Learning, 6(3), 327-339. Panaretos, C., Colthorpe, K., Kibedi, J. and Ainscough, L., (2019). Biomedical science students’ intended graduate destinations. International Journal of Innovation in Science and Mathematics Education, 27(9); 1-16

INVESTIGATING THE SOCIAL CONNECTIONS MADE BY FIRST-YEAR STUDENTS DURING A SEMESTER OF ONLINE LEARNING

BACKGROUND Social connections with peers and staff are important for student learning and academic success (Krause & Coates, 2008; Peacock, Cowan, Irvine & Williams, 2020). These connections are particularly important for first-year students who are new to university. With the rapid shift to online learning in 2020, many traditional avenues for making social connections were lost. This study investigated how and with whom social connections were made by first-year students, and if these connections correlated with academic success. METHODS First-year students (n=145) studying biomedical science answered an open-ended question about how they made social connections during first semester 2020, and with whom. Their responses were coded using thematic analysis. RESULTS AND DISCUSSION Most students (97%) made at least one connection with peers and/or staff. Students connected with peers only (61%), staff only (4%) or both peers and staff (32%). Some tools were more frequently reported for connecting with peers (social media) or staff (email). Zoom was useful for both types of connections. Students who connected with both peers and staff had the highest academic achievement. To facilitate more student-staff connections, staff should consider using social media, as students most frequently used this tool to make social connections. REFERENCES Krause, K. & Coates, H. (2008), Students’ engagement in first‐year university. Assessment & Evaluation in Higher Education, 33(5), 493-505. Peacock, S., Cowan, J., Irvine, L., & Williams, J. (2020). An Exploration into the importance of a sense of belonging for online Learners. The International Review of Research in Open and Distributed Learning, 21(2), 18-35

An evaluation of self-regulated learning strategies in science

First year university students often have difficulty managing the amount of time and quality of cognitive effort devoted to learning (Pintrich, 1995). These students may fail to meet the academic demands of university through a lack of effective ‘self-regulation’ strategies, those methods utilised by students to acquire new knowledge or skills (Zimmerman, 2002). Students’ abilities to effectively self-regulate are positively associated with academic success, understanding, problem-solving and task persistence (Nota, Soresi & Zimmerman, 2004). This study aimed to identify major self-regulation strategies amongst a first year cohort, and to identify differences between the types of strategies used by high achievers and poor achievers. First year Human Movement Studies students undertaking physiology (n=266) partook in a meta-learning task that required them to identify hindrances to their learning, and suggest strategies to combat these hindrances. The most common strategies identified were reviewing notes, ensuring lecture attendance and better time management. High achieving students identified a greater number and more advanced strategies, such as seeking lecturer assistance and information, than poor achieving students, suggesting higher levels of self-motivation, and more active knowledge seeking behaviour. These findings will assist us to design effective interventions to aid student self-regulation behaviours. References Nota, L., Soresi, S. & Zimmerman, B.J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Education Research, 41,198–215. Pintrich, P.R. (1995). Understanding self-regulated learning. New Directions for Teaching and Learning, 63, 3–12. Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41, 64–70. ntions to aid student self-regulation behaviours