Becoming a distance student: Identifying and managing the key challenges

Approximately 25% of first year, distance students are unsuccessful – they withdraw, fail or just give up on their study. They pay the fees but they don’t get the benefit. And they go away discouraged and disheartened. This poster, using data from a PhD project following 19 first year mature-aged distance students, offers ideas for managing key challenges these students face. - My lifeload: Taking too many courses is common. Students overestimate the time they have available. Be realistic and start small: you can speed things up later. - My family and friends: Other people can be a support and a barrier. Communicate clearly what you need. And remember, this is a big change for the whole family not just you. - My time and space: Students choose distance study because it is more flexible. But you still have to find time and space to do the work. Be flexible and creative in your approach. It takes time to figure out what works for you, for your family, and for your studies. - My headspace: The first year is an emotional rollercoaster including negative feelings of anxiety or frustration. Manage the negative by talking things over and celebrate and focus on the positive. - My university: Returning to study is harder than you expect with a lot of new skills to be learned. Be patient with yourself, use the resources available and be willing to seek help

Linking academic emotions and student engagement: mature-aged distance students’ transition to university

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 2013, available online: https://www.tandfonline.com/doi/full/10.1080/0309877X.2014.895305Research into both student engagement and student emotions is increasing, with widespread agreement that both are critical determinants of student success in higher education. Less researched are the complex, reciprocal relationships between these important influences. Two theoretical frameworks inform this paper: Pekrun’s taxonomy of academic emotions and Kahu’s conceptual framework of student engagement. The prospective qualitative design aims to allow a rich understanding of the fluctuating and diverse emotions that students experience during the transition to university and to explore the relationships between academic emotions and student engagement. The study follows 19 mature-aged (aged 24 and over) distance students throughout their first semester at university, using video diaries to collect data on their emotional experiences and their engagement with their study. Pre and post-semester interviews were also conducted. Findings highlight that different emotions have different links to engagement: as important elements in emotional engagement, as inhibitors of engagement and as outcomes that reciprocally influence engagement. There are two key conclusions. First, student emotions are the point of intersection between the university factors such as course design and student variables such as motivation and background. Second, the flow of influence between emotions, engagement, and learning is reciprocal and complex and can spiral upwards towards ideal engagement or downwards towards disengagement and withdrawal.Publishe

Space and time to engage: Mature-aged distance students learn to fit study into their lives

This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Lifelong Education on 2014, available online: https://www.tandfonline.com/doi/full/10.1080/02601370.2014.884177Student engagement, a student’s emotional, behavioural and cognitive connection to their study, is widely recognized as important for student achievement. Influenced by a wide range of personal, structural and sociocultural factors, engagement is both unique and subjective. One important structural factor shown in past research to be a barrier for distance students is access to quality space and time. This qualitative study followed 19 mature-aged distance students and their families, exploring how they learned to manage their space and time throughout their first semester at university. Institutions often claim that distance study and the increased use of technology overcomes barriers of space and time; however, the findings from this study suggest it merely changes the nature of those barriers. The ideal space and time for these students was individual and lay at the intersection of three, sometimes competing, demands: study, self and family. A critical influence on success is family support, as is access to financial resources. Learning what constitutes ideal space and time for engagement is an important part of the transition to university. The institution has a vital role to play in aiding this process by ensuring flexibility of course design is maintained, providing more flexible advice and targeting support at this important issue.falsePublishe

'It's complicated': reflections on teaching citizenship in Aotearoa New Zealand

The recently redesigned Massey University BA aims to produce responsible, world-conscious graduates who are active citizens, and who demonstrate a critical understanding of the peoples and cultures of 21st century Aotearoa New Zealand and the influences that have shaped them. The suite of compulsory core courses that emerged from this redesign process were developed before the university expressed a commitment to becoming Te Tiriti-led and were not explicitly designed with decolonisation in mind, but they ask questions and provoke reflection that we hope will contribute to decolonisation through the production of a cohort of graduates who have reflected on the multiple factors shaping their own identity, including New Zealand’s colonial past, can locate themselves in relation to global issues, and who have begun to think about questions of and possibilities for agency and action as citizens of ANZ and of the globe. These courses often unsettle indigenous and settler identities and relationships, and challenge student thinking about the rights and responsibilities they have at home and in the wider world. In this paper we reflect on the process of developing and teaching this course as a group of primarily settler / pākehā academics in conversation with Māori colleagues, and on our own learning through teaching. To do this we draw from our experiences and from research undertaken on the teaching of global citizenship in the core to interrogate our roles and responsibilities as academics in relation to decolonisation

Improving Student Engagement in Veterinary Business Studies

In a densely packed veterinary curriculum, students may find it particularly challenging to engage in the less overtly clinical subjects, yet pressure from industry and an increasingly competitive employment market necessitate improved veterinary student education in business and management skills. We describe a curriculum intervention (formative reflective assignment) that optimizes workplace learning opportunities and aims to provide better student scaffolding for their in-context business learning. Students were asked to analyze a business practice they experienced during a period of extra-mural studies (external work placement). Following return to the college, they were then instructed to discuss their findings in their study group, and produce a group reflection on their learning. To better understand student engagement in this area, we analyzed individual and group components of the assignment. Thematic analysis revealed evidence of various depths of student engagement, and provided indications of the behaviors they used when engaging at different levels. Interactive and social practices (discussing business strategies with veterinary employees and student peers) appeared to facilitate student engagement, assist the perception of relevance of these skills, and encourage integration with other curriculum elements such as communication skills and clinical problem solving

Expanding understandings of wellbeing through researching women's experiences of intergenerational somatic dance classes

Engaging a feminist ethnographic methodology, this article offers a discussion of women’s embodied experiences of wellbeing in intergenerational somatic dance classes. Somatic dance classes aim to develop embodied awareness, support ease and freedom in movement, and offer opportunities for creativity, agency and reflection. Drawing on in-depth interviews, observation and autoethnographic vignettes, three themes emerged from the empirical material that expand understandings of wellbeing as a fluid and dynamic experience, reveal the value for women in moving for movement’s sake, and identify the significance of intergenerational contexts for moving together. As a consequence, this research offers insight into ways in which women participating in somatic dance classes have re-interpreted wellbeing practices, ‘re-claiming’ wellbeing from circulating neoliberal, self-improvement and productivity agendas, and instead, dancing into wellbeing

SSR-Based Analysis of Genetic Diversity and Structure of Sweet Cherry (Prunus avium L.) from 19 Countries in Europe

Sweet cherry (Prunus avium L.) is a temperate fruit species whose production might be highly impacted by climate change in the near future. Diversity of plant material could be an option to mitigate these climate risks by enabling producers to have new cultivars well adapted to new environmental conditions. In this study, subsets of sweet cherry collections of 19 European countries were genotyped using 14 SSR. The objectives of this study were (i) to assess genetic diversity parameters, (ii) to estimate the levels of population structure, and (iii) to identify germplasm redundancies. A total of 314 accessions, including landraces, early selections, and modern cultivars, were monitored, and 220 unique SSR genotypes were identified. All 14 loci were confirmed to be polymorphic, and a total of 137 alleles were detected with a mean of 9.8 alleles per locus. The average number of alleles (N = 9.8), PIC value (0.658), observed heterozygosity (Ho = 0.71), and expected heterozygosity (He = 0.70) were higher in this study compared to values reported so far. Four ancestral populations were detected using STRUCTURE software and confirmed by Principal Coordinate Analysis (PCoA), and two of them (K1 and K4) could be attributed to the geographical origin of the accessions. A N-J tree grouped the 220 sweet cherry accessions within three main clusters and six subgroups. Accessions belonging to the four STRUCTURE populations roughly clustered together. Clustering confirmed known genealogical data for several accessions. The large genetic diversity of the collection was demonstrated, in particular within the landrace pool, justifying the efforts made over decades for their conservation. New sources of diversity will allow producers to face challenges, such as climate change and the need to develop more sustainable production systems

University student engagement inventory (USEI): psychometric properties

Academic engagement describes students’ investment in academic learning and achievement and is an important indicator of students’ adjustment to university life, particularly in the first year. A tridimensional conceptualization of academic engagement has been accepted (behavioral, emotional and cognitive dimensions). This paper tests the dimensionality, internal consistency reliability and invariance of the University Student Engagement Inventory (USEI) taking into consideration both gender and the scientific area of graduation. A sample of 908 Portuguese first-year university students was considered. Good evidence of reliability has been obtained with ordinal alpha and omega values. Confirmatory factor analysis substantiates the theoretical dimensionality proposed (second-order latent factor), internal consistency reliability evidence indicates good values and the results suggest measurement invariance across gender and the area of graduation. The present study enhances the role of the USEI regarding the lack of consensus on the dimensionality and constructs delimitation of academic engagement.Jorge Sinval received funding from the William James Center for Research, Portuguese Science Foundation (FCT UID/PSI/04810/2013). Leandro S. Almeida and Joana R. Casanova received funding from CIEd – Research Centre on Education, projects UID/CED/1661/2013 and UID/CED/1661/2016, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT. Joana R. Casanova received funding from the Portuguese Science Foundation (FCT) as a Doctoral Grant, under grant agreement number SFRH/BD/117902/2016.info:eu-repo/semantics/publishedVersio

Computer-based technology and student engagement: a critical review of the literature

Computer-based technology has infiltrated many aspects of life and industry, yet there is little understanding of how it can be used to promote student engagement, a concept receiving strong attention in higher education due to its association with a number of positive academic outcomes. The purpose of this article is to present a critical review of the literature from the past 5 years related to how web-conferencing software, blogs, wikis, social networking sites (Facebook and Twitter), and digital games influence student engagement. We prefaced the findings with a substantive overview of student engagement definitions and indicators, which revealed three types of engagement (behavioral, emotional, and cognitive) that informed how we classified articles. Our findings suggest that digital games provide the most far-reaching influence across different types of student engagement, followed by web-conferencing and Facebook. Findings regarding wikis, blogs, and Twitter are less conclusive and significantly limited in number of studies conducted within the past 5 years. Overall, the findings provide preliminary support that computer-based technology influences student engagement, however, additional research is needed to confirm and build on these findings. We conclude the article by providing a list of recommendations for practice, with the intent of increasing understanding of how computer-based technology may be purposefully implemented to achieve the greatest gains in student engagement. © 2017, The Author(s)