Differences in study approaches and the implications for student learning

Using the revised 42 item Study Process questionnaire SPQ-R (Zeegers 2002) and its underlying methodology developed by Biggs (1987), this study investigates student learning approaches and academic outcomes across units in their First Year of study. The study confirmed that there are differences in the study approaches of students and that it was possible to group students according to their learning orientations (profiles). Whilst there was not a large variation between profiles and academic results, low achieving approaches were clearly related to low achieving results.<br /

Casing out teaching and learning online: enhancing fidelity into the mainstream

In this paper we present the rationale and outcome of a University strategically funded project aimed at developing a broad range of cases illuminating good practices in the development and use of digital media and online technologies at Deakin University. The project is aimed at supporting the ongoing implementation of the University&rsquo;s suite of e-learning technologies, Deakin Studies Online (DSO). It was seen as a significant strategic academic professional development initiative by the University in bringing together perspectives on effective teaching and learning in the context of various disciplines and professional fields of practice, with DSO possibilities for enhanced teaching/learning quality, efficiency, accessibility and satisfaction. The &lsquo;case&rsquo; as a useful means of developing practice is outlined, along with the various project processes involving case selection, development, production and promotion. Finally, reflections on the outcomes of the project are considered. A number of positive though largely unintended consequences are identified<br /