Family, learning environments, learning approaches, and student outcomes in a Malaysian private university

This paper presents the quantitative findings from a mixed methods study of students and faculty at a private medical university in Malaysia. In particular, the relationships among students’ individual characteristics, general self-efficacy, family context, university and classroom learning environments, curriculum, approaches to learning, and measures of students’ academic achievement, self-directed learning readiness and mental health at the student level. Data were collected from 392 students attending a private medical university in Malaysia. The findings from the partial least square path (PLSPATH) suggest that: (a) parental involvement continues to impact and influence student learning process, and related student outcomes, at the university level, and (b) a surface approach to learning is related to poor quality processes and outcomes and a deep approach to learning is related to high quality processes and outcomes

A quest for student success: an emerging data framework to determine the contributions of academic learning opportunities as defined by TEQSA risk assessment framework

The focus of the presentation is to explore the impact of student academic learning support programs or activities on student success at University of Southern Queensland. Student academic learning support programs are constantly challenged because they are often the first to be culled or reduced; particularly, in times of economic downturn or tight budgeting. This presentation will showcase a data framework that might be applicable to other similar student academic learning support or student services program that are seeking to determine what and how their programs contribute to student learning outcomes. The data framework is underpinned by a theoretical , multiple case study that used mixed methods research to explore the extent of and relationships among a number of student academic learning offerings, developed and delivered by Learning and Teaching Services (LTS), a centralised learning and teaching unit, on student success. The study explored a number of retention outcomes as defined in the risk assessment framework of the newly established Australian regulatory body, Tertiary Education Quality and Standards Agency (TEQSA). Currently, LTS, in collaboration with Sustainable Business Management and Improvement (SBMI), another centralised unit that provides the University with information and assurance services at the strategic and regulatory levels, are building a prototype data analytics dash board as proof of concept of the data framework

Students enabling students in a Student Partnership Project: a case study emerging from the OLT Transforming Practice Project on Student Partnerships

This emerging initiative stemmed from an Office of Learning and Teaching Project (OLT) project, Transforming Practice Programme 2016: Student Engagement: Students as Partners in Teaching and Learning. The initiative, trialed in semester 2, 2016, involved the selection and training of two experienced students to be leaders of a Closed Facebook ‘students-only’ community which provided advice and triaged queries to appropriate channels. The evaluative processes comprised a participatory action research methodology. Two student leaders who facilitated the Closed Facebook and four academic staff of the project were the participants. The findings demonstrate that the Closed Facebook students-only site provided a safe space, outside the formal learning/classroom environment, where student participants were able to ask and share knowledge. The informal student-for-student learning community complemented the formal structure by facilitating the opportunity for students to become ‘experts’ as university students as they move-through their learning journey

21st century skills, problem based learning and the university of the future

In this paper we focus on the ‘university of the future’, and in particular we aim to explore what the role and relevance of PBL might be in this imagined university of the future. We explore the potential of PBL in the development of 21st century skills in a higher education environment that is on the brink of profound changes, and that consequently requires a continuously adaptive approach to education renewal at all levels. Of course many of these changes are already underway. We appear to be in the midst of profound disruptions to higher education, not in the least due to fast changing technologies and the possibilities they afford. The internet and the World Wide Web have had huge impacts, which in turn have influenced the social fabric of our lives through the growing ubiquity of social media and mobile media tools. In education in general, and in higher education in particular, these changes have ushered in an age characterised by a rapidly increasing evolution of online learning with integration of online, hybrid, and collaborative learning, and most recently, phenomena such as Massive Open Online Courses (MOOCs), the rise of big data analytics driving learning, and personalised learning. Each of these developments have the potential to cause major disruptions in the way we operate in higher education. It is important to recognise and respect that these changes are here to stay, some evolutionary, some revolutionary. So we need to respond in adaptive and agile ways, and importantly, with imagination and creativity. In this paper, we explore the potential of PBL to address some of the unknown and uncertain challenges of the 21st century

Issues of belonging, pedagogy and learning in doctoral study at a distance

In this paper we present a case study of doctoral study at a distance, and we explore issues of belonging, pedagogy and learning as part of that process. As a team of one doctoral researcher and three supervisors, we critically reflect on the place of belonging in the context of doctoral study by distance. In this case study, the importance of belonging was heightened due to a high-risk and highly volatile context in which the doctoral researcher lived, the Kurdistan Region of Iraq. We further explore the elements that developed a sense of belonging, aided by a range of digital technologies. Our findings suggest that the place of belonging in learning needs further examination in higher education contexts, especially when universities are keen to increase distance enrolments

Metode Pengajaran Bisnis Baru dalam Tatanan Ekonomi Baru

Bisnis bersifat dinamis, sementara itu lingkungan tempat para praktisi bisnis bekerja tidak pernah statis.Organisasi bisnis tahu bahwa dari semua hal yang ditakuti oleh perubahan besar adalah kepuasan diri sendiri yang mrnduduki urutan teratas. Berbagai perubahan yang terjadi dalam pendidikan bisnis selama ini bersikap lambat untuk membawa perubahan dalam pendekatan pengajaran dan pembelajaran mereka. Sampai sejauh ini banyak strategi cenderung mengarah pada bentuk pembelajaran aktif (active learning), pembelajaran kolaboratif (collaborative Learning), pembelajaran berbasis proyek dan banyak lagi yang lainnya. Pembelajaran berbasis problem (Problem based Learning, PBL)adalah salah satu pendekatan yang lebih menonjol dibanding pendekatan-pendekatan lain. Sejak lahirnya pendekatan ini pada tahun 1960-an di Fakultas Kedokteran Universitas McMaster Kanada, PBL telah diterapkan di banyak institusi di seluruh dunia keperawatan, konstruksi, teknik dan bisnis ditingkat sarjana (S1) dan pascasarjana (s2 dan S3) di negara-negara seperti Australia, Amerika Serikat dan Belanda. Selanjutnya Prof. Howard S. Barrows pakar dan pendukung pembelajaran berbasis problem memberikan kontribusi bagi inovasi baru dari PBL yaitu Authentic Problem Based Learning (APBL). Buku ini merupakan satu upaya bersama dari para pendidik yang sepakat dari dua lapangan profesi yang sangat berbeda , kedokteran tempat PBL lahir dan marketing tempat APBL diuji cobakan di Diploma Marketing, Sekolah Bisnis, Politeknik Temasek Singapur. Buku ini ditulis khusunya bagi para pendidik bisnis yang (1) mengimplemantasikan PBL sebagai pendekatan total pembelajaran dan pengajaran, (2) telah mengimplementasikan dan ingin meningkatkan proses PBL, dan (3) mengetahui PBL sebagai satu cara inovatif untuk belajar mengajar

Leveraging creativity to engage students in an agile ecology for learning

This article explores the concept of an agile ecology for learning and its potential in leveraging creativity to engage students. Creativity is both seen as something that students bring with them from different part of their lives, across different formal and informal learning environments, but it is also seen as something that can be encouraged and developed through deliberate design of learning experiences and environments. The agile ecology for learning is fundamentally about blurring boundaries between informal and formal learning environments. A case study of a Closed Facebook group managed by students is used as a case study to illustrate the potential of using an agile ecology for learning as the underlying ‘map’ for learning design. If done well, we argue that this allows us to leverage creativity in students as both a tool of engagement and a crucial component in the development of a way of being for students whereby using their creativity in critically reflective ways becomes the norm

Disrupting the Disruption: A Digital Learning HeXie Ecology Model

Broad societal disruptions (i.e., the industrial revolution, digitalisation, and globalisation) have created a need for an increasingly adaptive higher education system in recent decades. However, the response to these disruptions by universities has generally been slow. Most recently, online learning environments have had to be leveraged by universities to overcome the difficulties in teaching and learning due to COVID-19 restrictions. Thus, universities have had to explore and adopt all potential digital learning opportunities that are able to keep students and teachers engaged in a short period. This paper proposes a digital learning HeXie ecology model, which conceptualises elements and relationships pertaining to the societal need for a more agile and digitally resilient higher education system that is better placed to confront disruptive events (such as pandemics) and that is able to produce graduates who are well-equipped to deal with disruption and uncertainty more broadly. Specifically, we propose a digital learning ecology that emphasises the role of self-directed learning and its dynamic interaction between formal, informal, and lifelong learning across a five-level ecosystem: the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. This study contributes to the theoretical literature related to flexible learning ecologies by adopting and incorporating the Chinese HeXie concept into such ecologies

Meet-Up Program: Peer learning for success

Meet-Up is a peer-assisted learning (PAL) program and is one of the suite of co-curricular services offered by Student Learning and Development and Library Services. Meet-Up provides opportunities for students to enhance or develop their academic learning skills and their understanding of discipline concepts through engagement with peers and peer leaders, both in a discipline-based context and in a general study enquiry mode called Meet-Up Student Community (MUSC)