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Does Course Specific Nudging Enhance Student Engagement, Experience and Success?: A Data-Driven Longitudinal Tale
Artículo
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Does Course Specific Nudging Enhance Student Engagement, Experience and Success?: A Data-Driven Longitudinal Tale
Jill Lawrence et al · STARS Conference · 2021 · ISSN 2205-0795
Low levels of online student engagement impact negatively on student success and adversely affect attrition. Course learning analytics data (CLAD), combined with nudging initiatives, have emerged as strategies for engagi...
LCC LCC:Theory and practice of educationIdioma eng
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Supporting Student Experience During the Pandemic and Beyond
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Supporting Student Experience During the Pandemic and Beyond
Rebecca Sanderson et al · STARS Conference · 2021 · ISSN 2205-0795
This article reports the findings from a small-scale, qualitative and phenomenological institutional research project, undertaken during the COVID-19 pandemic, on the experiences of undergraduate students from groups who...
LCC LCC:Theory and practice of educationIdioma eng
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Belonging as a Resource of Resilience: Psychological Wellbeing of International and Refugee Students in Study Preparation at German Higher Education Institutions
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Belonging as a Resource of Resilience: Psychological Wellbeing of International and Refugee Students in Study Preparation at German Higher Education Institutions
Michael Grüttner · STARS Conference · 2019 · ISSN 2205-0795
After 2015, several German higher education institutions (HEI) expanded their capacities for the study preparation of refugees. Nowadays, international and refugee students prepare for higher education degree programs th...
LCC LCC:Theory and practice of educationIdioma eng
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First-Year Students’ Academic Self-Efficacy Calibration: Differences by Task Type, Domain Specificity, Student Ability, and Over Time
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First-Year Students’ Academic Self-Efficacy Calibration: Differences by Task Type, Domain Specificity, Student Ability, and Over Time
Kate Talsma et al · STARS Conference · 2020 · ISSN 2205-0795
This research explored whether academic self-efficacy calibration (the match between self-efficacy beliefs and academic outcomes) in first-year psychology students (n=197) differed as a function of task type (written ass...
LCC LCC:Theory and practice of educationIdioma eng
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Remediating the Remedial: Transforming Academic Language and Learning Practices to Advance Student Equity
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Remediating the Remedial: Transforming Academic Language and Learning Practices to Advance Student Equity
Rachel Barber · STARS Conference · 2025 · ISSN 2205-0795
This article explores student equity in higher education through the lens of academic language and learning (ALL) and argues that ALL remains a significant barrier to participation and success for students from equity ba...
LCC LCC:Theory and practice of educationIdioma eng
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The cycle of student and staff wellbeing: Emotional labour and extension requests in Higher Education. A Practice Report
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The cycle of student and staff wellbeing: Emotional labour and extension requests in Higher Education. A Practice Report
Elizabeth Abery et al · STARS Conference · 2016 · ISSN 2205-0795
This paper suggests that the sociological theory of emotional labour is a useful way to interpret how teaching practices in Higher Education often involve the simultaneous management of both staff and student wellbeing. ...
LCC LCC:Theory and practice of educationIdioma eng
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Balancing the COVID-19 Disruption to Undergraduate Learning and Assessment with an Academic Student Support Package: Implications for Student Achievement and Engagement
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Balancing the COVID-19 Disruption to Undergraduate Learning and Assessment with an Academic Student Support Package: Implications for Student Achievement and Engagement
Natalie Lloyd et al · STARS Conference · 2021 · ISSN 2205-0795
In response to the COVID-19 pandemic-induced emergency pivot to online teaching and assessment, an Academic Safety Net was implemented at a regional Australian university to provide academic student support. Bayesian hie...
LCC LCC:Theory and practice of educationIdioma eng
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First year students’ perceptions of academic literacies preparedness and embedded diagnostic assessment
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First year students’ perceptions of academic literacies preparedness and embedded diagnostic assessment
Lorinda Palmer et al · STARS Conference · 2018 · ISSN 2205-0795
This paper reports findings from the second stage of a mixed-methods study of embedded academic literacies and diagnostic assessment—specifically first-year nursing students’ perceptions of the MASUS procedure. We fo...
LCC LCC:Theory and practice of educationIdioma eng
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Taking a Text and Tweaking it: Using Wendy Belcher’s 12-Week Journal Writing Program to Support Writing Wellbeing for Busy Educators
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Taking a Text and Tweaking it: Using Wendy Belcher’s 12-Week Journal Writing Program to Support Writing Wellbeing for Busy Educators
Abigail Winter · STARS Conference · 2023 · ISSN 2205-0795
This practice report argues that, in a higher education system where publication is a key performance metric, existing resources, such as textbooks, can be used and modified to make engaging and valuable professional dev...
LCC LCC:Theory and practice of educationIdioma eng
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2019 Special Issue: Psychological Wellbeing and Distress in Higher Education
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2019 Special Issue: Psychological Wellbeing and Distress in Higher Education
Abi Brooker et al · STARS Conference · 2019 · ISSN 2205-0795
Many universities around the world have now initiated wellbeing strategies that encompass psychological wellbeing. These resources can be leveraged for change to better support students. Associate Professor Lydia Woodya...
LCC LCC:Theory and practice of educationIdioma eng
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Are university widening participation activities just-in-time or just-out-of-time? Exploring the (mis)alignment between the timing of widening participation activities and university decision-making among students from low socioeconomic backgrounds
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Are university widening participation activities just-in-time or just-out-of-time? Exploring the (mis)alignment between the timing of widening participation activities and university decision-making among students from low socioeconomic backgrounds
Maria M Raciti et al · STARS Conference · 2019 · ISSN 2205-0795
When is the best time to engage high school students in widening participation (WP) activities? With qualitative data from 46 university students at six Australian universities who are from low socioeconomic status (LSES...
LCC LCC:Theory and practice of educationIdioma eng
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Beyond a Buzzword: Student Perspectives on what Contributes to Engaging Educators and Classroom Experiences
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Beyond a Buzzword: Student Perspectives on what Contributes to Engaging Educators and Classroom Experiences
Lesley Irvine et al · STARS Conference · 2024 · ISSN 2205-0795
In a changing educational landscape, student engagement remains a prominent issue in research and practice. This study explores engagement from the student’s perspective across multiple disciplines, year levels and de...
LCC LCC:Theory and practice of educationIdioma eng
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Collegiality, collaboration and communication: Innovation in a first year Business Unit development. A Practice Report
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Collegiality, collaboration and communication: Innovation in a first year Business Unit development. A Practice Report
James Boyd et al · STARS Conference · 2016 · ISSN 2205-0795
This paper reports on the development of first year “core” units in the new Bachelor of Business (BBus) at Murdoch University. These units evolved from a curriculum renewal program and presented opportunities and cha...
LCC LCC:Theory and practice of educationIdioma eng
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Defining and Advancing a Systems Approach to Achieving Educator Wellbeing: An Integrative Review of Wellbeing in Higher Education
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Defining and Advancing a Systems Approach to Achieving Educator Wellbeing: An Integrative Review of Wellbeing in Higher Education
Melinda Laundon et al · STARS Conference · 2023 · ISSN 2205-0795
Educators are crucial for student success in higher education, yet they often experience high levels of occupational stress which threaten their wellbeing. Informed by a conceptual framework initially developed for addre...
LCC LCC:Theory and practice of educationIdioma eng
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Emerging Trends and Future Directions of Enabling Education
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Emerging Trends and Future Directions of Enabling Education
Thomas Roche et al · STARS Conference · 2018 · ISSN 2205-0795
In December 2017, the 6th Biennial National Association of Enabling Educators of Australia (NAEEA) Conference was hosted by Southern Cross University at the Gold Coast, Australia. The Biennial NAEEA Conference brings tog...
LCC LCC:Theory and practice of educationIdioma eng
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Engaging the disengaged: Exploring the use of course-specific learning analytics and nudging to enhance online student engagement
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Engaging the disengaged: Exploring the use of course-specific learning analytics and nudging to enhance online student engagement
Jill Lawrence et al · STARS Conference · 2019 · ISSN 2205-0795
Universities increasingly implement online delivery to strengthen students’ access and flexibility. However, they often do so with limited understanding of the impact of online pedagogy on student engagement. To explor...
LCC LCC:Theory and practice of educationIdioma eng
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Enhancing Student Motivation and Engagement: Exploring Higher Education Students’ Experiences as Co-Creators of Curriculum
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Enhancing Student Motivation and Engagement: Exploring Higher Education Students’ Experiences as Co-Creators of Curriculum
Anna Ólafsdóttir et al · STARS Conference · 2025 · ISSN 2205-0795
This article presents a study exploring students’ experiences as co-creators of the curriculum in three master’s level courses within a teacher education programme at the University of Akureyri, a small state univers...
LCC LCC:Theory and practice of educationIdioma eng
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Equalizing and Widening Access to Higher Education During a Pandemic: Lessons Learned from a Multi-University Perspective
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Equalizing and Widening Access to Higher Education During a Pandemic: Lessons Learned from a Multi-University Perspective
Emlyn Dodd et al · STARS Conference · 2021 · ISSN 2205-0795
The COVID-19 pandemic caused a rapid and unprecedented shift of widening participation and outreach activities to online and remote delivery. The impact of this went beyond practitioners and the university sector; positi...
LCC LCC:Theory and practice of educationIdioma eng
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Flipped peer leader training: A modularised, blended and active peer leader training and development program
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Flipped peer leader training: A modularised, blended and active peer leader training and development program
Victoria Menzies et al · STARS Conference · 2017 · ISSN 2205-0795
Blended and flipped classroom pedagogical models are recognised as having the potential to deepen and enrich student learning while also being a more engaging learning experience (Partridge, Ponting, & McCay, 2011). E-le...
LCC LCC:Theory and practice of educationIdioma eng
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Guest Editorial: Student Success in a Global Pandemic
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Guest Editorial: Student Success in a Global Pandemic
Marcia Devlin et al · STARS Conference · 2021 · ISSN 2205-0795
The catastrophic disruption to higher education from the COVID-19 pandemic has brought about significant and rapid changes to the delivery of mainstream teaching and learning in higher education institutions around the g...
LCC LCC:Theory and practice of educationIdioma eng
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High School Enabling Programs, Learning Journeys, and Transitions: Measuring Effectiveness from the Student Perspective
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High School Enabling Programs, Learning Journeys, and Transitions: Measuring Effectiveness from the Student Perspective
Anita Maclaurin et al · STARS Conference · 2024 · ISSN 2205-0795
University enabling programs provide historically underrepresented students with aspirational gateways and the academic skills and knowledges essential for success at university. Measurement of the efficacy of such progr...
LCC LCC:Theory and practice of educationIdioma eng
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Identity theory as a theoretical framework to understand attrition for university students in transition
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Identity theory as a theoretical framework to understand attrition for university students in transition
Robert Whannell et al · STARS Conference · 2015 · ISSN 2205-0795
There has been extensive research done with a view to explaining the processes of transition into tertiary study and the factors that may be associated with student attrition.  This paper consolidates the authors’ res...
LCC LCC:Theory and practice of educationIdioma eng
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Intended and Actual Involvement of Commencing First-Year Undergraduate Students in University Activities
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Intended and Actual Involvement of Commencing First-Year Undergraduate Students in University Activities
Claudia A. Rivera Munoz et al · STARS Conference · 2025 · ISSN 2205-0795
Students’ involvement in both curricular and extracurricular activities at university can foster a sense of belonging, and support academic persistence and achievement, particularly during the first year. For over a de...
LCC LCC:Theory and practice of educationIdioma eng
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Learning by Doing: Students’ Experiences of Interprofessional Education and Community Partnership in a Pilot Student-Run Clinic
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Learning by Doing: Students’ Experiences of Interprofessional Education and Community Partnership in a Pilot Student-Run Clinic
JiaRong Yap et al · STARS Conference · 2024 · ISSN 2205-0795
This report presents an evaluation of students’ experiences in a student-run clinic project in Aotearoa New Zealand, aiming to provide interprofessional learning opportunities and accessible health services to the comm...
LCC LCC:Theory and practice of educationIdioma eng
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