封面圖片

The Best Chance For All : A Policy Roadmap for Post-Pandemic Panic.

'The Best Chance for All' was developed in 2018 as a long-term policy vision for student equity in Australian tertiary education. We argue in this article that COVID-19 has exacerbated the issues that the policy vision sought to address and has increased demands on and of post-secondary ed...

書目詳細資料
Institutions:	James Cook University Swinburne University of Technology Deakin University
Main Authors:	Kift, Sally, Zacharias, Nadine, Brett, Matt
出版:	Student Success v.12 n.3 p.26-36 https://doi.org/10.5204/ssj.1782 2021
主題:	Education systems Educational policy Equal education Lifelong learning Outreach programs Policy implementation Transition programs Postsecondary education Coronavirus (COVID-19) Pandemic pedagogy Learning in an emergency Australia
在線閱讀:	https://doi.org/10.5204/ssj.1782

相似書籍

Equalizing and Widening Access to Higher Education During a Pandemic : Lessons Learned from a Multi-University Perspective.
由: Dodd, Emlyn, et al.
出版: (2021)

Joint Statement of Principles for the Higher Education Sector COVID-19 Response.
由:
出版: (2020)

Prioritising lifeload over learning load : Understanding post-pandemic student engagement.
由: Hews, Rachel, et al.
出版: (2022)

"Learning from weakness is also valuable" : A reflection on digital peer writing workshops held during the COVID-19 pandemic.
由: Pâquet, Lili
出版: (2023)

Balancing the COVID-19 Disruption to Undergraduate Learning and Assessment with an Academic Student Support Package : Implications for Student Achievement and Engagement.
由: Lloyd, Natalie, et al.
出版: (2021)

Governance of artificial intelligence and data in Australasian higher education : A snapshot of policy and practice.
由: Selvaratnam, Ratna, et al.
出版: (2024)

Reconceptualising how to internationalise-at-home : Using dialogue to stimulate intercultural capacity within university students.
由: Einfalt, Johanna
出版: (2024)

From Student Satisfaction to Impact : Approaching Impact Evaluation in the Context of Methodological Constraints.
由: Leece, Rhonda, et al.
出版: (2022)

Online learning during the COVID-19 pandemic : Does social connectedness and learning community predict self-determined needs and course satisfaction?
由: Geary, Erin, et al.
出版: (2023)

Learning From the Pandemic : The Impacts of Moving Student-Staff Partnerships Online.
由: Judd, Madeleine-Marie, et al.
出版: (2021)

Is blended learning the future of education? Students perspective using discrete choice experiment analysis.
由: Ahmed, Adib, et al.
出版: (2022)

Making the transition from on-campus to online learning : Pre-service teachers' experiences of online learning as a result of COVID-19.
由: Muir, Tracey, et al.
出版: (2022)

We were all learning and doing our best : Investigating how Enabling educators promoted student belonging in a time of significant complexity and unpredictability.
由: James, Trixie, et al.
出版: (2022)

Teaching Resilience : Enabling Factors for Effective Responses to COVID-19.
由: Baumber, Alex, et al.
出版: (2021)

Experiences of female academics in Australia during COVID-19 : Opportunities and challenges.
由: Watson, Rashmi, et al.
出版: (2022)

Building belonging in online WIL environments : lessons (re)learnt in the pandemic age : a collaborative enquiry.
由: Mueller, Beate, et al.
出版: (2022)

Digital Disruption in the COVID-19 Era : The Impact on Learning and Students' Ability to Cope with Study in an Unknown World.
由: James, Trixie, et al.
出版: (2021)

On-Campus Students Moving Online During COVID-19 University Closures : Barriers and Enablers.
由: Attree, Katherine
出版: (2021)

An Interprofessional Peer Teacher Training program for health professional students : 'face to face' versus 'online only'.
由: Burgess, Annette, et al.
出版: (2023)

Reflections on belonging and a law student pledge.
由: Murray, Karina, et al.
出版: (2022)

Global challenges : South African and Australian students' experiences of emergency remote teaching.
由: Joubert, Michelle, et al.
出版: (2023)

A sense of belonging in Australian higher education : the significance of self-efficacy and the student-educator relationship.
由: Larsen, Ana, et al.
出版: (2022)

Student experiences of facilitated asynchronous online discussion boards : Lessons learned and implications for teaching practice.
由: James, Allison J., et al.
出版: (2022)

"My Uni Experience Wasn't Completely Ruined" : The Impacts of COVID-19 on the First-Year Experience.
由: McKay, Loraine, et al.
出版: (2021)

Belonging as a responsive strategy in times of supercomplexity and change.
由: Wilson, Rachel, et al.
出版: (2022)

The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics.
由: Tangalakis, Kathy, et al.
出版: (2022)

That Synching Feeling : An Exploration of Student Engagement in an Online Environment.
由: Kelly, Kate, et al.
出版: (2021)

Improving the Online Regional Student Experience : Findings from the Country Universities Centre (CUC) Student Evaluation.
由: Stone, Cathy, et al.
出版: (2022)

Instructional design and course delivery as meta-ensemble : Improvisatory responses to COVID constraints in tertiary music ensemble assessments.
由: Yeo, Narelle, et al.
出版: (2023)

Assessment Policy and Impact on Practice : Sharpening the Policy Review in Australian Universities : Final Report.
由: Duck, Julie, et al.
出版: (2011)

Academics' Narratives of Productive Learning Cultures During COVID-19 Emergency Remote Teaching in Australia.
由: Mitchell, Marilyn, et al.
出版: (2022)

"A Stepping Stone That Just Pushed Me Further Into Wanting to Go to University" : Student Perspectives on 'What Works' for Effective Outreach Strategies for Indigenous Students.
由: Barney, Katelyn, et al.
出版: (2021)

Strategies for Student Belonging : The Nexus of Policy and Practice in Higher Education.
由: Mahoney, Brendan, et al.
出版: (2022)

Working from the Centre : Supporting Unit and Course Coordinators to Implement Academic Integrity Policies, Resources and Scholarship : Final Report.
由: Henderson, Fiona, et al.
出版: (2014)

Supporting student wellbeing as an academic language and learning advisor : Challenges and opportunities.
由: Gurney, Laura, et al.
出版: (2023)

The Mindful Interactions (MI) tool : promoting student mental health in tertiary education.
由: Stephenson, Elspeth, et al.
出版: (2023)

Peer review of teaching in Australian higher education : a handbook to support institutions in developing and embedding effective policies and practices.
由: Harris, Kerri-Lee, et al.
出版: (2008)

Peer review of teaching in Australian higher education : resources to support institutions in developing and embedding effective policies and practices : final project report.
由: Harris, Kerri-Lee, et al.
出版: (2008)

The Role of Technology-Mediated Feedback Pre- and Post-COVID-19 : A Case Study of First-Year Communication Students.
由: Lewis, Sally, et al.
出版: (2024)

Web 2.0 Authoring Tools in Higher Education : New Directions for Assessment and Academic Integrity : Final Report.
由: Waycott, Jenny, et al.
出版: (2011)