Slika omota

From Student Satisfaction to Impact : Approaching Impact Evaluation in the Context of Methodological Constraints.

This study investigated the impact of Queensland University of Technology (QUT) student engagement with co-curricular services in 2020. With limited institutional data, it is often not possible to gauge the cumulative impact of all retention and teaching activities, and while any one support activit...

Bibliografski detalji
Institution:	Queensland University of Technology
Glavni autori:	Leece, Rhonda, Rueckert, Caroline, Madden, Daniel
Izdano:	Student Success v.13 n.2 p.51-58 https://doi.org/10.5204/ssj.2339 2022
Teme:	Satisfaction Grade point average Student engagement Student retention University students Higher education Coronavirus (COVID-19) Learning in an emergency Pandemic pedagogy Queensland Australia
Online pristup:	https://doi.org/10.5204/ssj.2339

Slični predmeti

Online learning during the COVID-19 pandemic : Does social connectedness and learning community predict self-determined needs and course satisfaction?
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Learning From the Pandemic : The Impacts of Moving Student-Staff Partnerships Online.
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Digital Disruption in the COVID-19 Era : The Impact on Learning and Students' Ability to Cope with Study in an Unknown World.
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Reconceptualising how to internationalise-at-home : Using dialogue to stimulate intercultural capacity within university students.
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"My Uni Experience Wasn't Completely Ruined" : The Impacts of COVID-19 on the First-Year Experience.
od: McKay, Loraine, i dr.
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Is blended learning the future of education? Students perspective using discrete choice experiment analysis.
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Making the transition from on-campus to online learning : Pre-service teachers' experiences of online learning as a result of COVID-19.
od: Muir, Tracey, i dr.
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Prioritising lifeload over learning load : Understanding post-pandemic student engagement.
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On-Campus Students Moving Online During COVID-19 University Closures : Barriers and Enablers.
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Reflections on belonging and a law student pledge.
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"Learning from weakness is also valuable" : A reflection on digital peer writing workshops held during the COVID-19 pandemic.
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Global challenges : South African and Australian students' experiences of emergency remote teaching.
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A sense of belonging in Australian higher education : the significance of self-efficacy and the student-educator relationship.
od: Larsen, Ana, i dr.
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Student experiences of facilitated asynchronous online discussion boards : Lessons learned and implications for teaching practice.
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The Best Chance For All : A Policy Roadmap for Post-Pandemic Panic.
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Joint Statement of Principles for the Higher Education Sector COVID-19 Response.
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Experiences of female academics in Australia during COVID-19 : Opportunities and challenges.
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Teaching Resilience : Enabling Factors for Effective Responses to COVID-19.
od: Baumber, Alex, i dr.
Izdano: (2021)

The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics.
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Improving the Online Regional Student Experience : Findings from the Country Universities Centre (CUC) Student Evaluation.
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Izdano: (2022)

Belonging as a responsive strategy in times of supercomplexity and change.
od: Wilson, Rachel, i dr.
Izdano: (2022)

We were all learning and doing our best : Investigating how Enabling educators promoted student belonging in a time of significant complexity and unpredictability.
od: James, Trixie, i dr.
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Instructional design and course delivery as meta-ensemble : Improvisatory responses to COVID constraints in tertiary music ensemble assessments.
od: Yeo, Narelle, i dr.
Izdano: (2023)

An Interprofessional Peer Teacher Training program for health professional students : 'face to face' versus 'online only'.
od: Burgess, Annette, i dr.
Izdano: (2023)

That Synching Feeling : An Exploration of Student Engagement in an Online Environment.
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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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Izdano: (2021)

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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Exploring disruption through the lens of an adapted Five Senses Framework.
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Building belonging in online WIL environments : lessons (re)learnt in the pandemic age : a collaborative enquiry.
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Izdano: (2022)

Academics' Narratives of Productive Learning Cultures During COVID-19 Emergency Remote Teaching in Australia.
od: Mitchell, Marilyn, i dr.
Izdano: (2022)

Improving Student Retention by Providing Targeted Support to University Students who do not Submit an Early Assessment Item.
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Izdano: (2022)

The Role of Technology-Mediated Feedback Pre- and Post-COVID-19 : A Case Study of First-Year Communication Students.
od: Lewis, Sally, i dr.
Izdano: (2024)

The Mindful Interactions (MI) tool : promoting student mental health in tertiary education.
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Izdano: (2023)

Looking into the "Dark Mirror" : Autoethnographic Reflections on the Impact of COVID-19 and Change Fatigue on the Wellbeing of Enabling Practitioners.
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Fostering sustainability capabilities through experience : A case study on virtual mobility in STEM.
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Pandemic-induced course and assessment changes for undergraduate engineering education : The Development of Graduate Attributes.
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Online Student Expectations : A Multifaceted, Student-centred Understanding of Online Education.
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Re-building the first year experience, one block at a time.
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Supporting student wellbeing as an academic language and learning advisor : Challenges and opportunities.
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University Student Engagement and Satisfaction with Learning and Teaching.
od: Scott, Geoff
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