Kapak Resmi

Prioritising lifeload over learning load : Understanding post-pandemic student engagement.

Higher education institutions universally need to maximise student engagement by modifying teaching practices in response to changes caused by globalisation, technological innovation, and community values. To do this, it is necessary to deeply understand the complexity of student needs and identify...

Detaylı Bibliyografya
Institution:	Queensland University of Technology
Asıl Yazarlar:	Hews, Rachel, McNamara, Judith, Nay, Zoe
Baskı/Yayın Bilgisi:	Journal of University Teaching & Learning Practice v.19 n.2 p.128-146 https://doi.org/10.53761/1.19.2.9 2022
Konular:	Flexible learning Self efficacy Student attitudes Student engagement Online learning Higher education Focus groups Qualitative research Learning in an emergency Coronavirus (COVID-19) Pandemic pedagogy Australia
Online Erişim:	https://doi.org/10.53761/1.19.2.9

Benzer Materyaller

A sense of belonging in Australian higher education : the significance of self-efficacy and the student-educator relationship.
Yazar:: Larsen, Ana, ve diğerleri
Baskı/Yayın Bilgisi: (2022)

The Best Chance For All : A Policy Roadmap for Post-Pandemic Panic.
Yazar:: Kift, Sally, ve diğerleri
Baskı/Yayın Bilgisi: (2021)

Reflections on belonging and a law student pledge.
Yazar:: Murray, Karina, ve diğerleri
Baskı/Yayın Bilgisi: (2022)

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

Online learning during the COVID-19 pandemic : Does social connectedness and learning community predict self-determined needs and course satisfaction?
Yazar:: Geary, Erin, ve diğerleri
Baskı/Yayın Bilgisi: (2023)

Is blended learning the future of education? Students perspective using discrete choice experiment analysis.
Yazar:: Ahmed, Adib, ve diğerleri
Baskı/Yayın Bilgisi: (2022)

Making the transition from on-campus to online learning : Pre-service teachers' experiences of online learning as a result of COVID-19.
Yazar:: Muir, Tracey, ve diğerleri
Baskı/Yayın Bilgisi: (2022)

From Student Satisfaction to Impact : Approaching Impact Evaluation in the Context of Methodological Constraints.
Yazar:: Leece, Rhonda, ve diğerleri
Baskı/Yayın Bilgisi: (2022)

Learning From the Pandemic : The Impacts of Moving Student-Staff Partnerships Online.
Yazar:: Judd, Madeleine-Marie, ve diğerleri
Baskı/Yayın Bilgisi: (2021)

Belonging as a responsive strategy in times of supercomplexity and change.
Yazar:: Wilson, Rachel, ve diğerleri
Baskı/Yayın Bilgisi: (2022)

Equalizing and Widening Access to Higher Education During a Pandemic : Lessons Learned from a Multi-University Perspective.
Yazar:: Dodd, Emlyn, ve diğerleri
Baskı/Yayın Bilgisi: (2021)

The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics.
Yazar:: Tangalakis, Kathy, ve diğerleri
Baskı/Yayın Bilgisi: (2022)

Joint Statement of Principles for the Higher Education Sector COVID-19 Response.
Yazar::
Baskı/Yayın Bilgisi: (2020)

Teaching Resilience : Enabling Factors for Effective Responses to COVID-19.
Yazar:: Baumber, Alex, ve diğerleri
Baskı/Yayın Bilgisi: (2021)

Building belonging in online WIL environments : lessons (re)learnt in the pandemic age : a collaborative enquiry.
Yazar:: Mueller, Beate, ve diğerleri
Baskı/Yayın Bilgisi: (2022)

Digital Disruption in the COVID-19 Era : The Impact on Learning and Students' Ability to Cope with Study in an Unknown World.
Yazar:: James, Trixie, ve diğerleri
Baskı/Yayın Bilgisi: (2021)

An Interprofessional Peer Teacher Training program for health professional students : 'face to face' versus 'online only'.
Yazar:: Burgess, Annette, ve diğerleri
Baskı/Yayın Bilgisi: (2023)

On-Campus Students Moving Online During COVID-19 University Closures : Barriers and Enablers.
Yazar:: Attree, Katherine
Baskı/Yayın Bilgisi: (2021)

Experiences of female academics in Australia during COVID-19 : Opportunities and challenges.
Yazar:: Watson, Rashmi, ve diğerleri
Baskı/Yayın Bilgisi: (2022)

Academics' Narratives of Productive Learning Cultures During COVID-19 Emergency Remote Teaching in Australia.
Yazar:: Mitchell, Marilyn, ve diğerleri
Baskı/Yayın Bilgisi: (2022)

Student experiences of facilitated asynchronous online discussion boards : Lessons learned and implications for teaching practice.
Yazar:: James, Allison J., ve diğerleri
Baskı/Yayın Bilgisi: (2022)

Global challenges : South African and Australian students' experiences of emergency remote teaching.
Yazar:: Joubert, Michelle, ve diğerleri
Baskı/Yayın Bilgisi: (2023)

"My Uni Experience Wasn't Completely Ruined" : The Impacts of COVID-19 on the First-Year Experience.
Yazar:: McKay, Loraine, ve diğerleri
Baskı/Yayın Bilgisi: (2021)

Reconceptualising how to internationalise-at-home : Using dialogue to stimulate intercultural capacity within university students.
Yazar:: Einfalt, Johanna
Baskı/Yayın Bilgisi: (2024)

We were all learning and doing our best : Investigating how Enabling educators promoted student belonging in a time of significant complexity and unpredictability.
Yazar:: James, Trixie, ve diğerleri
Baskı/Yayın Bilgisi: (2022)

That Synching Feeling : An Exploration of Student Engagement in an Online Environment.
Yazar:: Kelly, Kate, ve diğerleri
Baskı/Yayın Bilgisi: (2021)

Improving the Online Regional Student Experience : Findings from the Country Universities Centre (CUC) Student Evaluation.
Yazar:: Stone, Cathy, ve diğerleri
Baskı/Yayın Bilgisi: (2022)

Instructional design and course delivery as meta-ensemble : Improvisatory responses to COVID constraints in tertiary music ensemble assessments.
Yazar:: Yeo, Narelle, ve diğerleri
Baskı/Yayın Bilgisi: (2023)

Balancing the COVID-19 Disruption to Undergraduate Learning and Assessment with an Academic Student Support Package : Implications for Student Achievement and Engagement.
Yazar:: Lloyd, Natalie, ve diğerleri
Baskı/Yayın Bilgisi: (2021)

Pandemic-induced course and assessment changes for undergraduate engineering education : The Development of Graduate Attributes.
Yazar:: Pang, Toh Yen, ve diğerleri
Baskı/Yayın Bilgisi: (2023)

Looking into the "Dark Mirror" : Autoethnographic Reflections on the Impact of COVID-19 and Change Fatigue on the Wellbeing of Enabling Practitioners.
Yazar:: Jones, Angela, ve diğerleri
Baskı/Yayın Bilgisi: (2023)

The Role of Technology-Mediated Feedback Pre- and Post-COVID-19 : A Case Study of First-Year Communication Students.
Yazar:: Lewis, Sally, ve diğerleri
Baskı/Yayın Bilgisi: (2024)

Whither the LMS : Is the LMS Still Fit for Purpose?
Yazar:: Willems, Julie, ve diğerleri
Baskı/Yayın Bilgisi: (2023)

First-Year Students' Academic Self-Efficacy Calibration : Differences by Task Type, Domain Specificity, Student Ability, and Over Time.
Yazar:: Talsma, Kate, ve diğerleri
Baskı/Yayın Bilgisi: (2020)

The state of Australasian online higher education post-pandemic and beyond.
Yazar:: Sankey, Michael D.
Baskı/Yayın Bilgisi: (2022)

Fostering sustainability capabilities through experience : A case study on virtual mobility in STEM.
Yazar:: Vermeulen, Brittany, ve diğerleri
Baskı/Yayın Bilgisi: (2024)

The Effect of a Face-To-Face ScienceReady Preparatory Short Course on University Students' Self-Efficacy.
Yazar:: Thalluri, Jyothi, ve diğerleri
Baskı/Yayın Bilgisi: (2021)

Enhancing Novice Educator Confidence to Teach Synchronously Online During the COVID-19 Pandemic.
Yazar:: Woodlands, Lauren, ve diğerleri
Baskı/Yayın Bilgisi: (2023)

Exploring disruption through the lens of an adapted Five Senses Framework.
Yazar:: Ashford, Theresa, ve diğerleri
Baskı/Yayın Bilgisi: (2023)

The Mindful Interactions (MI) tool : promoting student mental health in tertiary education.
Yazar:: Stephenson, Elspeth, ve diğerleri
Baskı/Yayın Bilgisi: (2023)