Omslagsbillede

Belonging as a responsive strategy in times of supercomplexity and change.

Since 2011 the School of Media and Communication at RMIT University has been actively supporting an ethos of belonging throughout their learning and teaching. In 2017 'belonging' became a formal university priority, embedded in the institution's strategy and dispersed across Colleges...

Fuld beskrivelse

Bibliografiske detaljer
Institution:	RMIT University
Main Authors:	Wilson, Rachel, Morieson, Lucy
Udgivet:	Journal of University Teaching & Learning Practice v.19 n.4 https://doi.org/10.53761/1.19.4.3 2022
Fag:	Group experience Learning environment Change strategies Online learning University teaching Teaching methods Student engagement Higher education Frameworks Workshops Coronavirus (COVID-19) Learning in an emergency Pandemic pedagogy Embedded practice Australia
Online adgang:	https://doi.org/10.53761/1.19.4.3

Lignende værker

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The Best Chance For All : A Policy Roadmap for Post-Pandemic Panic.
af: Kift, Sally, et al.
Udgivet: (2021)

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

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

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

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

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

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

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

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

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

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

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

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

Looking into the "Dark Mirror" : Autoethnographic Reflections on the Impact of COVID-19 and Change Fatigue on the Wellbeing of Enabling Practitioners.
af: Jones, Angela, et al.
Udgivet: (2023)

Fostering sustainability capabilities through experience : A case study on virtual mobility in STEM.
af: Vermeulen, Brittany, et al.
Udgivet: (2024)

Whither the LMS : Is the LMS Still Fit for Purpose?
af: Willems, Julie, et al.
Udgivet: (2023)

Pandemic-induced course and assessment changes for undergraduate engineering education : The Development of Graduate Attributes.
af: Pang, Toh Yen, et al.
Udgivet: (2023)

Unlocking the code to digital literacy : final report.
af: Coldwell-Neilson, Jo
Udgivet: (2020)

Enhancing Novice Educator Confidence to Teach Synchronously Online During the COVID-19 Pandemic.
af: Woodlands, Lauren, et al.
Udgivet: (2023)

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

Exploring disruption through the lens of an adapted Five Senses Framework.
af: Ashford, Theresa, et al.
Udgivet: (2023)

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

Dissemination, Adoption and Adaptation of Project Innovations in Higher Education.
af: McKenzie, Jo, et al.
Udgivet: (2005)

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