Omslagsbillede

The Role of Technology-Mediated Feedback Pre- and Post-COVID-19 : A Case Study of First-Year Communication Students.

As universities welcome students who completed their secondary education during the disruptive period of the COVID-19 pandemic, it is timely to consider if their prior learning experiences influence receptiveness to technology-mediated communication. Australian Year 12 students struggled to stay mot...

Fuld beskrivelse

Bibliografiske detaljer
Institution:	University of South Australia
Main Authors:	Lewis, Sally, McGill, Thai, Lim, Lisa-Angelique, Godwin, Rebecca
Udgivet:	Journal of University Teaching & Learning Practice v.21 n.1 https://doi.org/10.53761/qrbshh97 2024
Fag:	Computer mediated communication Feedback First year students Online learning Student assessment Student attitudes University students Case studies Higher education Coronavirus (COVID-19) Australia
Online adgang:	https://doi.org/10.53761/qrbshh97

Lignende værker

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)

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)

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

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)

Prioritising lifeload over learning load : Understanding post-pandemic student engagement.
af: Hews, Rachel, 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)

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

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

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

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

Exploring disruption through the lens of an adapted Five Senses Framework.
af: Ashford, Theresa, 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)

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)

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

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

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

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

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

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)

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

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)

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

You've Got Mail : A Technology-Mediated Feedback Strategy to Support Self-Regulated Learning in First-Year University Students.
af: Sauchelli, Isabella, et al.
Udgivet: (2024)

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

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

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

Improving Student Retention by Providing Targeted Support to University Students who do not Submit an Early Assessment Item.
af: Linden, Kelly
Udgivet: (2022)

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

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

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

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

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)

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)

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

"I'm Not a Number, I'm Someone to Them" : Supporting Commencing University Students' Through Technology-Mediated Personalised Communication.
af: Lewis, Sally, et al.
Udgivet: (2021)

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

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