Author: Ajal

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Expectations and reality: What you want is not always what you get

Authors: Arlene Garces-Ozanne and Trudy Sullivan, University of Otago

Summary:  A total of 196 first year Principles of Economics I students participated in a study examining how students’ expectations about their course and grades are related to the grades they actually receive. We empirically test whether there is a significant difference between the students’ grade expectations and the actual grades they receive, and examine what factors contribute to this difference. In particular, we examine how much students’ expectations about their grades are conditioned by specific student characteristics, as well as by their attitude/behaviour over the semester. We hypothesise that students, like many from Generation Y, often make confident but also false predictions about their ability, but as reality sets in, they modify their behaviour accordingly and set more reasonable, realistic expectations to achieve their desired goals. We find that they are indeed over-optimistic, but there appears to be a gap between their optimism and actual performance.

Keywords: Gen Y, undergraduate students, expectations, optimism, behaviour, grades

 

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This article is part of AJAL, Volume 54_2. The entire volume is available in .pdf for purchase here.

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Teacher professional learning communities: Going beyond contrived collegiality toward challenging debate and collegial learning and professional growth

Author: Susanne Owen, University of South Australia

Summary:  Professional learning community (PLC) is a current ‘buzz’ term in business and educational contexts, seemingly referring to anything from decision making committees to regular meeting groups or collegial learning teams. This paper explores the concept of a PLC within three significantly innovative schools, based on an examination of the relevant literature and also focusing on surveys and interviews. Findings indicate that, while there is broad consistency across the literature and within the innovative school cases in terms of core PLC elements of shared vision and values, collegiality, joint practical activities and student learning data, teacher inquiry and leadership support and opportunities, there are some pivotal PLC characteristics which heighten the professional learning impact. In this paper, using vignettes from the case study schools, these pivotal characteristics are related to developmental phases of PLC establishment. This offers valuable insights about nurturing more learning-focused PLCs, with significant benefits for teacher professional growth and ultimately for student learning.

Keywords: Professional Learning Community, PLC, teacher professional learning

 

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This article is part of AJAL, Volume 54_2. The entire volume is available in .pdf for purchase here.

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How a personal development program enhances social connection and mobilises women in the community

Authors: Nandila Spry, Hillsong City Care and Southern Cross University: Teresa Marchant, Griffith University

Summary:  Gender equity and the empowerment of women is a significant international issue. Successful adult education programs are vital to enhance women’s situation. Lessons learned from a personal development program provided for thousands of women are analysed. The program is conducted by community service providers in Australia and internationally, with an Australian evaluation reported here. The three phase evaluation included 500 participants, with pre- and post-tests for a sample of 161, structured phone interviews with 53 and third-party observations from six organisations. The value includes multiple measurements over time, in a thorough evaluation with mixed methods, along with policy and practice implications. Key adult learning issues canvassed include the role of empowerment, adult education and transformative learning. Key findings included that women’s self-esteem, emotional intelligence, purpose and mobilisation increased, with the latter evident in vocational outcomes and social connection. Some women expressed interest in facilitating the program for other groups. As one facilitator observed ‘the program really empowers women to tap into their own gifts and talents’. Lessons learned encompassed improvements to the program including sustainable social networks, since for these women purpose in life and mobilisation were intertwined with social connection and helping other women.

Keywords: community, empowerment, evaluation, personal development, self-esteem, women

 

 

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This article is part of AJAL, Volume 54_2. The entire volume is available in .pdf for purchase here.

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Diversity and achievement: Is success in higher education a transformative experience?

Authors: Robyn Benson, Margaret Heagney, Lesley Hewitt, Glenda Crosling and Anita Devos; Monash University

Summary:  This paper reports on a longitudinal project examining how a group of students from diverse backgrounds succeeded in higher education. The project explored participants’ pathways into higher education, how they managed their studies, and their reflections at course completion. In this paper, the concept of perspective transformation is used to consider the extent to which their success in higher education was a transformative experience. Data from the project’s first stage identified the role of perspective transformation in influencing participants’ pathways to higher education, while here we focus on the impact of their university study on perspective transformation, comparing evidence of transformative experiences during study with those that led to enrolment. Analysis of participants’ reflections at course completion indicated that higher education success was a transformative experience for most of them and that perspective transformation affected more participants during study than before it. Participants identified several aspects of the course that contributed to the changes experienced in their perspectives. We consider some implications for university staff, which may help others involved with students from diverse backgrounds.

Keywords: Higher education, perspective transformation, transformative learning, student diversity, student success

 

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This article is part of AJAL, Volume 54_2. The entire volume is available in .pdf for purchase here.

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Improving the quality of student experience in large lectures using quick polls

Authors: Angelito Calma, Beverley Webster, Stefan Petry and Jenny Pesina; University of Melbourne

Summary:  A quick polling initiative was tested in finance classes using multiple choice questions to determine whether it can improve student interaction and engagement in a large class. Students (n = 446) responded using either a smartphone app (53%) or by using pen and paper (47%). Immediate feedback was provided to students using charts that were generated from the responses of those who used the app. The sample included 41% males, 59% females, 76% undergraduates and 24% graduate students. Student perceptions of the usefulness of quick polling in relation to their engagement in and preparation for the classes and their understanding of the subject content were evaluated using a questionnaire. Results indicate that females perceived they were more prepared for and engaged in class than males. Graduate students felt they were more engaged in classes, prepared for classes, and that their understanding of the subject improved than undergraduate students. There were limited differences between those who used the app and those who used pen and paper.

Keywords: student engagement, audience response system, personal response system, large class, mobile learning, quick poll

 

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This article is part of AJAL, Volume 54_1. The entire volume is available in .pdf for purchase here.

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Case studies in e-RPL and e-PR

Authors: Roslyn Cameron, Curtin University and Allison Miller, Vanguard Visions Consulting Pty Ltd

Summary:  The use of ePortfolios for recognition of prior learning (e-RPL) and for professional recognition (e-PR) is slowly gaining in popularity in the VET sector however their use is sporadic across educational sectors, disciplines, educational institutions and professions. Added to this is an array of purposes and types of e-RPL and e-PR models and practice. The aim of this paper is to build on the conceptual framework developed by Cameron (2012) for e-RPL and e-PR and to provide case studies for each of the four types developed within this framework: e-PR for Professional Accreditation; e-RPL for Workplace Recognition; e-RPL for Access and; e-RPL for Self Recognition. We use the case studies to explore the four types and the two dimensions or continuums central to the framework. The vertical dimension is a continuum between RPL as process and RPL as product and the second horizontal dimension is a continuum between formal learning contexts and low learner control as opposed to informal learning contexts and high levels of learner control. The case studies have aided the further development of the framework and its theoretical and practical applications.

Keywords: e-RPL, e-PR, recognition of prior learning, professional accreditation, eRecognition, VET, ACE

 

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This article is part of AJAL, Volume 54_1. The entire volume is available in .pdf for purchase here.

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The use of peer assessment in a regional Australian university tertiary bridging course

Authors: Kelly Chambers, University of the Sunshine Coast, Queensland; Robert Whannell, University of New England, NSW; Patricia Whannell, University of New England, NSW

Summary:  This paper presents the findings from research on peer assessment practice that was specifically focussed on improving the experience in a tertiary bridging course. The objective of the study was to examine the impact of this assessment approach on student social relationships and the overall assessment experience. The study also examined whether peer assessment provided a valid and reliable method of assessment at the tertiary bridging level and whether students were equipped to be able to engage with this form of assessment. Data were collected from 107 students enrolled in a tertiary bridging program at a regional university in Australia using a custom designed questionnaire. Four subscales, Task Experience, Feedback, Peer Relationships and Process Understanding, were identified and analysed. The initial results suggest this model of assessment did add value for students in the positive attitude toward the task and the feedback they received from their peers. The participants did not report a preference for peer assessment over other traditional forms. Improvements in the quality of peer relationships were also not identified. It was concluded that, while there are benefits provided by peer assessment in improving the students’ understanding of the process of assessment, there were limited benefits in its use in relation to improving the overall student experience. 

Keywords: tertiary bridging education, peer assessment, peer relationships

 

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This article is part of AJAL, Volume 54_1. The entire volume is available in .pdf for purchase here.

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Willing and enabled: The academic outcomes of a tertiary enabling program in regional Australia

Authors: Lisa Andrewartha and Andrew Harvey, LaTrobe University

Summary:  This paper examines the achievement levels of students undertaking the Tertiary Enabling Program (TEP) at La Trobe University. The TEP is an alternative pathway program that traverses multiple institutions, campuses, and disciplinary areas, and is designed to prepare a diverse student cohort for tertiary study. The Program integrates several sources of support, including tutorials, mentoring, and counselling. We found high overall achievement levels, indicating success in teaching and supporting students with variant needs. Nevertheless, there was substantial variation in achievement between subjects, campuses, and student groups. Variable achievement is likely to reflect differing levels of prior educational attainment and preparedness among students. However, results also highlight the complexity in managing a Program across multiple sites, subjects, and institutions. We suggest further comparative research into curriculum and teaching practice of enabling programs nationwide to enable more effective benchmarking and expansion of these pathways.

Keywords: under-represented students, widening participation, enabling program, tertiary preparation, alternate pathway

 

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This article is part of AJAL, Volume 54_1. The entire volume is available in .pdf for purchase here.

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Learning and leadership: Evaluation of an Australian rural leadership program

Authors: Wendy Madsen, Cathy O’Mullan and Helen Keen-Dyer, Central Queensland University

Summary:  Leadership programs have been extensively promoted in rural communities in Australia. However, few have been evaluated. The results of the evaluation of a rural leadership program provided in this paper highlight the need for adult learning theories to be more overtly identified and utilised as the basis of planning and implementing leadership programs. Transformative learning theory and social learning theory were used to explain the impact the program had for participants and to provide insight into how similar programs could be enhanced.

Keywords: rural leadership; adult learning; non-formal learning

 

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This article is part of AJAL, Volume 54_1. The entire volume is available in .pdf for purchase here.

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What’s politics got to do with it? ‘Power’ as a ‘threshold’ concept for undergraduate business students

Author: Paul D. Williams, Griffith University

Summary:  Politics courses embedded in business and commerce degree programs have soared in number in recent years. Yet how business students, often compulsorily enrolled in politics courses, learn key politics concepts is an under-researched area. The purpose of this article is to determine where the teaching and learning of political science and business intersects. This research reviews the place of the “threshold concept” in student learning, with particular reference to “power” as a political concept. This article advances three arguments: that the study of political institutions involves a series of “threshold” concepts that students must pass over before moving onto a higher plane of understanding; that the teaching of political institutions should span the three key areas of knowledge, attitudes and skills; and that a real understanding of political institutions allows students to regard business figures, in pursuing self-interest, as “political” actors like any other.  

Keywords: Politics, power, business, threshold concept

 

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This article is part of AJAL, Volume 54_1. The entire volume is available in .pdf for purchase here.