Author: Henrik Steenberg

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Opportunity through online learning: Experiences of first-in-family students in online open-entry higher education

Author: Cathy Stone^, Sarah O’Shea*, Josephine May#, Janine Delahunty*, Zoë Partington+
^ University of Newcastle & Open Universities Australia
* University of Wollongong
# University of Newcastle
+Open Universities Australia

Edition: Volume 56, Number 2, July 2016

Summary: Online learning has an important place in widening access and participation in higher education for diverse student cohorts. One cohort taking up online study in increasing numbers is that of mature-age, first-in-family students. First-in-family is defined as those who are the first in their immediate family, including parents, siblings, partners and children, to undertake university studies. This paper looks at the experience of 87 first-in-family students, for whom the opportunity to study open-entry, online undergraduate units through Open Universities Australia made it possible for them to embark on a university education. Using a qualitative methodology, in-depth interviews and surveys were conducted with these students as part of a wider study into first-in-family students (O’Shea, May & Stone, 2015). Findings include the important role that opportunity plays in providing the impetus for study, as well as the importance of support and encouragement from family, friends, colleagues and institutions in being able to continue the journey.

Keywords: Online learning; first-in-family; higher education; open-entry

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This article is part of AJAL, Volume 56_2. The entire volume is available in .pdf for purchase here.

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Formative reflections of university recreation science students in South Africa as catalyst for an adapted service-learning program

Author: Anneliese Goslin*, Engela van der Klashorst*, Darlene A. Kluka^ and Johannes G. U. van Wyk*
* University of Pretoria, South Africa
^ Barry University, Florida, USA

Edition: Volume 56, Number 1, April 2016

Summary: Community-university partnerships through service-learning have progressively developed as part of institutions of higher education’s mission statements. This paper explores the qualitative reflections of 410 undergraduate students enrolled in an academic recreation science course on a first time service-learning experience in South Africa. The study asks the question: ‘how can pre-service and formative reflections used in a social constructive approach impact on collaborative, indepth learning?’ Students were tasked to keep reflective journals to express concerns as pre-service-learning and formative reflections over a four week, twenty hour service-learning experience. The servicelearning program aligned with the social constructivism principles of collaborative learning, which occurred under the guidance and supervision of a lecturer, was embedded in a realistic problem, required collaborative problem solving and collaboration with the community partner and involved self-direction and self-management of students. Both pre-service and formative reflection themes changed over the three year study period. Results suggested that the initial service-learning experience did not contribute to a positive attitude towards community engagement and did not contribute to skill development. Results of the study confirmed the value of reflection as a tool in service-learning and commensurate with the overall aim and purpose of service-learning in institutions of higher education.

Keywords: higher education, recreation science, reflection, service-learning, social constructivism, South Africa

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This article is part of AJAL, Volume 56_1. The entire volume is available in .pdf for purchase here.

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University-based enabling program outcomes: comparing distance education and internal study

Author: Cheryl Bookallil and John Rolfe, Central Queensland University

Edition: Volume 56, Number 1, April 2016

Summary: Enrolment in university enabling programs has expanded dramatically in the last decade as universities strive to increase enrolments, particularly of students from low socioeconomic backgrounds. Offering enabling study by distance education has been part of this expansion with the benefit of providing access to a wider enrolment base. The purpose of this study was to compare enabling program completions and articulations to undergraduate study as well as student academic performance between those students who undertook enabling by internal mode and those who opted for distance education. Archival data from the host university student records system was extracted covering the time period from 2001 to 2011. Statistical analysis found significant differences existed in both course completion and articulation for students enrolled in online learning versus face-to-face teaching. Analysis also revealed academic achievement in the enabling programs, as measured by Grade point Average (GPA), to be higher among internal students compared to
distance students.

Keywords: University enabling programs; distance education; attrition; completion; articulation; grade point average

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This article is part of AJAL, Volume 56_1. The entire volume is available in .pdf for purchase here.

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Unlocking the potential within: A preliminary study of individual and community outcomes from a university enabling program in rural Australia

Author: Susan Johns, Nicole Crawford, Cherie Hawkins, Lynn Jarvis, Mike Harris and David McCormack, University of Tasmania

Edition: Volume 56, Number 1, April 2016

Summary: Many rural communities have a pool of mature-aged local people seeking a career change or better lifestyle, which inevitably involves reskilling or upskilling. These people have strong local ties and are committed to their community. University enabling programs provide a bridge to higher education. This longitudinal study explores the impact on rural mature-aged people of participation in a university enabling program, in terms of further study and employment outcomes. The benefits of enabling programs extend beyond individuals, to family and friends, and beyond. These broader benefits include an enhanced local skills base in key industry areas, and an increased awareness of the value of higher education within the community. Enabling programs are a powerful but under-valued tool in helping to unlock and harness the potential within rural communities, both in the medium and longer term.

Keywords: educational aspirations, enabling program, outcomes of education, rural education, social inclusion

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This article is part of AJAL, Volume 56_1. The entire volume is available in .pdf for purchase here.

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Learning to swim using video modelling and video feedback within a self-management program

Author: So-An Lao, Brett E. Furlonger, Dennis W. Moore and Margherita Busacca, Monash University

Edition: Volume 56, Number 1, April 2016

Summary: Although many adults who cannot swim are primarily interested in learning by direct coaching there are options that have a focus on self-directed learning. As an alternative a self-management program combined with video modelling, video feedback and high quality and affordable video technology was used to assess its effectiveness to assisting an adult to develop and practice swimming skills. The participant was a 36 year-old non-swimmer who had previously attempted unsuccessfully to learn to swim on previous occasions. A single subject design with baseline, intervention and 12-month postintervention phase were conducted. Dependent variables included a continuous 25-metre swimming distance goal using the freestyle stroke. After a 13-week intervention phase the continuous swimming distance had increased to 25 metres. For this adult participant, selfmanaged learning proved to be an effective way to learn to swim and greatly improved her confidence around deep water.

Keywords: self-management, video, modelling, feedback, swimming, adult

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This article is part of AJAL, Volume 56_1. The entire volume is available in .pdf for purchase here.

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A survey on the influence of titles on the visitor’s interpretation and learning in art galleries: an Iranian context

Authors: Kouros Samanian, Hoda Nedaeifar and Ma’soumeh Karimi, University of Arts, Tehran, Iran

Edition: Volume 56, Number 1, April 2016

Summary: As previous studies suggest, titles of works of art have generally proven to be influential elements in reading and interpretation of the artworks. In the exhibition context, titles can be considered as a physical component of the museum or art gallery’s space. According to the relatively new approaches, learning, being a subcategory of interpretation, occurs as a result of the dialogue between the personal background of the visitor and the context of museums. The present study takes shape on the ground of general studies on titles to account for titling role in the interpretation, hence the learning process of visitors. It also attempts to show whether the artistic background of visitors would influence the role they assign to titles in the process of interpretation. The results of this study can inform art galleries of how visitors regard titles and how titling can be a potential learning element. It may also suggest designing titling manuals to inform the artists of how titles can act as a medium between the artwork and audience. By following a survey method, 243 questionnaires were obtained from visitors of five painting exhibitions in the art galleries of Tehran. The data was analysed using SSPS software. The results suggested that interaction of visitors with titles can be categorised by two indicators of importance and functionality, both of which received high value by visitors to art galleries in Tehran. The most significant function of title for visitors was communicative function. Also, there was a significant, inverted relationship between the amount of artistic background and considering function and importance for titles.

Keywords: titles of artworks, art gallery, exhibitions, visitors’ learning, Tehran, Iran

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This article is part of AJAL, Volume 56_1. The entire volume is available in .pdf for purchase here.

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Opening the learning process: the potential role of feature film in teaching employment relations

Author: George Lafferty, Western Sydney University

Edition: Volume 56, Number 1, April 2016

Summary: This paper explores the potential of feature film to encourage more inclusive, participatory and open learning in the area of employment relations. Evaluations of student responses in a single postgraduate course over a five-year period revealed how feature film could encourage participatory learning processes in which students reexamined their initial perspectives on a series of employment relations topics and debates. Over time, the course became increasingly characterised by a pluralism in which all participants became more open to a range of different views, including those of students from diverse political, cultural and religious backgrounds. Of particular note was how the fictional situations depicted in feature films could expand the opportunities for participation and more complex, multidimensional approaches to learning. Following on from a discussion of how more open learning processes require a reconfigured conceptual framework, the paper concludes with some open-ended questions on the use of film in learning processes.

Keywords: feature film, employment relations, openness, learning process

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This article is part of AJAL, Volume 56_1. The entire volume is available in .pdf for purchase here.