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	<title>higher education &#8211; Australian Journal of Adult Learning</title>
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	<link>https://ajal.net.au</link>
	<description>Critical thinking and research in the field of adult learning</description>
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		<title>Gender differences in online participation: Examining a History and a Mathematics Open Foundation online course</title>
		<link>https://ajal.net.au/gender-differences-in-online-participation-examining-a-history-and-a-mathematics-open-foundation-online-course/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Thu, 13 Jul 2017 03:30:57 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[Blackboard]]></category>
		<category><![CDATA[gender]]></category>
		<category><![CDATA[higher education]]></category>
		<category><![CDATA[online learning]]></category>
		<category><![CDATA[online participation]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4962</guid>

					<description><![CDATA[Author: Annette Morante, Valerie Djenidi, Helene Clark &#38; Susan West Newcastle University Edition: Volume 57, Number 2, July 2017 Summary: With enrolment and completion rates in the University of Newcastle’s online Open Foundation enabling program being considerably higher for women than for men, this case study investigates the engagement of male and female students in two &#8230; <p class="link-more"><a href="https://ajal.net.au/gender-differences-in-online-participation-examining-a-history-and-a-mathematics-open-foundation-online-course/" class="more-link">Continue reading<span class="screen-reader-text"> "Gender differences in online participation: Examining a History and a Mathematics Open Foundation online course"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Just another student survey? – Point-of-contact survey feedback enhances the student experience and lets researchers gather data</title>
		<link>https://ajal.net.au/just-another-student-survey-point-of-contact-survey-feedback-enhances-the-student-experience-and-lets-researchers-gather-data/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Wed, 26 Apr 2017 02:27:52 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[feedback]]></category>
		<category><![CDATA[higher education]]></category>
		<category><![CDATA[immediate feedback]]></category>
		<category><![CDATA[point-of-contact feedback]]></category>
		<category><![CDATA[R-SPQ-2F.]]></category>
		<category><![CDATA[student feedback]]></category>
		<category><![CDATA[survey feedback]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4833</guid>

					<description><![CDATA[Author: Warren Lake, William Boyd, Wendy Boyd and Suzi Hellmundt Southern Cross University Edition: Volume 57, Number 1, April 2017 Summary: When student surveys are conducted within university environments, one outcome of feedback to the researcher is that it provides insight into the potential ways that curriculum can be modified and how content can be better &#8230; <p class="link-more"><a href="https://ajal.net.au/just-another-student-survey-point-of-contact-survey-feedback-enhances-the-student-experience-and-lets-researchers-gather-data/" class="more-link">Continue reading<span class="screen-reader-text"> "Just another student survey? – Point-of-contact survey feedback enhances the student experience and lets researchers gather data"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Diversity and achievement: Is success in higher education a transformative experience?</title>
		<link>https://ajal.net.au/diversity-and-achievement-is-success-in-higher-education-a-transformative-experience/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 09 Jul 2014 01:59:31 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[higher education]]></category>
		<category><![CDATA[perspective transformation]]></category>
		<category><![CDATA[student diversity]]></category>
		<category><![CDATA[student success]]></category>
		<category><![CDATA[transformative learning]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2471</guid>

					<description><![CDATA[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 &#8230; <p class="link-more"><a href="https://ajal.net.au/diversity-and-achievement-is-success-in-higher-education-a-transformative-experience/" class="more-link">Continue reading<span class="screen-reader-text"> "Diversity and achievement: Is success in higher education a transformative experience?"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Older undergraduate students bringing years of experience to university studies: Highlights, challenges and contributions</title>
		<link>https://ajal.net.au/older-undergraduate-students-bringing-years-of-experience-to-university-studies-highlights-challenges-and-contributions/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Sat, 30 Nov 2013 22:27:50 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[diversity]]></category>
		<category><![CDATA[equity]]></category>
		<category><![CDATA[higher education]]></category>
		<category><![CDATA[lifelong learning]]></category>
		<category><![CDATA[motivation]]></category>
		<category><![CDATA[older learners]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2095</guid>

					<description><![CDATA[Author: Bronwyn J. Ellis, University of South Australia  Edition: Volume 53, Number 3, November 2013 Summary: Undergraduate students enrolled through two regional locations were surveyed on their experience of being university students in later life. Students aged 55 and over were invited to complete an anonymous online questionnaire. This collected demographic information, and sought, through &#8230; <p class="link-more"><a href="https://ajal.net.au/older-undergraduate-students-bringing-years-of-experience-to-university-studies-highlights-challenges-and-contributions/" class="more-link">Continue reading<span class="screen-reader-text"> "Older undergraduate students bringing years of experience to university studies: Highlights, challenges and contributions"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Identifying and addressing the needs of adult students in higher education</title>
		<link>https://ajal.net.au/identifying-and-addressing-the-needs-of-adult-students-in-higher-education/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 22 Oct 2013 01:26:22 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[adult student]]></category>
		<category><![CDATA[barrier]]></category>
		<category><![CDATA[higher education]]></category>
		<category><![CDATA[learner]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1951</guid>

					<description><![CDATA[Author: Karen L. Milheim, Doctoral Student, Penn State University, Harrisburg Edition: Volume 45, Number 1, April 2005 Summary:  As the number of adult students enrolled within higher education programs increases, educational institutions must respond by addressing their needs on a continual basis. Adult learners possess a wide variety of characteristics which are not common to a &#8230; <p class="link-more"><a href="https://ajal.net.au/identifying-and-addressing-the-needs-of-adult-students-in-higher-education/" class="more-link">Continue reading<span class="screen-reader-text"> "Identifying and addressing the needs of adult students in higher education"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Faces in tertiary places and spaces: experiences of learning in both higher education and VET</title>
		<link>https://ajal.net.au/faces-in-tertiary-places-and-spaces-experiences-of-learning-in-both-higher-education-and-vet/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 08 Apr 2013 06:52:49 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[higher education]]></category>
		<category><![CDATA[learning places]]></category>
		<category><![CDATA[role]]></category>
		<category><![CDATA[survey]]></category>
		<category><![CDATA[vocational education]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1362</guid>

					<description><![CDATA[Author/s: Roger Harris Edition: Volume 48, Number 3, November 2008 Summary: The development in today’s society of knowledge workers for tomorrow is of critical importance. Worldwide, there is considerable interest in the respective roles of higher education (HE) and vocational education and training (VET) in building human capability. This paper is designed to provoke such &#8230; <p class="link-more"><a href="https://ajal.net.au/faces-in-tertiary-places-and-spaces-experiences-of-learning-in-both-higher-education-and-vet/" class="more-link">Continue reading<span class="screen-reader-text"> "Faces in tertiary places and spaces: experiences of learning in both higher education and VET"</span></a></p>]]></description>
		
		
		
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