scholarly journals 2021 STARS Conference: Student Plenary

2021 ◽  
Vol 12 (2) ◽  
pp. 1-7
Author(s):  
Piper Bell ◽  
Anna Wilkey ◽  
Farriz Roslan ◽  
Lincoln James ◽  
Maxwell Willis ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Voice ◽  
Tertiary Sector ◽  
Panel Session ◽  
Key Points ◽  
Personal Experiences

The Student Panel Session at the 2021 STARS Conference concluded the formal presentations for the event.  At this session, students from the tertiary sector shared with delegates their personal experiences in higher education and thoughts concerning the messages and insights gained from the conference experience. The students had responded to an invitation from Student Voice Australia to participate in the conference, be part of the Panel, and were encouraged to attend the keynote presentations across the event.  Delegates had the opportunity to present questions to the students.  For the purposes of this feature, the editors have summarised and edited the transcript to present the key points of each discussion, including questions and comments from delegates. Panel members have approved the editorial interpretations of their comments.

scholarly journals Students, Transitions, Achievement, Retention, Success: STARS Invited Panel

2015 ◽  
Vol 6 (2) ◽  
pp. 1-8 ◽  
Author(s):  
Karen Nelson ◽  
John Clarke
Keyword(s):  
Tertiary Sector ◽  
Opportunity To Respond ◽  
Panel Session ◽  
Key Points

The Invited Panel Session at the inaugural STARS Conference concluded the formal presentations for the event.  At this session, invited STARS from the tertiary sector shared with delegates their personal thoughts concerning the messages and insights gained from the conference experience. The Panel Session also provided delegates with the opportunity to respond and share their views in order to consolidate learnings. Delegates were challenged to give thought to their intended activities and actions in their own settings based on their experiences at the conference.  For the purposes of this feature, the editors have summarised and edited the transcript to present the key points of each discussion, including questions and comments from delegates. Panel members have approved the authors’ interpretations of their comments. 

scholarly journals The Hybridisation of Conventional Higher Education: UK Perspective

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Roger Lewis
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Distance Learning ◽  
Full Time ◽  
Open Learning ◽  
Tertiary Sector ◽  
Face To Face ◽  
The United Kingdom ◽  
Part Time ◽  
Radical Approach

Before the creation of the United Kingdom Open University (UKOU) - its Charter was given in 1969 and the first students were admitted in 1971 - the full-time residential model of higher education was pervasive, with part-time and distance modes of study seen as separate and inferior. The UKOU demonstrated the effectiveness of distance learning but also, because of its success, in some ways inhibited change in the mainstream tertiary sector. As social and political pressures on the sector grew, higher education providers were forced to innovate and models of “open learning” offered ways forward. As a result, the distinction between “distance” and “face-to-face” delivery rapidly eroded during the 1990s. However, barriers still remain to a more radical approach to provision as a whole.

scholarly journals Facilitation strategies for enhancing the learning and engagement of online students

2020 ◽  
Vol 17 (3) ◽  
pp. 101-118
Author(s):  
Tracey Muir ◽  
◽  
Tracy Douglas ◽  
Allison Trimble ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Community ◽  
Online Students ◽  
Tertiary Sector ◽  
Online Instructors ◽  
Active Involvement ◽  
Wide Range ◽  
Instructor Presence ◽  
The Impact

The opening up of online education in the Australian tertiary sector has made higher education accessible for a wide range of students, including those living in rural and regional areas. While student numbers continue to grow as a result of this opportunity, there are increasing concerns regarding low student retention and progression rates for online students in comparison with on-campus students. Reasons for this vary, however, online students report a sense of isolation and disconnection with their studies highlighting the need for educators to utilise effective facilitation to enhance student connections to an online community. In this paper, we investigated facilitation strategies using two case studies. This illustrated how two online instructors used design-based research to evaluate the impact of facilitation strategies on instructor presence, instructor connection, engagement and learning in maths education and human biology subjects. Findings indicate that focusing on social, managerial and technical facilitation strategies resulted in an increased instructor presence and active involvement, which in turn were influential in motivating students to engage with learning online. The findings have implications for higher education providers and instructors who are tasked with engaging online students. This identifies the importance of targeted online facilitation to enhance learner-instructor and learner-content engagement.

Learning the Active Way

2018 ◽  
pp. 21-37 ◽  
Author(s):  
Chris Campbell ◽  
Heidi Blair
Keyword(s):  
Higher Education ◽  
Student Voice ◽  
Design Theory ◽  
Web Applications ◽  
Wireless Internet ◽  
Feedback Systems ◽  
Learning Spaces ◽  
Systems Learning ◽  
Response Systems ◽  
Online Web

This chapter, by highlighting research project examples, reports on methods of active learning to promote student engagement in previously static classes. Through these examples, one can explore how increased lecture interactivity can be accomplished via the implementation of strategies sans technology and those that leverage the often ubiquitous wireless Internet accessed by mobile devices found in higher education learning spaces today. A variety of practices for engaging students in lectures are described including those that promote student voice through various emerging technologies. Technologies discussed include learner response systems, 3D simulations, videos, online web applications such as Padlet and tlk.io, as well as various other feedback systems. Learning design theory is used to relate the case studies included to the latest theory.

scholarly journals Caring for students in postsecondary open educational resource (OER) and open education initiatives: inviting student participation and voice

2020 ◽  
Vol 48 (3) ◽  
pp. 473-487
Author(s):  
Merinda McLure ◽  
Caroline Sinkinson
Keyword(s):  
Higher Education ◽  
Student Voice ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Open Education ◽  
Content Type ◽  
Post Secondary ◽  
Education Movement ◽  
Theoretical Perspectives ◽  
Open Education Movement

Purpose This paper aims to examine librarians’ professional motivations and theoretical perspectives to attend to care and student voice, as they pursue open educational resource (OER) initiatives in higher education. Design/methodology/approach The authors examine OER initiatives that serve as models for their work at the University of Colorado Boulder (CU Boulder), describe how they have attended to care and student voice in their work to date and reflect on how they hope to continue to do so in their future OER initiatives. Findings The authors find connections between theoretical perspectives for care in education and the values and ethics of both the open education movement and librarianship. They propose that these connections provide a foundation for librarians to align their professional motivations and practices in support of learning. The authors provide examples of OER programming that attend to care and student voice and offer related strategies for practitioners to consider. Originality/value Librarians at many post-secondary institutions provide critical advocacy and support the adoption, adaptation and creation of OER in higher education. Theories of care, values and ethics in the open education movement and librarianship provide a foundation for librarians to attend to care and elevate student voice as they undertake OER advocacy and initiatives.

scholarly journals Student voice in higher education: Opening the loop

2020 ◽  
Vol 46 (3) ◽  
pp. 688-705
Author(s):  
Helen Young ◽  
Lee Jerome
Keyword(s):  
Higher Education ◽  
Student Voice

Diversifying the discourse of progression to higher education: Digital storytelling methodology in widening participation practice

2020 ◽  
Vol 22 (1) ◽  
pp. 79-94
Author(s):  
Laura Mazzoli Smith
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Student Voice ◽  
Digital Storytelling ◽  
Widening Participation ◽  
Narrative Imagination ◽  
The North ◽  
Digital Stories ◽  
The Impact ◽  
Narrative Learning

This paper commences from a critique of the generalised discourse of individualistic capacities in widening participation to higher education. It examines the potential of digital stories to diversify understandings of progression to higher education as a reflexive learning process for participants and institutions alike, by considering one cohort of students participating in a digital storytelling award at a university in the North of England. The concepts of narrative imagination, narrative learning and reflective referentiality are utilised to advance a theoretically informed argument for the potential of this methodology, given the position set out in the paper that the impact of digital stories such as these is unlikely to be transparent or easily measurable in the positivist language of much widening participation practice. The digital storytelling methodology invites a more nuanced consideration of student voice than usually pertains in widening participation, with potential to diversify a reductive discourse of under-represented groups.

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