Supporting and Evaluating Transitional Learning for International University Students

In 2007, as part of its response to the continuing diversification of students, Central Queensland University introduced a for-credit undergraduate course, "The Principles of University Learning", focusing on "learning to learn" in the Australian university context. The aim was t...

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Bibliographic Details
Published inThe Australian universities' review Vol. 53; no. 1; pp. 42 - 49
Main Author Owens, Alison
Format Journal Article
LanguageEnglish
Published National Tertiary Education Union 01.01.2011
Subjects
Active Learning
Articulation (Education)
Australia
Educational Principles
Foreign Countries
Foreign Students
Grade Point Average
Instructional Effectiveness
Learning Experience
Learning Strategies
Prior Learning
Reflection
Student Attitudes
Student Diversity
Transitional Programs
Australia
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Summary:In 2007, as part of its response to the continuing diversification of students, Central Queensland University introduced a for-credit undergraduate course, "The Principles of University Learning", focusing on "learning to learn" in the Australian university context. The aim was to support the transition of learners with diverse prior learning experiences into the Australian model of education requiring independent and active learning strategies deployed in critical engagement with diverse materials in changing contexts. This paper presents research conducted to evaluate the outcomes of the course reflected in quantitative and qualitative data collected for a total of 144 course graduates. Grade Point Average (GPA) results collected over three terms of study were reviewed for course graduates. In addition, research also reviewed qualitative data related to the course to establish its effect on student perceptions about learning. This report includes background information and rationale as well as research results identified over 2008-09. (Contains 2 tables.)
ISSN:0818-8068