Bibliographic Details
| Title: |
Equitable Education: Enhancing Academic Skills and Confidence through a First-Year Online Module. |
| Authors: |
Harris-Reeves, Brooke E.1, Pearson, Andrew G.1 a.pearson@griffith.edu.au, Hadley, Barbara J.1, Massa, Helen M.1 |
| Source: |
Journal of the Australian & New Zealand Student Services Association. 2024, Vol. 32 Issue 1, p71-89. 19p. |
| Subject Terms: |
*College student recruitment, *College student adjustment, *School dropout prevention, *Online education, *Confidence |
| Abstract: |
Since 2008, higher education (HE) policies that aimed to diversify university student recruitment have increased enrolments from equity backgrounds. Supporting these students during their transition to university has been prioritised with the aim of enhancing retention, completion, and support for their future employment outcomes. Low student retention or program completion rates may impact federal government funding models and HE institutional reputations. Thus, a wide range of implemented strategies have sought to support HE success for all students, including those from equity backgrounds. Students transitioning to HE have different academic experiences and expertise. Thus, the online module, known as Skills for Academic Success (SAS), developed in this study was introduced to promote an enhanced understanding of HE expectations and academic skills needed for success. The module was completed by commencing students during the initial weeks of their university enrolment. Students perceived that the SAS module significantly enhanced their transition to HE, their understanding of university expectations, bolstered their academic confidence, and honed their study skills for success. This study showed that adaptive online modules can engage and assist students, especially those from diverse and equity-rich backgrounds, supporting them to develop a comprehensive grasp of HE academic expectations and essential academic skills. Student feedback highlighted that the resource prepared them for success as they embarked on their academic journey in the unfamiliar territory of HE. [ABSTRACT FROM AUTHOR] |
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Copyright of Journal of the Australian & New Zealand Student Services Association is the property of Australia & New Zealand Student Services Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
