Emotional highs: 5 ways to meaningfully engage university students

In early childhood, learning is often perceived with great joy and excitement. Children passionately talk about what they learned and demonstrate an intrinsic satisfaction to find things out. However, when they become older, many gradually lose their sense of intrinsic excitement to engage with learning. Some explain this phenomenon in relation to the increasing responsibilitiesContinue reading “Emotional highs: 5 ways to meaningfully engage university students”

The impact of COVID-19 on short-term study tours

Background COVID-19 has changed how we understand short-term study tours for virtual, online, and face-to-face delivery modes. Face-to-face (in-country) short-term mobility, as part of internationalizing the curriculum, was a normal part of student’s degree choices pre- COVID-19. However, in many situations, and due to the global pandemic, travel restrictions are now preventing face-to-face (in-country) mobilityContinue reading “The impact of COVID-19 on short-term study tours”

Re-energised Teaching

The COVID-19 pandemic forced us all to transition to remote online teaching and learning. Our research project involved conducting surveys and interviews throughout 2020 with educators and students from the Accounting and Business Information Systems disciplines to better understand this transition. Looking back what has been the experience of educators and students and where toContinue reading “Re-energised Teaching”

Evaluation for Learning

Evaluation is a loaded term. Some see it solely from a judgment perspective and disdain the process. Others see it from a learning perspective and welcome it.  Evaluation comes in all shapes and sizes. Depending on our approach, and perhaps shaped by our disciplinary perspectives, we tend to determine how and whether (if at all)Continue reading “Evaluation for Learning”

Building Authentic Assessment

Why is authentic assessment important and what perceptions do students have of it? The notion of authentic assessment was first introduced in the 1980’s in an effort to shift away from standardised testing. Remember the multiple choice tests where you would colour in a red circle (A, B, C, or D) with a 2B pencil?Continue reading “Building Authentic Assessment”

What Language Problem?

Teaching International Financial Reporting Standards to International Students Do you sense that your students don’t understand what you’re saying? Do you sometimes struggle to understand what your students are saying? If the answers to both these questions are yes, a language barrier may exist. The language barrier may be due to both the technical vocabularyContinue reading “What Language Problem?”

Student Social Isolation and University Life

Most students experience various forms of isolation during their studies. This can be a more or less persistent feeling that impacts students’ wellbeing and/or their capacity to fulfil their study potential. Whether the causes are academic, environmental, socio-cultural or health related, social isolation can be remedied at the point of crisis or as a preventativeContinue reading “Student Social Isolation and University Life”

Contemporary University Teaching – Networked and Supported

Dr Lilia Mantai and A/Prof Elaine Huber talk to us about a research project they conducted at Sydney University Business School on experiential learning in large classes. Lilia is the Academic Lead, course enhancement at the Business School and Elaine is the Academic Director of the Business Co-Design team. What motivated you to pursue thisContinue reading “Contemporary University Teaching – Networked and Supported”

Learning Design, Student Choice

How to design engaging online environments where students choose activities and their own path through learning? This is what our team set out to discover, well before COVID-19 and lockdown hit higher education.   If you’ve used Canvas before, you’ll know that it is structured in a modular, sequential way. That structure is sometimes limiting. Students rarely start at the same point and progress in a linear way from learning outcomes to a teacher-defined goal. But howContinue reading “Learning Design, Student Choice”