This paper presents findings from the Commencing Student Success Project (CSSP), conducted from 2021 to 2023 at the University of New England (UNE), a rural Australian university. The project examined pedagogical strategies that influence student engagement and retention among first-year students. The initiative involved 732 participants across six trimesters and identified five evidence-based strategies: flexible assessment submission portals, video explanations of assessments, clearly defined assessment rubrics, the provision of assessment exemplars, and consistent presentation within the learning management system. These strategies correspond with established theories in educational psychology and first-year pedagogy, which emphasise transparency, structure, and adaptability as essential for supporting students’ transition to higher education. Results indicate that formative assessment practices, particularly those that make academic expectations explicit and consider student diversity, were strong motivators for student engagement. The evidence-based approaches developed through the CSSP have proven transferable across institutions, with 20 Australian universities now implementing aspects of the program. The study concludes that incorporating student-identified engagement strategies provides a practical and cost-effective method for improving both student retention and satisfaction within higher education.
Outcome-Based Education (OBE) has increasingly shaped higher education through its emphasis on explicit learning outcomes, aligned teaching, assessment, and demonstrated competencies. This qualitative case study explored the implementation of OBE at the University of Agriculture, Faisalabad, Pakistan, from the perspectives of postgraduate students and academic staff. Semi-structured interviews were conducted with 30 purposively selected participants, comprising 15 postgraduate students and 15 academic staff. Data were analysed thematically, with Bloom’s Revised Taxonomy used as an interpretive lens for examining the cognitive dimensions of learning experiences and assessment. Findings revealed a distinction between formal OBE adoption and substantive classroom enactment. While participants recognized CLOs, PLOs and related documentation, implementation varied across courses and teachers. Application and analysis were more evident in practical, laboratory, field and research activities, whereas evaluation and creation were less consistently embedded. Large classes, workload, resources, assessment culture and faculty preparedness constrained implementation. The study concludes that deeper OBE implementation requires stronger alignment, authentic learning, faculty development and institutional support
Khazra, Shafaqt Rasool· Journal of Language, Literat...· 0 citations
Asynchronous online learning has become a central component of higher education provision, offering flexibility for diverse student populations. However, maintaining a high-quality student experience at scale remains challenging. This presentation reports early findings of a SoTL project evaluating the experience of online students in a fully asynchronous, tutor-supported online learning model for Master’s courses in Business, Computer Science, Nursing, and Psychology, implemented at Sheffield Hallam University in partnership with Higher Ed Partners (HEP). This study examines online students’ perceptions of course design, delivery, and engagement. These students are typically mature learners, balancing study with work and personal commitments, and tend to prioritise flexibility and accessibility. Understanding their experiences is therefore critical to sustaining engagement and reducing dropout rates. Adopting a mixed-methods approach, this project draws on student surveys, focus groups, and learning analytics to examine patterns of engagement, satisfaction, and attainment across and between courses. The aim is to identify key strengths of our provision, which may include flexible learning structures and modular design, alongside challenges like feelings of isolation, varying levels of peer interaction, and differing expectations of tutor support. This presentation will also identify priority areas for enhancing student experience, considering how these improvements can be implemented as the provision scales. By focusing on the student perspective, this study contributes to emerging evidence on effective asynchronous learning design for intensive online models and offers practical recommendations for developing flexible, inclusive, and engaging online provision.
Mustafa Chaudry, Keith Harris, Diana Hintea et al.· Journal of Scholarship of Te...· 0 citations
Undergraduate research is widely recognised as a high-impact educational practice that enhances student engagement, confidence, and graduate outcomes (Campbell et al., 2025; Walkington, 2015). However, supervising undergraduate projects presents persistent challenges, including constrained timeframes, variation in students’ prior research experience, and the need to balance independence with structured guidance (Crossley & Maini, 2025). This poster presents a staff-led, scaffolded research model designed to address these challenges while aligning with Teaching Excellence Framework (TEF) priorities relating to student experience, educational gain, and outcomes. The model embeds undergraduate projects within ongoing staff research in semi-professional and professional football, engaging students in authentic, real-world contexts. Drawing on principles of research-based learning and scaffolded supervision, students are supported through the full research lifecycle; design, ethics, data collection, analysis, and dissemination. Independence is developed progressively through sustained mentoring, modelling of expert practice, and structured project design, supporting inclusive participation and the development of research self-efficacy (Elder et al., 2022). In parallel, the model provides a structured pathway for staff to develop supervisory expertise through supported engagement in mentoring undergraduate research (Crossley & Maini, 2025). Evidence from the initiative indicates increased student engagement, enhanced research confidence, and clearer understanding of the application of academic knowledge in professional contexts, with students contributing to applied outputs and progressing into graduate roles. This work contributes to the growing evidence base supporting “students as researchers” pedagogies (Walkington, 2015) and demonstrates how staff-led, scaffolded approaches can enhance inclusivity, employability, and real-world impact. The model offers a scalable and transferable framework for embedding authentic undergraduate research in higher education.
Lee Edmondson· Journal of Scholarship of Te...· 0 citations
Experiential learning integrates experience, reflection, and application, offering pre-service teachers authentic opportunities to connect theory with practice and prepare for classroom realities. This study investigated the academic and practical preparedness of third-year Bachelor of Elementary Education (BEEd ) students for Experiential Learning Course, focusing on their competencies in academic content mastery, instructional delivery, classroom management, instructional materials and technology, and intrinsic motivation. A descriptive quantitative design was e mployed, using a validated researcher-made survey administered to all 63 third-year BEEd students through total population sampling. Data were analyzed using weighted mean and ranking to determine levels of preparedness. Findings revealed that students generally rated themselves as “Prepared” across all domains. Strengths were evident in less on planning, classroom routines, and intrinsic motivation, while notable gaps emerged in handling classroom disruptions, formulating higher order questions, and designing assessments for critical thinking. These results highlight the transitional challenge s faced by thirdyear BEEd students as they move from theoretical coursework to practical classroom application. The study recommends practice-based learning, inquiry-driven strategies, simulation-based classroom management, workshops, seminars, and mentorship programs to bridge th e gap between theory and practice. By addressing these areas, teacher education programs can better equip pre-service teachers for experiential learning and real-world classroom demands. This research contributes to Sustainable Development Goal 4: Quality Education, ensuring that future educators are not only academically competent but also practically prepared to foster inclusive and effective learning environments.
Jericho Andrew Paunillo, Jonah Eliza Prado-Tordecillas, Darlyn Grace Tolentino et al.· Pedagogy Review: An Internat...· 0 citations
This study examines student perceptions and expectations of the Students’ Evaluation of Teaching (SET) system at the German Jordanian University (GJU), focusing on the adequacy of the current evaluation instrument in assessing online teaching and learning experiences. A mixed-methods approach was employed, combining a large-scale survey of 500 students with qualitative interviews to provide a comprehensive understanding of student perspectives. The findings reveal a significant misalignment between student expectations and their actual experiences with the SET system. Students expressed dissatisfaction with the current instrument, indicating that it fails to capture several important dimensions of online education. Specifically, aspects such as engagement strategies, platform usability, instructor accessibility, quality of interaction, digital communication, and responsiveness to technological challenges were reported as insufficiently represented. Consequently, many students perceived the evaluation process as limited in its ability to generate meaningful and actionable feedback on teaching effectiveness. The study therefore proposes a redesigning of the SET instrument through the inclusion of dedicated dimensions that address online communication, digital learning environments, interaction quality, multimedia resources, and technical support. Such revisions would improve the accuracy of student feedback, enhance institutional quality assurance processes, and better align teaching evaluation practices with contemporary digital learning environments.
Thelal Oweis, P. Riegler, Kawther Karain et al.· Discover Education· 0 citations
The Division of Student Affairs at a large, public, land-grant institution in the southeastern United States has invested nearly a decade in building assessment capacity through structured professional development initiatives. Declining participation in a three-tier, 27-session in-person model prompted a redesign to a 10-module, hybrid curriculum delivered via Canvas. Guided by staff feedback and examined through the lens of the ACCELERATE principles (Aligned Purposefully, Continuously Cultivating, Co-Creative, and Learning-Centered), this mixed-methods program evaluation explores outcomes from pre- and post-surveys, module reflections, and focus groups across two cohorts. Findings indicate increased participant confidence across assessment domains, with the greatest gains in applied skills. Qualitative insights highlight enhanced conceptual clarity, stronger alignment with professional responsibilities, and a preference for the hybrid format, alongside considerations related to pacing and guided practice. Findings demonstrate the effectiveness of applying ACCELERATE principles to support adaptable, learner-centered professional development that strengthens assessment capacity in Student Affairs.
Vanessa Harrison, Susan Osayande· Intersection: A Journal at t...· 0 citations
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