Keithia Wilson
Datos Biográficos
| ID | 3655552 |
|---|---|
| NOMBRE | Keithia Wilson |
| NOMBRES | Keithia |
| APELLIDO | Wilson |
| FIRMA | WILSON K |
| AFILIACIONES | Griffith University |
| VERIFICADO | No |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAS | 99 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1996 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2016 |
| ÍNDICE H | 5 |
Understanding the early transition needs of diverse commencing university students in a health faculty
The engagement and retention of commencing students is a longstanding issue in higher education, particularly with the implementation of the widening student participation agenda. The early weeks of the first semester are especially critical to student engagement and early attrition. This study investigated the perceived early transition needs of three cohorts of commencing students in their first three weeks of university study in a Health Facul…
First-year students’ appraisal of assessment tasks
This study investigated students' appraisals of assessment tasks and the impact of this on both their task-related efficacy and engagement and subsequent task performance. Two hundred and fifty-seven first-year students rated their experience of an assessment task (essay, oral presentation, laboratory report or exam) that they had previously completed. First-year students evaluated these assessment tasks in terms of two general factors: the motiv…
Student participation in university governance
The role and contribution of students to the governance of university departments is a relatively neglected area of inquiry. This study investigated the factors which student representatives perceived to help or hinder their effectiveness as student members of departmental committees. Twenty students from a range of disciplines were interviewed about their experiences in the student representative role. Students reported complex motivations and c…
Feedback on assessment
This paper investigated students’ perceptions of written assignment feedback. In the first study students (n = 57) reflected on the feedback they had received on a range of assessment tasks and described aspects of helpful and unhelpful assessor comments. A content analysis of student descriptions was undertaken to identify the domain of criteria students reported using to evaluate the quality of written feedback provided on assessment. In the se…
University students’ perceptions of a fair learning environment
This study aimed to identify the manner in which university students construe ‘fair treatment’ and how justice related processes are perceived to influence students’ psychological identification with their academic department. In the first study, 342 undergraduate psychology students completed two questionnaires: one measured various aspects of interpersonal, procedural and outcome fairness in their department, and the other measured their level …
Enhancing the effectiveness of self-managed learning groups
Self‐managed learning groups are regularly used in higher education. However, there is little direct evidence as to strategies that can enhance their efficacy, or the factors that influence students’ engagement with the process of self‐management. If students are expected to manage their out‐of‐class collaborative learning experiences, then educators need a better understanding of the social influences on students’ process choices and use of deve…
Assessing the impact of learning environments on students' approaches to learning
This study investigated whether students' approaches to learning were influenced by the design of university courses. Pre‐ and post‐evaluations of the approaches to learning of the same group of students concurrently enrolled in a conventional course (lectures and tutorials) and an action learning‐based course (project work, learning groups) were conducted. Students who reported themselves as more ‘typically deep’ in their approach to learning we…
Self-managed learning groups in higher education
Background. Self-managed learning groups are increasingly used in higher education. There is a need for more systematic investigation of university students' perceptions of the processes and outcomes of this learning method.Aims. This study aimed to identify the domains of process issues that students perceive as relevant to their participation in self-managed learning groups, and how these processes are perceived to influence group outcomes.Samp…
First-year students' perceptions of capability
This study investigated first‐year students' perceptions of their level of capability across several domains of generic skills and attributes. Factor analysis of students' ratings revealed that first‐years categorize skills in ways that can be meaningfully related to job performance. While there were some differences in students' perceptions of the relevance of various capabilities to success in study and work contexts, students generally affirme…
Action Learning in Higher Education
This study investigated the extent to which a course, designed using peer and action learning principles to function as an ‘on campus practicum’, can develop the professional capabilities of students. As part of their formal coursework, third year behavioural science students, functioning as ‘student consultants’, entered into a ‘client–consultant’ relationship with first and second year ‘student client’ groups. Both groups of students reported p…
University Students' Perceptions of the Learning Environment and Academic Outcomes
The relationship between university students ’ perceptions of their academic environment, their approaches to study, and academic outcomes was investigated at both university and faculty levels. The responses of a large, cross-disciplinary sample of undergraduate students were analysed using higher order path and regression analyses, and the results con rmed students ’ perceptions as in uencing both ‘hard ’ (academic achievement) and ‘soft ’ (sat…
Social Rules for Managing Attempted Interpersonal Domination in the Workplace
Evaluation of a peer support program for women with breast cancer—lessons for practitioners
The present study aimed to describe how a volunteer peer support service assists women with breast cancer, and provides guidelines for practitioners in the development and implementation of such programmes. A two-phase evaluation of a breast cancer peer support program was undertaken to describe important attributes of the peer support intervention, the impact of the volunteer visit on women's self-reports of anxiety, and key indicators of a succ…
The development, validation and application of the Course Experience Questionnaire
The Course Experience Questionnaire (CEQ) is a development of work originally carried out at Lancaster University in the 1980s. It is used as a measure of perceived teaching quality in degree programmes in national annual surveys of all graduates in the Australian higher education system and is increasingly being employed as a measure of the quality of teaching in universities in the UK. This article discusses the development and use of the CEQ a…
Gender differences in approaches to learning in first year psychology students
This paper investigates gender differences in students’ approaches to learning in higher education. Previous studies have found some evidence for gender differences, but interpretation of these findings has been problematic given a range of methodological limitations including poor response rates and the inappropriate use of univariate statistical analyses. The Study Process Questionnaire (Biggs, 1987) and the abbreviated Approaches to Study Inve…
University Students' Perceptions of the Learning Environment and Academic Outcomes
The relationship between university students ’ perceptions of their academic environment, their approaches to study, and academic outcomes was investigated at both university and faculty levels. The responses of a large, cross-disciplinary sample of undergraduate students were analysed using higher order path and regression analyses, and the results con rmed students ’ perceptions as in uencing both ‘hard ’ (academic achievement) and ‘soft ’ (sat…
The development, validation and application of the Course Experience Questionnaire
The Course Experience Questionnaire (CEQ) is a development of work originally carried out at Lancaster University in the 1980s. It is used as a measure of perceived teaching quality in degree programmes in national annual surveys of all graduates in the Australian higher education system and is increasingly being employed as a measure of the quality of teaching in universities in the UK. This article discusses the development and use of the CEQ a…
Student participation in university governance
The role and contribution of students to the governance of university departments is a relatively neglected area of inquiry. This study investigated the factors which student representatives perceived to help or hinder their effectiveness as student members of departmental committees. Twenty students from a range of disciplines were interviewed about their experiences in the student representative role. Students reported complex motivations and c…
Action Learning in Higher Education
This study investigated the extent to which a course, designed using peer and action learning principles to function as an ‘on campus practicum’, can develop the professional capabilities of students. As part of their formal coursework, third year behavioural science students, functioning as ‘student consultants’, entered into a ‘client–consultant’ relationship with first and second year ‘student client’ groups. Both groups of students reported p…
Self-managed learning groups in higher education
Background. Self-managed learning groups are increasingly used in higher education. There is a need for more systematic investigation of university students' perceptions of the processes and outcomes of this learning method.Aims. This study aimed to identify the domains of process issues that students perceive as relevant to their participation in self-managed learning groups, and how these processes are perceived to influence group outcomes.Samp…
First-year students' perceptions of capability
This study investigated first‐year students' perceptions of their level of capability across several domains of generic skills and attributes. Factor analysis of students' ratings revealed that first‐years categorize skills in ways that can be meaningfully related to job performance. While there were some differences in students' perceptions of the relevance of various capabilities to success in study and work contexts, students generally affirme…
Enhancing the effectiveness of self-managed learning groups
Self‐managed learning groups are regularly used in higher education. However, there is little direct evidence as to strategies that can enhance their efficacy, or the factors that influence students’ engagement with the process of self‐management. If students are expected to manage their out‐of‐class collaborative learning experiences, then educators need a better understanding of the social influences on students’ process choices and use of deve…
Understanding the early transition needs of diverse commencing university students in a health faculty
The engagement and retention of commencing students is a longstanding issue in higher education, particularly with the implementation of the widening student participation agenda. The early weeks of the first semester are especially critical to student engagement and early attrition. This study investigated the perceived early transition needs of three cohorts of commencing students in their first three weeks of university study in a Health Facul…
Social Rules for Managing Attempted Interpersonal Domination in the Workplace
Gender differences in approaches to learning in first year psychology students
This paper investigates gender differences in students’ approaches to learning in higher education. Previous studies have found some evidence for gender differences, but interpretation of these findings has been problematic given a range of methodological limitations including poor response rates and the inappropriate use of univariate statistical analyses. The Study Process Questionnaire (Biggs, 1987) and the abbreviated Approaches to Study Inve…
The development, validation and application of the Course Experience Questionnaire
The Course Experience Questionnaire (CEQ) is a development of work originally carried out at Lancaster University in the 1980s. It is used as a measure of perceived teaching quality in degree programmes in national annual surveys of all graduates in the Australian higher education system and is increasingly being employed as a measure of the quality of teaching in universities in the UK. This article discusses the development and use of the CEQ a…
Evaluation of a peer support program for women with breast cancer—lessons for practitioners
The present study aimed to describe how a volunteer peer support service assists women with breast cancer, and provides guidelines for practitioners in the development and implementation of such programmes. A two-phase evaluation of a breast cancer peer support program was undertaken to describe important attributes of the peer support intervention, the impact of the volunteer visit on women's self-reports of anxiety, and key indicators of a succ…
Social Rules for Managing Attempted Interpersonal Domination in the Workplace
University Students' Perceptions of the Learning Environment and Academic Outcomes
The relationship between university students ’ perceptions of their academic environment, their approaches to study, and academic outcomes was investigated at both university and faculty levels. The responses of a large, cross-disciplinary sample of undergraduate students were analysed using higher order path and regression analyses, and the results con rmed students ’ perceptions as in uencing both ‘hard ’ (academic achievement) and ‘soft ’ (sat…
First-year students' perceptions of capability
This study investigated first‐year students' perceptions of their level of capability across several domains of generic skills and attributes. Factor analysis of students' ratings revealed that first‐years categorize skills in ways that can be meaningfully related to job performance. While there were some differences in students' perceptions of the relevance of various capabilities to success in study and work contexts, students generally affirme…
Action Learning in Higher Education
This study investigated the extent to which a course, designed using peer and action learning principles to function as an ‘on campus practicum’, can develop the professional capabilities of students. As part of their formal coursework, third year behavioural science students, functioning as ‘student consultants’, entered into a ‘client–consultant’ relationship with first and second year ‘student client’ groups. Both groups of students reported p…
Assessing the impact of learning environments on students' approaches to learning
This study investigated whether students' approaches to learning were influenced by the design of university courses. Pre‐ and post‐evaluations of the approaches to learning of the same group of students concurrently enrolled in a conventional course (lectures and tutorials) and an action learning‐based course (project work, learning groups) were conducted. Students who reported themselves as more ‘typically deep’ in their approach to learning we…
Self-managed learning groups in higher education
Background. Self-managed learning groups are increasingly used in higher education. There is a need for more systematic investigation of university students' perceptions of the processes and outcomes of this learning method.Aims. This study aimed to identify the domains of process issues that students perceive as relevant to their participation in self-managed learning groups, and how these processes are perceived to influence group outcomes.Samp…
Enhancing the effectiveness of self-managed learning groups
Self‐managed learning groups are regularly used in higher education. However, there is little direct evidence as to strategies that can enhance their efficacy, or the factors that influence students’ engagement with the process of self‐management. If students are expected to manage their out‐of‐class collaborative learning experiences, then educators need a better understanding of the social influences on students’ process choices and use of deve…
University students’ perceptions of a fair learning environment
This study aimed to identify the manner in which university students construe ‘fair treatment’ and how justice related processes are perceived to influence students’ psychological identification with their academic department. In the first study, 342 undergraduate psychology students completed two questionnaires: one measured various aspects of interpersonal, procedural and outcome fairness in their department, and the other measured their level …
Feedback on assessment
This paper investigated students’ perceptions of written assignment feedback. In the first study students (n = 57) reflected on the feedback they had received on a range of assessment tasks and described aspects of helpful and unhelpful assessor comments. A content analysis of student descriptions was undertaken to identify the domain of criteria students reported using to evaluate the quality of written feedback provided on assessment. In the se…
Student participation in university governance
The role and contribution of students to the governance of university departments is a relatively neglected area of inquiry. This study investigated the factors which student representatives perceived to help or hinder their effectiveness as student members of departmental committees. Twenty students from a range of disciplines were interviewed about their experiences in the student representative role. Students reported complex motivations and c…
First-year students’ appraisal of assessment tasks
This study investigated students' appraisals of assessment tasks and the impact of this on both their task-related efficacy and engagement and subsequent task performance. Two hundred and fifty-seven first-year students rated their experience of an assessment task (essay, oral presentation, laboratory report or exam) that they had previously completed. First-year students evaluated these assessment tasks in terms of two general factors: the motiv…
Understanding the early transition needs of diverse commencing university students in a health faculty
The engagement and retention of commencing students is a longstanding issue in higher education, particularly with the implementation of the widening student participation agenda. The early weeks of the first semester are especially critical to student engagement and early attrition. This study investigated the perceived early transition needs of three cohorts of commencing students in their first three weeks of university study in a Health Facul…
Psychology (15 obras) · Evaluation of Teaching Practices (11 obras) · Higher education (9 obras) · Medical education (9 obras) · Mathematics education (8 obras) · Medicine (8 obras) · Perception (7 obras) · Applied Psychology (6 obras) · Pedagogy (5 obras) · Reflective Practices in Education (5 obras)