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• W1463963905 abstract "UTAS has for a number of years offered people without adequate tertiary entry requirementsa preparatory program (called UPP, or University Preparation Program) that facilitates entry into anumber of undergraduate courses. A large proportion of students participating in UPP come from afamily background where study at university is not the norm. On the north‐west coast of Tasmania,where UPP was first offered in 1996, the proportion of people with tertiary qualifications is abouthalf the national average and this is reflected in low year 12 retention levels. More recently, in thesouth of the State, a number of students entering UPP come from refugee backgrounds whereEnglish is spoken as another language (typically third or fourth). Both cohorts of students whenconfronted with distance learning face many challenges as they struggle to come to terms withacademic culture. Once they are engaged in their learning, they tend to continue on and complete. Ifthey fail to engage early on in their UPP studies, they tend to drop out fairly quickly. While therehave been many success stories from UPP, the critics point to high attrition rates - typically in theorder of 50 per cent. Many students are attracted by the flexibility - among a number of reasons - inherent inonline course delivery. For this group of students though, engagement processes must beintentional, supportive and understanding of their individual (sometimes traumatic) backgrounds.For engagement to occur, teaching and learning resources and practices must be of a high standard.The authors of this paper pose the question: ‘Is an improvement in online teaching and learningresources and strategies linked to increased engagement, and does this then lead to improvedretention?’. The paper reports on findings of a trial conducted in 2009, designed to test a number ofonline teaching and learning approaches as a response to these questions. The results of the trial suggest that carefully chosen resources will work to engage low Englishliteracy students. However, the resources must be backed up with flexible, responsive andunderstandable support as well as teaching and learning strategies designed to connect studentswith each other and with tutors so that the learning is both interactive and human. The findingssuggest that there is a need for a more intentional online teaching and learning strategy and theneed for built in evaluation to gather evidence about what works best. The project team in UPP havedeveloped an implementation plan to further extend the trial to other units within UPP. Anevaluation framework has also been developed. The intent of the team is to increase the quality ofthe online learning experience for all students but, significantly for the group of students whostruggle the most, deliver teaching and learning in an environment that encourages success. The paper describes the trial and its findings and goes on to discuss the learnings that haveemerged. It considers implications for UPP and UTAS more generally, as it attempts to attract,engage and more importantly retain students from culturally diverse and low English literacybackgrounds." @default.
• W1463963905 created "2016-06-24" @default.
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• W1463963905 date "2010-01-01" @default.
• W1463963905 modified "2023-09-27" @default.
• W1463963905 title "Engaging pre‐tertiary students with low English literacy using online technologies" @default.
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