Inspiring connections : The student experience of an online creative arts journal
- Authors: Hains-Wesson, Rachael
- Date: 2012
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 22, no. 3 (2012), p. 263-282
- Full Text:
- Reviewed:
- Description: This study investigates the learning potential of students' experiences working as editors and publishers for a university's creative arts e-journal. The study is based on a project which aimed to strengthen creative arts students' graduate attributes and employability skills associated with interpersonal and written communication skills, specifically editing and e-publication. The participants were surveyed prior to and after e-publication of each issue of the journal over a two year period. The study focuses on students' and teachers' perceptions of participating in a non-graded, discipline-based work-integrated learning (WIL) activity. The data were analysed in order to explore students' and teachers' attitudes and responses to the challenges with participating in an e-publication process. The findings indicated that students chose to participate in the activity to address certain employability skills as well as desiring an authentic work-based challenge that enhanced the university experience. The results revealed that students require more guidance and informal set lesson plans. The teachers' responses indicated that the most important teaching methods were: (i) provide authentic communication to students and (ii) illustrate relevant industry experience. Recommendations are made for the careful implementation and integration of the online creative arts WIL project into the University's curriculum in order to: (i) connect WIL pedagogy, courses, policies and objectives in higher education, (ii) provide career and self development for WIL teaching and learning practices, and (iii) continually redevelop and evaluate the WIL activity in order to pursue accreditation.
- Description: 2003010687
- Authors: Hains-Wesson, Rachael
- Date: 2012
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 22, no. 3 (2012), p. 263-282
- Full Text:
- Reviewed:
- Description: This study investigates the learning potential of students' experiences working as editors and publishers for a university's creative arts e-journal. The study is based on a project which aimed to strengthen creative arts students' graduate attributes and employability skills associated with interpersonal and written communication skills, specifically editing and e-publication. The participants were surveyed prior to and after e-publication of each issue of the journal over a two year period. The study focuses on students' and teachers' perceptions of participating in a non-graded, discipline-based work-integrated learning (WIL) activity. The data were analysed in order to explore students' and teachers' attitudes and responses to the challenges with participating in an e-publication process. The findings indicated that students chose to participate in the activity to address certain employability skills as well as desiring an authentic work-based challenge that enhanced the university experience. The results revealed that students require more guidance and informal set lesson plans. The teachers' responses indicated that the most important teaching methods were: (i) provide authentic communication to students and (ii) illustrate relevant industry experience. Recommendations are made for the careful implementation and integration of the online creative arts WIL project into the University's curriculum in order to: (i) connect WIL pedagogy, courses, policies and objectives in higher education, (ii) provide career and self development for WIL teaching and learning practices, and (iii) continually redevelop and evaluate the WIL activity in order to pursue accreditation.
- Description: 2003010687
The impact of work-integrated learning experiences on attaining graduate attributes for exercise and sports science students
- Hall, Melinda, Pascoe, Deborah, Charity, Megan
- Authors: Hall, Melinda , Pascoe, Deborah , Charity, Megan
- Date: 2017
- Type: Text , Conference proceedings
- Relation: Australian Collaborative Education Network 2016 Annual Conference; Sydney, Australia; 28th-30th September 2016; published in Asia-Pacific Journal of Cooperative Education Vol. 18, p. 101-113
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- Reviewed:
- Description: Exercise and Sports Science (E&SS) programs at Federation University Australia provide work-integrated learning (WIL) opportunities for students to develop, apply and consolidate theoretical knowledge in the workplace. This study aimed to determine the influence of WIL experiences on achieving common graduate attributes for E&SS students. From a larger study cohort (N=80), semi-structured interviews (n=4) delved into participant perceptions of graduate attributes and the impact of positive and negative WIL experiences. Using constant comparative analysis, interviews were coded and arranged into lower and higher order themes using the Graduate Employability Skills publication as a framework and the process validated by a WIL colleague. Results showed three out of four essential graduate attributes were developed during all WIL experiences regardless of whether they were positive or negative. These findings have implications for E&SS higher education providers and WIL agencies in ensuring the development of key graduate attributes during all WIL experiences.
- Authors: Hall, Melinda , Pascoe, Deborah , Charity, Megan
- Date: 2017
- Type: Text , Conference proceedings
- Relation: Australian Collaborative Education Network 2016 Annual Conference; Sydney, Australia; 28th-30th September 2016; published in Asia-Pacific Journal of Cooperative Education Vol. 18, p. 101-113
- Full Text:
- Reviewed:
- Description: Exercise and Sports Science (E&SS) programs at Federation University Australia provide work-integrated learning (WIL) opportunities for students to develop, apply and consolidate theoretical knowledge in the workplace. This study aimed to determine the influence of WIL experiences on achieving common graduate attributes for E&SS students. From a larger study cohort (N=80), semi-structured interviews (n=4) delved into participant perceptions of graduate attributes and the impact of positive and negative WIL experiences. Using constant comparative analysis, interviews were coded and arranged into lower and higher order themes using the Graduate Employability Skills publication as a framework and the process validated by a WIL colleague. Results showed three out of four essential graduate attributes were developed during all WIL experiences regardless of whether they were positive or negative. These findings have implications for E&SS higher education providers and WIL agencies in ensuring the development of key graduate attributes during all WIL experiences.
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