Stepping through the orientation looking glass: A staged approach for postgraduate students

Wozniak, H; Mahony, MJ; Lever, T; Pizzica, J

Stepping through the orientation looking glass: A staged approach for postgraduate students

Wozniak, H Mahony, MJ Lever, T Pizzica, J

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Publication Type:: Journal Article
Citation:: Australasian Journal of Educational Technology, 2009, 25 (2), pp. 221 - 234
Issue Date:: 2009-01-01

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Field	Value	Language
dc.contributor.author	Wozniak, H	en_US
dc.contributor.author	Mahony, MJ	en_US
dc.contributor.author	Lever, T	en_US
dc.contributor.author	Pizzica, J https://orcid.org/0000-0001-6074-8211	en_US
dc.date.issued	2009-01-01	en_US
dc.identifier.citation	Australasian Journal of Educational Technology, 2009, 25 (2), pp. 221 - 234	en_US
dc.identifier.uri	http://hdl.handle.net/10453/11830
dc.description.abstract	Postgraduate coursework is now delivered to a largely mature age study population, in what may be an unfamiliar mix of online and distance learning to many students. This paper reports on a novel approach to student orientation in this new environment. Orientation is conceptualised as a process of transition between the domain of everyday life and the domain of academic study over a period of time commencing prior to enrolment and continuing into formal studies. A schema addressing three dimensions (interpersonal, technical and reflective) was constructed and operationalised as a staged orientation plan (GettingOnTrack). Students are able to move through the three stages participating in activities which align with their needs before, during and after enrolment. This builds on critical concerns reported in earlier literature, highlighting the need for an extended time line and authentic learning tasks in a risk free environment.	en_US
dc.relation.ispartof	Australasian Journal of Educational Technology	en_US
dc.subject.classification	Education	en_US
dc.title	Stepping through the orientation looking glass: A staged approach for postgraduate students	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	25	en_US
utslib.for	130306 Educational Technology and Computing	en_US
utslib.for	0906 Electrical and Electronic Engineering	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	open_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	25	en_US

Abstract:

Postgraduate coursework is now delivered to a largely mature age study population, in what may be an unfamiliar mix of online and distance learning to many students. This paper reports on a novel approach to student orientation in this new environment. Orientation is conceptualised as a process of transition between the domain of everyday life and the domain of academic study over a period of time commencing prior to enrolment and continuing into formal studies. A schema addressing three dimensions (interpersonal, technical and reflective) was constructed and operationalised as a staged orientation plan (GettingOnTrack). Students are able to move through the three stages participating in activities which align with their needs before, during and after enrolment. This builds on critical concerns reported in earlier literature, highlighting the need for an extended time line and authentic learning tasks in a risk free environment.

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http://hdl.handle.net/10453/11830