Toolkit for success : The Griffith Health suite of online student support resources : A Practice Report

In the current higher education climate, never has it been more imperative to promote early and ongoing student success and retention. Transition theory suggests that taking a coherent, scalable and holistic approach to supporting the student learning experience is the best way to scaffold and enabl...

Full description

Saved in:
Bibliographic Details
Published in:Student success 2018-07, Vol.9 (3), p.65-70
Main Authors: Eaton, Rebecca, Sharples, Jacob, Buys, Nicholas
Format: Article
Language:English
Subjects:
Academic achievement
College students
Dropouts
Educational resources
Feedback
Griffith University
Higher education
Holistic approach
Internet
Methods
Online education
Online learning
Prevention
Student needs
Student retention
Student support services
Success
Technology application
Transitions
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:In the current higher education climate, never has it been more imperative to promote early and ongoing student success and retention. Transition theory suggests that taking a coherent, scalable and holistic approach to supporting the student learning experience is the best way to scaffold and enable early success and persistence. Utilising this pedagogical approach, Griffith Health has designed and implemented a range of innovative, online resources to support the needs of undergraduate and postgraduate students as they transition across the student lifecycle. This 'toolkit for success' includes school-specific orientation websites, a targeted writing and referencing online guide, and a 'one-stop-shop' resource where students can quickly and easily connect with all of the support services and resources available across the University. Analytics data show the support resources are being very well accessed and utilised, with staff and student feedback also highlighting their effectiveness and value. [Author abstract]
ISSN:2205-0795
2205-0795
DOI:10.5204/ssj.v9i3.469