Doing more for learning: enhancing engagement and outcomes

A low level of interaction between higher education students and their teachers is holding back learning outcomes, according to this report. The 2009 Australasian Survey of Student Engagement (AUSSE) involved over 30,000 students from 35 higher education institutions. The survey reports on the time and effort students devote to educationally purposeful activities and on students' perceptions of other aspects of their university experience including interactions with university staff. Research shows that the contact students have with staff are among the strongest influences on positive learning outcomes. When students have the opportunity to speak with their teachers about their performance, their grades, or ideas from their classes, particularly outside of the classroom, and engage with their teachers on an individual level, students tend to be more engaged with learning. AUSSE 2009 reveals that: • A small, but still significant proportion of students (12.5 per cent of first year and 9.8 per cent of third year students) say they „never‟ receive timely feedback on their academic performance from their teachers. • Many Australasian students do not ever discuss their grades (32 per cent), ideas from classes (46.7 per cent) or career plans (52.6 per cent) with their teachers. • Being supported by teaching staff plays a dramatic role in keeping students involved, particularly in first year, and in the quality of education. • A very large proportion of students (more than 70 per cent) have “never‟ worked with teaching staff outside of coursework requirements. The AUSSE is a collaboration between ACER and around 45 participating universities. Coverage of the report in The Australian

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