Abstract
The purpose of this paper is to present the relevance of the three-step approach undertaken by a marketing academic working in the University of New England Business School to foster distance student’s learning, satisfaction and overall study experience. This work is a reflection of the author’s teaching practice whereby a multitude of innovative teaching resources, relevant assignments and effective feedback system were integrated to develop work-ready assessment tools that are required for today’s graduates to be readily employable. Evidence gathered from teaching and unit evaluation data obtained from the years 2011 to 2014 indicated that this three-step approach fostered students’ independent learning by transforming them from being passive surface learners to deep and active learners. Similarly, the overall satisfaction rate of students with the units (subject) coordinated by the author, the pass rates and grade point averages as well as the number of distinctions and high distinctions secured by students enrolled in those marketing related units indicate the acquisition of authentic cognitive skills. The evidence gathered from teaching practice indicates the relevance of integrating work-ready assessment tools with worthwhile feedback and innovative teaching resources to enhance distance students’ overall study experience. Key words: Marketing units, work-ready assessment tools, teaching resources, assignment plans, quality feedback, student’s independent learning.
Highlights
Australian universities are the preferred destinations for many students pursuing their tertiary education dreams
The purpose of this paper is to present the relevance of the three-step approach undertaken by a marketing academic working in the University of New England Business School to foster distance student’s learning, satisfaction and overall study experience
The grade point averages, pass rates, distinctions and high distinctions secured by the students are presented in Tables 1, 2 and 3 as a key measure to understand the impact created by the three step approach developed and implemented by author on students’ academic performance and their overall satisfaction with unit offerings
Summary
Australian universities are the preferred destinations for many students pursuing their tertiary education dreams. For many years Australian universities have been providing enhanced higher education opportunities for diverse student cohorts consisting of domestic, international, mature and younger age students. In order to be active and independent learners, students need to change their overall thinking about the units, unit coordinators, and the content included within these units. This overall change in students’ thinking will allow them to think beyond the surface learning process. The student cohorts enrolled in the units coordinated by me varied greatly in terms of variables such as age (18 to 60 years), gender (male and female), type of employment (full time to part time to casual) and ethnicity (domestic to international). It is noticed that the students’ perceptions of ‘what they wanted from enrolling in marketing units?’ and Integrated Work-Ready Assessment Tools
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