Student academic learning failure and workload strategies: what does it mean for universities?

Alice RICHARDSON, Keith Lyons

    Research output: Contribution to journalArticle

    Abstract

    This paper investigated the relationship between students who received failure grades in one or more units in semester 1 of 2008 and its influence on students¿ decision making in regard to their unit workload strategies for the ensuing semester. It is shown that students who experienced semester 1 failure were less likely to experience further failure in semester 2, if they were to pursue either a hold workload steady (no change in the number of units) or increase their workload, whereas a unit workload reduction strategy led to a lower probability of eliminating failure. The implications of this research are twofold. Firstly, there is a benefit to students in understanding in greater detail the evidence around student strategies in the face of failure and possible ensuing dropout; and, the second implication concerns informing and empowering universities who wish to retain those students.
    Original languageEnglish
    Pages (from-to)51-60
    Number of pages10
    JournalInternational Journal of Learning in Higher Education
    Volume20
    Issue number4
    Publication statusPublished - 2014

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    title = "Student academic learning failure and workload strategies: what does it mean for universities?",
    abstract = "This paper investigated the relationship between students who received failure grades in one or more units in semester 1 of 2008 and its influence on students¿ decision making in regard to their unit workload strategies for the ensuing semester. It is shown that students who experienced semester 1 failure were less likely to experience further failure in semester 2, if they were to pursue either a hold workload steady (no change in the number of units) or increase their workload, whereas a unit workload reduction strategy led to a lower probability of eliminating failure. The implications of this research are twofold. Firstly, there is a benefit to students in understanding in greater detail the evidence around student strategies in the face of failure and possible ensuing dropout; and, the second implication concerns informing and empowering universities who wish to retain those students.",
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    Student academic learning failure and workload strategies: what does it mean for universities? / RICHARDSON, Alice; Lyons, Keith.

    In: International Journal of Learning in Higher Education, Vol. 20, No. 4, 2014, p. 51-60.

    Research output: Contribution to journalArticle

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    AU - Lyons, Keith

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    AB - This paper investigated the relationship between students who received failure grades in one or more units in semester 1 of 2008 and its influence on students¿ decision making in regard to their unit workload strategies for the ensuing semester. It is shown that students who experienced semester 1 failure were less likely to experience further failure in semester 2, if they were to pursue either a hold workload steady (no change in the number of units) or increase their workload, whereas a unit workload reduction strategy led to a lower probability of eliminating failure. The implications of this research are twofold. Firstly, there is a benefit to students in understanding in greater detail the evidence around student strategies in the face of failure and possible ensuing dropout; and, the second implication concerns informing and empowering universities who wish to retain those students.

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