|Papers by Author|
||Initial approaches to studying by open access
university students: implications for program
curriculum and delivery
||Investigating literacy cultural capital, academic
achievement and socio-economic status among first
year university students
|Bookallil, C. & Rolfe, J.
||Flexibility in Enabling education: The equity/efficiency
|Boyle, S. & Abdullah, A.
||Identifying factors that motivate re-engagement with
||“I wanted to prove I had a brain ... and give my life a
purpose” - Preliminary analysis of survey responses of
former Open Foundation students on their lives before,
during and after completing the program
|Burgess, C. & Relf, B.
||A flexible response: Monitoring the performance of enabling
students in first year undergraduate nursing
||When knowledge ‘clicks’: Facilitating a flexible
classroom through the use of in-class technology
||Transformative learning development as a basis for
maximising the impact of critical thinking as a core
element of enabling curricula
||Pathways, diversity and academic skills: Bourdieu and
2nd year VET articulants
|Ephraums, R. & Khan, H.
||Needs-based mentoring: A dynamic approach to
engaging students from refugee backgrounds
||Encouraging engagement and enhancing student
experience: can an online orientation help?
|Bremner, M., Heemi, D. & Smithies, S.
||Connecting a community: Education and community building in
the Auburn community of schools
|Hunt, J. & Christensen, J.
||Views from the top: Academic staff views on engaging
students in learning
|Gray, K. & Irwin, E.
||Pathways to social inclusion: The participation of
refugee students in higher education
||Successfully transitioning to university: The influence
|Jarvis, L., Harris, M. & Johnson, P.
||A Pipe Dream? Cost-effective support for enabling
students studying online
|Judith, K. & Bull, D.
||The opportunities and challenges for enabling
education: implementing Open Educational Practices
|May, J. & Bunn, R.
||1974-1976: the seeds of flexibility in the pathway to
tertiary participation at University of Newcastle, NSW
||Enabling connections and persistence in a distributed
|Orth, G. & Robinson, C.
||Do potentially successful students in tertiary enabling programs
have any common characteristics that underpin resilience and
persistence? If so, how can this information help future
|Penno, J. & Kerridge, A.
||Is there room for everybody?
||Lectures and tutorials: Lessons for engaging enabling
students and the potential benefits.
||Correlation or causality: Raising equity aspirations in
the emergence of quality agenda
|Te Rore, C.
||An evaluation of Kaupapa Maori art curriculum for tangata
|Turley, D., Dowdy, S. &McHenry, L.
||Moving beyond aspiration to achievement: Outreach
activities in disadvantaged northern Adelaide region
||Integrating management theory and academic skills to
empower enabling students – a practical approach