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dc.contributor.authorGregory, Mary Sarah-Jane
dc.contributor.authorKlopper, Christopher
dc.contributor.authorLoughlin, Wendy
dc.date.accessioned2021-02-12T04:27:40Z
dc.date.available2021-02-12T04:27:40Z
dc.date.issued2020
dc.identifier.issn1812-9129
dc.identifier.urihttp://hdl.handle.net/10072/402079
dc.description.abstractThis study explored the lived expectations of second-year undergraduate science students at a large, government-funded university in Australia. The investigation made use of a mixed methods approach to inform the understanding of the second year of study expectations. Findings identified three key contributors to expected second-year experiences: (1) academic activities, (2) support provisions, and (3) the complexities of combining study, work, and life balance. Evaluation indicated that the majority of respondents articulated realistic expectations regarding academic difficulties and challenges associated with the second year. To successfully complete second-year courses respondents expected to engage primarily with activities and resources recognizably associated with assessment. The study provides evidence of misalignment between some student expectations of available learning support and preferred forms of support in contrast to those afforded them by the university. Furthermore, respondents expected that to keep up with course requirements they would need more time investment in academic activities, thus impacting their ability to maintain a balanced lifestyle that integrated study, work, and social endeavours. The study also identified a subset of students who did not have a developed awareness of their learning modalities, were socially isolated, and were undertaking long hours of paid employment. These findings call for continued improvement of students’ expectations of second-year programs of study experiences to minimize poor student experiences through unmet need, including the development of sophomore slump.
dc.description.peerreviewedYes
dc.publisherInternational Society for Exploring Teaching and Learning
dc.publisher.placeOnline
dc.publisher.urihttps://www.isetl.org/ijtlhe/ijtlhe-issue.php?v=32&n=2&y=2020
dc.relation.ispartofpagefrom251
dc.relation.ispartofpageto267
dc.relation.ispartofissue2
dc.relation.ispartofjournalInternational Journal of Teaching and Learning in Higher Education
dc.relation.ispartofvolume32
dc.subject.fieldofresearchOther Education
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode1399
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1302
dc.titleGreat Expectations or Simply Realistic? An Exploration of Second Year Undergraduate Expectations of Science Programs of Study at an Australian University
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationGregory, MS-J; Klopper, C; Loughlin, W, Great Expectations or Simply Realistic? An Exploration of Second Year Undergraduate Expectations of Science Programs of Study at an Australian University, International Journal of Teaching and Learning in Higher Education, 2020, 32 (2), pp. 251-267
dcterms.licensehttps://creativecommons.org/licenses/by/4.0/
dc.date.updated2021-02-12T03:36:46Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© The Author(s) 2020. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
gro.hasfulltextFull Text
gro.griffith.authorGregory, Sarah-Jane S.
gro.griffith.authorKlopper, Christopher
gro.griffith.authorLoughlin, Wendy A.


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