Abstract
| Original language | English |
|---|---|
| Title of host publication | Exploring Learning Contexts |
| Subtitle of host publication | Implications for Access, Learning Careers and Identities |
| Editors | Barbara Merrill, Adrianna Nizinska, Andrea Galimberti, Jérôme Eneau, Elzbieta Sanojca, Samira Bezzari |
| Place of Publication | Rennes France |
| Publisher | Université Rennes 2 |
| Pages | 13-22 |
| Number of pages | 10 |
| Edition | 1st |
| ISBN (Print) | 9782956449805 |
| Publication status | Published - Mar 2019 |
Keywords
- higher education
- access
- equity
- widening participation
- pedagogy
Cite this
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About and within enabling learning contexts : student perspectives of the Monash Access Program. / Reimer, Kristin; Pardy, John.
Exploring Learning Contexts: Implications for Access, Learning Careers and Identities. ed. / Barbara Merrill; Adrianna Nizinska; Andrea Galimberti; Jérôme Eneau; Elzbieta Sanojca; Samira Bezzari. 1st. ed. Rennes France : Université Rennes 2, 2019. p. 13-22.Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research
TY - CHAP
T1 - About and within enabling learning contexts
T2 - student perspectives of the Monash Access Program
AU - Reimer, Kristin
AU - Pardy, John
PY - 2019/3
Y1 - 2019/3
N2 - This paper explores student experiences in the learning context of an enabling program at an Australian university. Access and equity have long been policy goals and institutional ambitions in Australian universities. Enabling programs are an institutional response to bringing in those who otherwise would not have the opportunity to attend university. In this paper, we present findings from a qualitative study that explores how students who participated in the Monash Access Program negotiate and reconcile the idea of university study with the actualities of becoming a university student. Pedagogies in enabling programs are organised around supporting students to develop the capabilities to know themselves as learners and to experience connections to a learning community and thus, the institution. This paper, drawing on research into student experiences in such programs, illuminates the component characteristics of such an enabling pedagogy.
AB - This paper explores student experiences in the learning context of an enabling program at an Australian university. Access and equity have long been policy goals and institutional ambitions in Australian universities. Enabling programs are an institutional response to bringing in those who otherwise would not have the opportunity to attend university. In this paper, we present findings from a qualitative study that explores how students who participated in the Monash Access Program negotiate and reconcile the idea of university study with the actualities of becoming a university student. Pedagogies in enabling programs are organised around supporting students to develop the capabilities to know themselves as learners and to experience connections to a learning community and thus, the institution. This paper, drawing on research into student experiences in such programs, illuminates the component characteristics of such an enabling pedagogy.
KW - higher education
KW - access
KW - equity
KW - widening participation
KW - pedagogy
M3 - Chapter (Book)
SN - 9782956449805
SP - 13
EP - 22
BT - Exploring Learning Contexts
A2 - Merrill, Barbara
A2 - Nizinska, Adrianna
A2 - Galimberti, Andrea
A2 - Eneau, Jérôme
A2 - Sanojca, Elzbieta
A2 - Bezzari, Samira
PB - Université Rennes 2
CY - Rennes France
ER -