Vol 4 No 1 (2013) | The International Journal of the First Year in Higher Education

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Published: 2013-04-29

Editorial

Volume 4, Issue 1

i-iii
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Feature

Perspectives on Learning Analytics: Issues and challenges. Observations from Shane Dawson and Phil Long

John Clarke, Karen Nelson

1-8
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Articles

Written feedback as interaction: Knowledge exchange or activity exchange?

Sue Wharton

9-20
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Interrogating education of the heart

Eileen Willis, Elizabeth Abery, Tania Leiman

21-32
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First Year Distance Transition Pedagogy: Synchronous online classrooms

Wendy Fasso

33-45
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Does being first in family matter? The role of identity in the stigma of seeking help among first and non-first in family university students

Miki Talebi, Kimberly Matheson, Hymie Anisman

47-58
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Assessment of information literacy skills among first year students

Zali Yager, Fiona Salisbury, Linda Kirkman

59-71
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Partnerships for success: A collaborative support model to enhance the first year student experience

Johanna Einfalt, Janet Turley

73-84
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Including everyone: A peer learning program that works for under-represented minorities?

Jacques van der Meer, Stephen Scott

85-94
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First course at university: Assessing the impact of student age, nationality and learning style

Elisa Bone, Robert Reid

95-107
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Practice Reports

Understanding the psychology of seeking support to increase Health Science student engagement in academic support services. A Practice Report

Gerard Francis Hoyne, Keith McNaught

109-116
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The first year experience of social work students: Developing a ‘sense of fit’ and engagement with the profession. A Practice Report

Jenny Kaighin, Waveney Croft

117-123
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From the first year to the final year experience: Embedding reflection for work integrated learning in a holistic curriculum framework. A Practice Report

Mandy Lee Shircore, Kate Galloway, Nichola Corbett-Jarvis, Ryan Daniel

125-133
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Identification of at-risk students and strategies to improve academic success in first year health programs. A Practice Report

Andrew Gerard Pearson, Helen Naug

135-144
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