First year undergraduate students in the hot seat: co-constructors of knowledge and inquiry in Higher Education

Joan Goss, Jan Grinstead

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    Abstract

    Research skills and inquiry promote independence and autonomy of the learner, yet these expectations of HE are not always made explicit to the student body. Informal discussions have recurring themes that reflect students are failing to read enough. While students in later stages of their study are indicating they wished that they had read more. In an effort to becoming increasingly ‘student-centered’, perhaps there has been an element of overlooking learner inquiry, engagement and ownership (Ramsden, 2001).
    Original languageEnglish
    Pages (from-to)7-8
    JournalUndergraduate Research News Australia (URNA)
    Volume6
    Publication statusPublished - May 2013

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