Inclusive and embedded support online: Encouraging the transfer of academic skills in first year students

It is well established that students are more motivated to engage in academic skill development when it is placed within the context of their assessment and course demands, as opposed to generic academic literacy programs. This is particularly because the ‘ways of knowing and doing’ differ across disciplines, and students see how particular discipline texts are read and written. Modelling and scaffolding opportunities that teach learners to break the codes and conventions of texts can improve their outcomes.

This approach can be a challenge in the online environment! This presentation discusses these challenges and explores a current online project which attempts to meet this challenge.

To continue the conversation, contact Ellen by emailing or connect with her on Yammer.

See below to view the slides from the presentation: