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Prior research has outlined numerous reasons why students’ use of feedback is sometimes limited, but there has been little systematic exploration of these barriers. In 11 activity-oriented focus groups, 31 undergraduate Psychology students discussed how they use assessment feedback. The data revealed many barriers that inhibit use of feedback, ranging from students’ difficulties with decoding terminology, to their unwillingness to expend effort. Thematic analysis identified four underlying psychological processes: awareness, cognisance, agency, and volition. We argue that these processes should be considered when designing interventions to encourage students’ engagement with feedback. Whereas the barriers identified could all in principle be removed, we propose that doing so would typically require – or would at least benefit from – a sharing of responsibility between teacher and student. 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(1995). Is there a queer pedagogy or stop reading straight. Educational Theory, 45(2), 151–165]? This question is considered in relation to how queer pedagogy unfolds in a first-year university course entitled Learning Sexualities. Examples of how queer pedagogy might operate in university courses on sexuality within the discipline of education are non-existent. This discussion subsequently illuminates one example, not as a template to follow, but as a means of glimpsing something which is characteristically elusive and unrecognisable. Here, the paper joins a conversation about queer research, initiated by Talburt and Rasmussen [(2010). ‘After queer’ tendencies in queer research. International Journal of Qualitative Studies in Education, 23(1), 1–14] about ‘after-queer’ tendencies, extending it to teaching in higher education. This is an examination concerned with interrogating queer theory's limits. It attempts a queering of queer pedagogy itself. Not only in terms of what is possible for it to achieve in heteronormative [Warner, M. (1993). Fear of a queer planet: Queer politics and social theory. Minneapolis: University of Minnesota Press] institutions like universities, but also, in relation to deciphering the edges of how queer pedagogy comes to know itself. The author's experiences of teaching the Learning Sexualities course are employed as a way of illuminating some of these boundaries. One of these is identified as student ‘discomfort', a feeling that is antithetical to an institutional setting which demands and rewards student ‘satisfaction’ and ‘happiness’ in courses. This work is undertaken in the spirit of Kumashiro's [(2002). Troubling education: Queer activism and antioppressive pedagogy. 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The goal was to situate students in a form of popular geopolitics that engaged them viscerally with positionality and othering. Students were assigned different positionalities in a liminal active learning environment within a context of fear of zombies; some actually engaged in othering or were othered; many vocally critiqued their own or others' positionalities and arguments. 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Using a social constructivist view of learning, which emphasises the role of both teacher and learner in the development of complex cognitive understandings, we undertook an iterative process of peer review. 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While some commentators praise MOOCs for expanding educational opportunities in a more open and accessible fashion, others criticize this trend as a threat to current models of higher education and a low-quality substitute for traditional learning. Drawing on a comprehensive literature review of both academic and popular media sources, this article will explore the impact of MOOCs on the field of higher education, with a particular emphasis on their promise to enhance educational opportunities worldwide. 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One hundred and sixty-two participants were recruited online and completed four questionnaires: Internet Addiction Test, Hospital Anxiety and Depression Scale, Emotional–Social Loneliness Scale, and the Motivated Strategies for Learning Questionnaire. Participants’ scores were analysed to determine the presence of problematic levels of Internet use and any relationship between this factor and motivation to study. The results demonstrated that levels of problematic Internet use were negatively associated with several aspects of motivation to study (intrinsic goal orientation, control over learning, and learning self-efficacy). These relationships were over and above any impact that depression, anxiety, and social isolation had on motivation to study. The results suggest that increasing employment of digital learning technologies in higher education may be generating problems for some students, which may negatively impact their academic experience and outcomes in higher education.", "publicationTitle": "Higher Education", "publisher": "", "place": "", "date": "2015/01/28", "volume": "70", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "711-723", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "High Educ", "DOI": "10.1007/s10734-015-9862-1", "citationKey": "", "url": "http://link.springer.com/article/10.1007/s10734-015-9862-1", "accessDate": "2016-01-05T13:59:35Z", "PMID": "", "PMCID": "", "ISSN": "0018-1560, 1573-174X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "link.springer.com", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "V76GPJ6A" ], "relations": {}, "dateAdded": "2016-01-05T13:59:35Z", "dateModified": "2016-01-05T13:59:35Z" } }, { "key": "ZHQWF5NQ", "version": 111, "library": { "type": "group", "id": 397386, "name": "E-learning for L&D", "links": { "alternate": { "href": "https://www.zotero.org/groups/e-learning_for_ld", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/397386/items/ZHQWF5NQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/e-learning_for_ld/items/ZHQWF5NQ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 345117, "username": "Paola Rattu", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/paola_rattu", "type": "text/html" } } }, "creatorSummary": "Reed and Reay", "parsedDate": "2015-01-28", "numChildren": 0 }, "data": { "key": "ZHQWF5NQ", "version": 111, "itemType": "journalArticle", "title": "Relationship between levels of problematic Internet usage and motivation to study in university students", "creators": [ { "creatorType": "author", "firstName": "Phil", "lastName": "Reed" }, { "creatorType": "author", "firstName": "Emma", "lastName": "Reay" } ], "abstractNote": "This study explored the relationship between problematic levels of Internet use and motivation to study in a university sample. One hundred and sixty-two participants were recruited online and completed four questionnaires: Internet Addiction Test, Hospital Anxiety and Depression Scale, Emotional–Social Loneliness Scale, and the Motivated Strategies for Learning Questionnaire. Participants’ scores were analysed to determine the presence of problematic levels of Internet use and any relationship between this factor and motivation to study. The results demonstrated that levels of problematic Internet use were negatively associated with several aspects of motivation to study (intrinsic goal orientation, control over learning, and learning self-efficacy). These relationships were over and above any impact that depression, anxiety, and social isolation had on motivation to study. The results suggest that increasing employment of digital learning technologies in higher education may be generating problems for some students, which may negatively impact their academic experience and outcomes in higher education.", "publicationTitle": "Higher Education", "publisher": "", "place": "", "date": "2015/01/28", "volume": "70", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "711-723", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "High Educ", "DOI": "10.1007/s10734-015-9862-1", "citationKey": "", "url": "http://link.springer.com/article/10.1007/s10734-015-9862-1", "accessDate": "2016-01-05T13:59:28Z", "PMID": "", "PMCID": "", "ISSN": "0018-1560, 1573-174X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "link.springer.com", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "H3P8KG4N" ], "relations": {}, "dateAdded": "2016-01-05T13:59:28Z", "dateModified": "2016-01-05T13:59:28Z" } }, { "key": "257GSHT2", "version": 110, "library": { "type": "group", "id": 397386, "name": "E-learning for L&D", "links": { "alternate": { "href": "https://www.zotero.org/groups/e-learning_for_ld", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/397386/items/257GSHT2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/e-learning_for_ld/items/257GSHT2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 345117, "username": "Paola Rattu", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/paola_rattu", "type": "text/html" } } }, "creatorSummary": "Kurucz et al.", "parsedDate": "2015-04-30", "numChildren": 0 }, "data": { "key": "257GSHT2", "version": 110, "itemType": "journalArticle", "title": "Web-Based Learning: A Bridge to Meet the Needs of Canadian Nurses for Doctoral Education", "creators": [ { "creatorType": "author", "firstName": "Susan", "lastName": "Kurucz" }, { "creatorType": "author", "firstName": "Angie", "lastName": "Lim" }, { "creatorType": "author", "firstName": "Lori", "lastName": "Rietze" }, { "creatorType": "author", "firstName": "Mindy", "lastName": "Swamy" } ], "abstractNote": "Abstract Canada does not have enough nurses with doctoral degrees. Such nurses fill important roles as researchers, educators, leaders, and clinicians. While a growing number of Canadian universities offer doctorate degrees in nursing, most institutions have only traditional on-campus programs, posing barriers for nurses who reside in places geographically distant from those institutions or who require more flexibility in their education. We describe our experiences as the inaugural cohort of the doctoral program by distributed learning at the University of Victoria School of Nursing. Since 2011, we have used a variety of electronic modalities and participated in several very short on-site intensives. Our experience indicates that distributive learning modalities improve access and deliver academically rigorous programs.  Résumé Au Canada, il existe présentement une pénurie de personnel infirmier détenant un doctorat. De tels infirmiers assument d’importantes fonctions à titre de chercheurs, d’éducateurs, d’administrateurs et de cliniciens. Tandis qu’un nombre croissant d’universités canadiennes offrent des programmes de doctorat en sciences infirmières, la plupart des établissements n’offrent ces programmes que de manière traditionnelle, c’est-à-dire que les étudiants doivent se rendre à l’université pour assister aux cours afin de recevoir l’enseignement. Ce type de programmes constitue un obstacle pour les étudiants des régions éloignées qui ont besoin de plus de flexibilité pour y accéder. Le présent article décrit notre expérience à titre de première cohorte du programme de doctorat en sciences infirmières de l’École des sciences infirmières de l’Université de Victoria, offert selon ce modèle d’apprentissage échelonné. Depuis 2011, sur le site géographique de l’université, à Victoria, nous avons utilisé une variété de moyens pédagogiques alliant technologie et courts stages intensifs. Notre expérience démontre que les modèles d’apprentissage échelonné améliorent l’accès aux programmes académiques de haute qualité et en rehaussent la qualité académique.", "publicationTitle": "Canadian Journal of Higher Education", "publisher": "", "place": "", "date": "2015/04/30", "volume": "45", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "37-47", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://ojs.library.ubc.ca/index.php/cjhe/article/view/183935", "accessDate": "2016-01-05T13:39:38Z", "PMID": "", "PMCID": "", "ISSN": "0316-1218", "archive": "", "archiveLocation": "", "shortTitle": "Web-Based Learning", "language": "en", "libraryCatalog": "ojs.library.ubc.ca", "callNumber": "", "rights": "Copyright (c) 2015 Canadian Journal of Higher Education", "extra": "", "tags": [], "collections": [ "V76GPJ6A" ], "relations": {}, "dateAdded": "2016-01-05T13:39:38Z", "dateModified": "2016-01-05T13:39:38Z" } }, { "key": "DSVW8P8E", "version": 109, "library": { "type": "group", "id": 397386, "name": "E-learning for L&D", "links": { "alternate": { "href": "https://www.zotero.org/groups/e-learning_for_ld", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/397386/items/DSVW8P8E", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/e-learning_for_ld/items/DSVW8P8E", "type": "text/html" } }, "meta": { "createdByUser": { "id": 345117, "username": "Paola Rattu", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/paola_rattu", "type": "text/html" } } }, "creatorSummary": "Stelnicki et al.", "parsedDate": "2015-08-31", "numChildren": 0 }, "data": { "key": "DSVW8P8E", "version": 109, "itemType": "journalArticle", "title": "Who Is the Successful University Student? An Analysis of Personal Resources", "creators": [ { "creatorType": "author", "firstName": "Andrea M.", "lastName": "Stelnicki" }, { "creatorType": "author", "firstName": "David W.", "lastName": "Nordstokke" }, { "creatorType": "author", "firstName": "Donald H.", "lastName": "Saklofske" } ], "abstractNote": "Abstract A number of factors have been identified in the research literature as being important for student success in university. However, the rather large body of literature contains few studies that have given students the opportunity to directly report what they believe contributes to their success as an under- graduate student. The primary purpose of this study is to explore students’ descriptions of the personal resources that they use to succeed while attempt- ing to reach their goals as well as those personal characteristics or obstacles that keep them from reaching their goals. Prominent themes supportive of student success included having a future orientation, persistence, and execu- tive functioning skills such as time management and organization. Results also demonstrate that stress, inadequate academic skills, and distractions are detrimental to student success in university. This study is unique in that it gathers the content data directly from the population of interest; it is one of the few qualitative studies of undergraduate students’ self-generated percep- tions. Implications for university administrators and academic counsellors and directions for future research are discussed.  Résumé Des travaux de recherche ont déjà relevé certains facteurs comme étant importants pour la réussite des étudiants de niveau universitaire. Mais bien qu’abondante, la recherche n’a cependant pas donné aux étudiants de premier cycle la possibilité de communiquer directement leur avis quant aux raisons de leur réussite. Le but principal de cette étude est d’explorer les descriptions que les étudiants font des ressources personnelles qu’ils utilisent pour atteindre leurs objectifs et, subsidiairement, les caractéristiques personnelles ou les obstacles qui les empêchent d’atteindre leurs objectifs. Parmi les thèmes importants menant à la réussite des élèves on trouve l’orientation vers l’avenir, la persévérance et des compétences exécutives telles que la gestion du temps et l’organisation. Les résultats démontrent également que le stress, des compétences académiques inadéquates et les distractions représentent des obstacles à la réussite des études universitaires. Cette étude est unique car elle collige les données directement de la population concernée. Elle est aussi l’une des rares études qualitatives portant sur la perception des étudiants de premier cycle. On y examine les conséquences pour les administrateurs universitaires et les conseillers scolaires, de même que les orientations possibles de futures recherches.", "publicationTitle": "Canadian Journal of Higher Education", "publisher": "", "place": "", "date": "2015/08/31", "volume": "45", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "214-228", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://ojs.library.ubc.ca/index.php/cjhe/article/view/184491", "accessDate": "2016-01-05T13:33:29Z", "PMID": "", "PMCID": "", "ISSN": "0316-1218", "archive": "", "archiveLocation": "", "shortTitle": "Who Is the Successful University Student?", "language": "en", "libraryCatalog": "ojs.library.ubc.ca", "callNumber": "", "rights": "Copyright (c) 2015 Canadian Journal of Higher Education", "extra": "", "tags": [], "collections": [ "VGCJ33WI" ], "relations": {}, "dateAdded": "2016-01-05T13:33:29Z", "dateModified": "2016-01-05T13:33:29Z" } }, { "key": "DW83U6BC", "version": 108, "library": { "type": "group", "id": 397386, "name": "E-learning for L&D", "links": { "alternate": { "href": "https://www.zotero.org/groups/e-learning_for_ld", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/397386/items/DW83U6BC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/e-learning_for_ld/items/DW83U6BC", "type": "text/html" } }, "meta": { "createdByUser": { "id": 345117, "username": "Paola Rattu", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/paola_rattu", "type": "text/html" } } }, "creatorSummary": "Raddon and Harrison", "parsedDate": "2015-08-31", "numChildren": 0 }, "data": { "key": "DW83U6BC", "version": 108, "itemType": "journalArticle", "title": "Is Service-Learning the Kind Face of the Neo-Liberal University?", "creators": [ { "creatorType": "author", "firstName": "Mary-Beth", "lastName": "Raddon" }, { "creatorType": "author", "firstName": "Barbara A.", "lastName": "Harrison" } ], "abstractNote": "Abstract The emergence of service-learning pedagogies in Canada has received a va- riety of critical responses. Some regard service-learning as a public relations effort of universities and colleges; others see it as a countermovement to aca - demic corporatization; still others consider it part of a wider cultural project to produce self-responsible and socially responsible, enterprising citizens. In this article, we argue that each type of response rests on a different critique of the neo-liberal context of post-secondary education; these critiques, in turn, stem from different conceptions of neo-liberalism: as policy, ideology, or gov - ernance (Larner, 2000). Rather than attempt to resolve contradictions among these conceptualizations, we address them as a framework for understanding divergent responses to service-learning. We illustrate the framework with the example of a high-enrolment undergraduate course, and we call for future re - search and educative engagement with the politics of post-secondary service- learning that is informed by a multi-faceted analysis of neo-liberalism. Résumé L’émergence au Canada de la pédagogie d’apprentissage par le service communautaire a suscité une grande variété de réactions. Certains y voient une opération de relations publiques de la part des universités et des collèges, d’autres un mouvement à l’encontre du corporatisme académique, d’autres encore un volet d’un vaste projet culturel ayant pour but de former des citoyens entreprenants, et responsables envers eux-mêmes et la société. Dans cet article, nous avançons que chacune de ces réactions repose sur une critique particulière du contexte néolibéral de la formation postsecondaire,  découlant elle-même de conceptions diverses du néolibéralisme : comme politique, comme idéologie ou comme gouvernance (Larner, 2000). Plutôt que de tenter de résoudre les contradictions qui opposent ces concepts, nous en faisons le cadre qui permet de mieux comprendre les réactions divergentes face à l’apprentissage par le service communautaire. Nous illustrons ce cadre en donnant l’exemple d’un cours populaire du premier cycle, puis soulignons le besoin d’entreprendre des recherches et d’étayer, par une analyse du néolibéralisme à multiples facettes, la politique de l’apprentissage postsecondaire par le service communautaire.", "publicationTitle": "Canadian Journal of Higher Education", "publisher": "", "place": "", "date": "2015/08/31", "volume": "45", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "134-153", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://ojs.library.ubc.ca/index.php/cjhe/article/view/184393", "accessDate": "2016-01-05T13:29:02Z", "PMID": "", "PMCID": "", "ISSN": "0316-1218", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "ojs.library.ubc.ca", "callNumber": "", "rights": "Copyright (c) 2015 Canadian Journal of Higher Education", "extra": "", "tags": [], "collections": [ "A6QAJV45" ], "relations": {}, "dateAdded": "2016-01-05T13:29:02Z", "dateModified": "2016-01-05T13:29:02Z" } }, { "key": "RAIVI3TM", "version": 107, "library": { "type": "group", "id": 397386, "name": "E-learning for L&D", "links": { "alternate": { "href": "https://www.zotero.org/groups/e-learning_for_ld", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/397386/items/RAIVI3TM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/e-learning_for_ld/items/RAIVI3TM", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/397386/items/I6HMX8DC", "type": "application/json" } }, "meta": { "createdByUser": { "id": 345117, "username": "Paola Rattu", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/paola_rattu", "type": "text/html" } } } }, "data": { "key": "RAIVI3TM", "version": 107, "parentItem": "I6HMX8DC", "itemType": "attachment", "linkMode": "linked_url", "title": "Actes du colloque en PDF", "accessDate": "2015-12-09T16:29:22Z", "url": "http://www.colloque-pedagogie.org/sites/default/files/colloque_2013/Actes%20colloque_QPES2013.pdf", "note": "", "contentType": "application/pdf", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-12-09T16:29:22Z", "dateModified": "2015-12-09T16:29:32Z" } } ]