Alfred Joseph Lizzio

TL;DR: In this paper, the relationship between university students' perceptions of their academic environment, their approaches to study, and academic outcomes was investigated at both university and faculty levels at both undergraduate and graduate levels.

TL;DR: The authors investigated students' perceptions of written assignment feedback and found that developmental, encouraging and fair feedback was most strongly associated with students' evaluations of effective assessment feedback, while all feedback dimensions were positively correlated with ratings of effectiveness.

TL;DR: This paper investigated the extent to which a course, designed using peer and action learning principles to function as an on-campus practicum, can develop the professional capabilities of students, and reported significantly greater development of meta-adaptive skills (e.g. learning to learn) than in conventional teaching designs.

TL;DR: In this article, the authors investigated the factors which student representatives perceived to help or hinder their effectiveness as student members of departmental committees and found that role ambiguity was the greatest challenge reported by student representatives, and the overall effectiveness of the role was perceived to be dependent on the willingness and ability of academic managers and staff to engage in constructive dialogue with students.

TL;DR: This paper investigated first-year students' perceptions of their level of capability across several domains of generic skills and attributes, and found that students' sense of the relevance of skills to their future work was the strongest predictor of their motivation for further learning.