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Keithia Lynne Wilson
Researcher at Griffith University
Publications - 51
Citations - 4394
Keithia Lynne Wilson is an academic researcher from Griffith University. The author has contributed to research in topics: Higher education & Relationship education. The author has an hindex of 28, co-authored 51 publications receiving 4077 citations. Previous affiliations of Keithia Lynne Wilson include University of Canberra & National Patient Safety Foundation.
Papers
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University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice
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.
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The development, validation and application of the Course Experience Questionnaire
TL;DR: The Course Experience Questionnaire (CEQ) as mentioned in this paper is a development of work originally carried out at Lancaster University in the 1980s and is used as a measure of perceived teaching quality in degree programs in national annual surveys of all graduates in the Australian higher education system.
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Feedback on assessment: students’ perceptions of quality and effectiveness
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.
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Assessing the impact of learning environments on students' approaches to learning: comparing conventional and action learning designs
Keithia Lynne Wilson,Jane Fowler +1 more
TL;DR: This paper investigated whether students' approaches to learning were influenced by the design of university courses and found that students who reported themselves as more typically deep in their approach to learning adopted deeper processing strategies in the action learning design.
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Action Learning in Higher Education: an investigation of its potential to develop professional capability
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.