Publication Date



This investigation examined the course experiences of Bachelor of Education Primary students across each year of the course. The aims of the study were to identify gaps in what we know about our students; to identify relevant domains in student experiences and to assist with course improvements. A reflective inquiry paradigm was adopted for students to give feedback on their course experience as key stakeholders. A mixed methods approach was used to examine participants' reflections on their course experiences. The emphasis was on an analysis of the students' reflections of their experiences and their online responses. The research was designed to engage participants in processes for twenty first century learning using technology that could be replicated in the field. The online survey items were developed through focus group discussions with volunteer students reflecting about their previous years’ experiences. Focus group participants were encouraged to identify their positive, negative and interesting experiences through completing a ‘PMI' template prior to the focus group discussion. Each cohort in Years 1, 2 3, and 4 were invited to complete the anonymous online survey. The findings provided insights into relevant domains of student experiences for those requiring improvements as well as those operating effectively.


School of Education

Document Type

Open Access Conference Paper

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Open Access