Making a difference to the student experience through purposeful course design

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


The study described examines the student experience in a graduate inclusive education course purposefully designed to address areas of need identified. These include the need for theory to underpin course design, the need for collaborative practice, and the need to reduce the theory-to-practice gap. Throughout their enrolment and after course completion, feedback from students is presented and examined in order to determine whether these needs have been met through the design of the course. Findings suggest that the organisation of learning materials, embedded capacity-building skills, and the practical applicability of course content was highly regarded by students and contributed to their learning. Additionally, the design process used addressed the areas of need identified in an authentic way.
Original languageEnglish
Article number4
Pages (from-to)58-74
Number of pages17
JournalAustralian Journal of Teacher Education
Issue number8
Publication statusPublished - Aug 2020


Dive into the research topics of 'Making a difference to the student experience through purposeful course design'. Together they form a unique fingerprint.

Cite this