About the CRLT The CRLT has as its mission to promote and support a community of scholars dedicated to research on the design, use, and implementation of technology to improve learning. Three primary themes underlie the work at the Center: • research that contributes to the development of new pedagogical models for continuing professional development in the 21st century; • research on and evaluation of interactive distance learning environments that inform our understanding of student learning; and • research on teaching strategies for using current and emerging technologies to support student interaction, collaboration, and engagement in the issues being studied. This report is one of a series from our on-going research on learning and technology. If you have any questions or comments on this report, or if you would like to find out more about the activities of the CRLT, contact:

ABSTRACT 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. The responses of a large, cross-disciplinary sample of undergraduate students were analysed using higher order path and regression analyses, and the results con � rmed students ’ perceptions as in � uencing both ‘hard ’ (academic achievement) and ‘soft ’ (satisfaction, development of key skills) learning outcomes, both directly and mediated through their approaches to study. Perceptions of heavy workload and inappropriate assessment in � uenced students towards surface, and perceptions of good teaching towards deep, approaches to study. Students ’ perceptions of their current learning environment were a stronger predictor of learning outcomes at university than prior achievement at school. Protocols are proposed to guide more � ne-grained analysis of students ’ perceptions. This article seeks to make both a theoretical and practical contribution to the literature regarding the nature and impact of university students ’ perceptions of an academic environment on their learning approaches and outcomes. We will argue that the clarity and generalisability of previous research investigating the association between presage factors in a university learning environment and students ’ approaches to learning in that environment

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Abstract This paper reviews some of the literature on the use of groupwork as a form of assessment in tertiary institutions. It outlines the considerable advantages of groupwork but also its systemic associated problems. In discussing the problems, the paper considers issues such as ‘‘free riding’ ’ and the ‘‘sucker effect’’, issues associated with ethnic mix in groups, and the social dilemma problem—in which students face conflicting demands between altruism and self-interest. The paper then outlines several models of effective groupwork and makes suggestions for implementing groupwork tasks. The paper also looks at the key assessment tasks which are commonly employed—namely, additive, conjunctive, disjunctive and discretionary tasks—and assesses which are most suited to groupwork. The paper considers the related issues of task complexity, recognition for effort, and strategies for minimising issues concerning group size. The paper also briefly considers strategies for implementing incentives for groupwork members, and outlines the issue of penalties for unproductive group members. The paper concludes by providing recommendations for how to maximise the advantages of groupwork while trying to minimise the disadvantages.