Overview
Background
As a teaching-focused academic, Louise Ainscough is passionate about education research, and how it can be applied to encourage the development of her students as learners, citizens and healthcare professionals. She teaches physiology and histology to a range of healthcare professional students, including occupational therapy, pharmacy, dentistry, physiotherapy, speech pathology, health science and medicine. Louise draws on her expertise in the scholarship of teaching and learning to develop curricula and assessment that is both evidence-based and rigorously evaluated. She has received funding through both UQ New Staff and Early Career research grants for projects in self-regulated learning and the related field of self-efficacy. She is also actively involved in supervising undergraduate research and Honours students, including mentoring these students in educational research methodologies and academic writing. Louise takes immense pleasure in guiding students in their development as learners, both on an individual basis and in large undergraduate classes. Louise is renowned for making learning fun. She takes the fear out of learning science, and encourages students to find their own voice as learners and future healthcare professionals.
Availability
- Dr Louise Ainscough is:
- Available for supervision
Fields of research
Qualifications
- Bachelor of Arts, The University of Queensland
- Bachelor of Applied Science, Queensland University of Technology
- Bachelor (Honours) of Applied Science, Queensland University of Technology
- Doctor of Philosophy, Queensland University of Technology
- Postgraduate Diploma in Higher Education, The University of Queensland
Research interests
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Self-regulated learning
Self-regulated learning consists of the thoughts, feeling and actions that students utilise in order to achieve a learning goal. Self-regulated learners plan, set goals, choose appropriate study activities and reflect on past performance to maximise their learning. Our research team has developed 'meta-learning tasks' to help students reflect on their learning and study strategies. Recently, we have also developed online collaborative meta-learning tasks, where students share their strategies for learning through a group blog. The majority of our students report that the meta-learning tasks have a positive impact on their learning. Our research team is also analysing the student responses to meta-learning task to learn more about how students regulate their learning and how this correlates with their academic achievement, resilience, and understanding of complex concepts.
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Developing biology self efficacy
Self-efficacy is the strength of one’s belief in their ability to perform a given task or achieve a certain outcome. Self-efficacy falls between knowledge and action. An individual may have the skills to perform a task; however, a lack of confidence regarding ability can decrease performance or result in task avoidance. Academic self-efficacy has been correlated with both academic performance and persistence with study. Our research has shown that biology self-efficacy in first year students increases while students undertake a large biology course. Prior high school biology and chemistry experience increase self-efficacy at the beginning of semester, but do not predict self-efficacy at the end of semester. Interestingly, male students in our study were more self-efficacious than female students at both the beginning and end of semester. Some students also reported inaccurate self-efficacy beliefs - feeling over-confident or under-confident in their ability. These inaccurate self-efficacy beliefs may impact on study efforts, resilience and academic grades. Interventions to help students calibrate their self-efficacy beliefs may therefore be useful.
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Authentic assessment
The perceived relevance of a course to a student’s career is an important factor affecting student motivation. One method for enhancing the relevance of a course is to introduce authentic assessment. An assessment task is considered to be authentic if it requires skills that would be performed in the workplace or community and results in the creation of a product that has value beyond the classroom. I have recently completed two projects that evaluate new authentic assessment items. The first project investigates whether an information sheet assignment is an effective and authentic means to improve the perceived relevance of physiology to occupational therapy. The second project investigates an online role play activity where nursing students demonstrate their understanding of pathophysiology through dialogue with a doctor and a patient. This authentic assessment item is designed to test understanding of pathophysiology as well as developing communication skills required within the nursing workplace.
Works
Search Professor Louise Ainscough’s works on UQ eSpace
2024
Journal Article
Students' approaches to developing scientific communication skills
Faber, E. S. Louise, Colthorpe, Kay, Ainscough, Louise and Kibedi, Judit (2024). Students' approaches to developing scientific communication skills. Advances in Physiology Education, 48 (3), 639-647. doi: 10.1152/advan.00009.2024
2024
Conference Publication
Developing professional identity of biomedical science students
Richards, Emma, Colthorpe, Kay, Ainscough, Louise and Akison, Lisa (2024). Developing professional identity of biomedical science students. Australian Conference on Science and Mathematics Education, Canberra, ACT Australia, 18-20 September 2024.
2022
Journal Article
The anatomy of agency: Improving academic performance in first year university students
Rutenberg, Izaak, Ainscough, Louise, Colthorpe, Kay and Langfield, Tracey (2022). The anatomy of agency: Improving academic performance in first year university students. Anatomical Sciences Education, 15 (6), 1018-1031. doi: 10.1002/ase.2137
2022
Conference Publication
Learning gains of students in differing delivery modes of physiology laboratory classes
Colthorpe, Kay, Lim, Yit Chiun, Ainscough, Louise and Anderson, Stephen Todd (2022). Learning gains of students in differing delivery modes of physiology laboratory classes. Australian Conference on Science and Mathematics Education, Perth, WA Australia, 28-30 September 2022. Camperdown, NSW Australia: The University of Sydney.
2022
Conference Publication
Embedding art in histology teaching: Visual thinking strategies (VTS) to enhance visual literacy
Akison, Lisa K., Patti, Jordon, Ainscough, Louise and Colthorpe, Kay (2022). Embedding art in histology teaching: Visual thinking strategies (VTS) to enhance visual literacy. Australian Conference on Science and Mathematics Education, Perth, WA, Australia, 28-29 September 2022.
2022
Journal Article
Theories of Blended Learning: A Novel Approach to Tertiary Neuroanatomy
Whiting, Harrison, Blackmore, Conner, Vitali, Julian, Langfield, Tracey, Colthorpe, Kay, Ernst, Hardy and Ainscough, Louise (2022). Theories of Blended Learning: A Novel Approach to Tertiary Neuroanatomy. International Journal of Higher Education, 11 (4), 191-200. doi: 10.5430/ijhe.v11n4p192
2021
Journal Article
Do-it-yourself physiology labs: can hands-on laboratory classes be effectively replicated online?
Colthorpe, Kay and Ainscough, Louise (2021). Do-it-yourself physiology labs: can hands-on laboratory classes be effectively replicated online?. Advances in Physiology Education, 45 (1), 95-102. doi: 10.1152/advan.00205.2020
2021
Journal Article
A review of self-regulated learning and self-efficacy: the key to tertiary transition in Science, Technology, Engineering and Mathematics (STEM)
Blackmore, Conner, Vitali, Julian, Ainscough, Louise, Langfield, Tracey and Colthorpe, Kay (2021). A review of self-regulated learning and self-efficacy: the key to tertiary transition in Science, Technology, Engineering and Mathematics (STEM). International Journal of Higher Education, 10 (3), 169-177. doi: 10.5430/ijhe.v10n3p169
2020
Journal Article
Drivers for authenticity: student approaches and responses to an authentic assessment task
Colthorpe, Kay, Gray, Harrison, Ainscough, Louise and Ernst, Hardy (2020). Drivers for authenticity: student approaches and responses to an authentic assessment task. Assessment & Evaluation in Higher Education, 46 (7), 1-13. doi: 10.1080/02602938.2020.1845298
2020
Journal Article
Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies?
Ainscough, Louise, Leung, Richard and Colthorpe, Kay (2020). Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies?. Advances in Physiology Education, 44 (1), 1-8. doi: 10.1152/advan.00065.2019
2020
Journal Article
Professional identity of undergraduate occupational therapy students
Gray, Harrison, Colthorpe, Kay, Ernst, Hardy and Ainscough, Louise (2020). Professional identity of undergraduate occupational therapy students. Journal of Occupational Therapy Education, 4 (1). doi: 10.26681/jote.2020.040102
2019
Journal Article
Biomedical science students’ intended graduate destinations
Panaretos, Christian, Colthorpe, Kay, Kibedi, Judit and Ainscough, Louise (2019). Biomedical science students’ intended graduate destinations. International Journal of Innovation in Science and Mathematics Education, 27 (9), 1-16.
2019
Journal Article
Biomedical science students’ intended graduate destinations
Panaretos, Christian, Colthorpe, Kay, Kibedi, Judit and Ainscough, Louise (2019). Biomedical science students’ intended graduate destinations. International Journal of Innovation in Science and Mathematics Education, 27 (9), 1-16.
2019
Journal Article
Effect of metacognitive prompts on undergraduate pharmacy students' self-regulated learning behavior
Colthorpe, Kay, Ogiji, Jennifer, Ainscough, Louise, Zimbardi, Kirsten and Anderson, Stephen (2019). Effect of metacognitive prompts on undergraduate pharmacy students' self-regulated learning behavior. American Journal of Pharmaceutical Education, 83 (4) 6646, 6646. doi: 10.5688/ajpe6646
2019
Conference Publication
How authentic is it? Evaluating the products of an authentic assessment task
Colthorpe, Kay, Gray, Harrison, Ernst, Hardy and Ainscough, Louise (2019). How authentic is it? Evaluating the products of an authentic assessment task. International Conference on Higher Education Advances, Valencia, Spain, 26-28 June 2019. Valencia, Spain: Universitat Politècnica València. doi: 10.4995/head19.2019.9067
2019
Conference Publication
Characterizing university students’ self-regulated learning behavior using dispositional learning analytics
Ainscough, Louise, Leung, Richard, Colthorpe, Kay and Langfield, Tracey (2019). Characterizing university students’ self-regulated learning behavior using dispositional learning analytics. 5th International Conference on Higher Education Advances (HEAd’19), Valencia, Spain, 26-28 June 2019. Valencia, Spain: Universitat Politècnica València. doi: 10.4995/head19.2019.9153
2018
Journal Article
How do students deal with difficult physiological knowledge?
Colthorpe, Kay Louise, Abe, Haruna and Ainscough, Louise (2018). How do students deal with difficult physiological knowledge?. Advances in Physiology Education, 42 (4), 555-564. doi: 10.1152/advan.00102.2018
2018
Journal Article
Online instructional anatomy videos: student usage, self-efficacy, and performance in upper limb regional anatomy assessment
Langfield, Tracey, Colthorpe, Kay and Ainscough, Louise (2018). Online instructional anatomy videos: student usage, self-efficacy, and performance in upper limb regional anatomy assessment. Anatomical Sciences Education, 11 (5), 461-470. doi: 10.1002/ase.1756
2017
Journal Article
Prompting undergraduate students’ metacognition of learning: implementing ‘meta-learning’ assessment tasks in the biomedical sciences
Colthorpe, Kay, Sharifirad, Tania, Ainscough, Louise, Anderson, Stephen and Zimbardi, Kirsten (2017). Prompting undergraduate students’ metacognition of learning: implementing ‘meta-learning’ assessment tasks in the biomedical sciences. Assessment and Evaluation in Higher Education, 43 (2), 272-285. doi: 10.1080/02602938.2017.1334872
2017
Journal Article
Learning hindrances and self-regulated learning strategies reported by undergraduate students: identifying characteristics of resilient students
Ainscough, Louise, Stewart, Ellen, Colthorpe, Kay and Zimbardi, Kirsten (2017). Learning hindrances and self-regulated learning strategies reported by undergraduate students: identifying characteristics of resilient students. Studies in Higher Education, 43 (12), 1-16. doi: 10.1080/03075079.2017.1315085
Funding
Past funding
Supervision
Availability
- Dr Louise Ainscough is:
- Available for supervision
Before you email them, read our advice on how to contact a supervisor.
Available projects
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Self-regulated learning projects
Available for honours and undergraduate research students
Self-regulated learning broadly encompasses the thoughts, feelings and actions that occur when students engage in a learning task. Self-regulated learning provides an educational framework for understanding how students can take ownership of their learning and make improvements to learning as they progress through life.
In conjunction with my collaborators, I can offer a broad range of research projects involving self-regulated learning. Past projects have focused on study strategies, academic resilience, difficult concepts in physiology, and self-efficacy.
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Understanding how students gain and evaluate new learning strategies
Available for honours and undergraduate research students
The project involves an intervention study using blackboard social media to encourage undergraduate students to explore and use new learning strategies. During this intervention, students have the opporunity to learn about new strategies from their peers. Available research projects involve evaluating the effectiveness of the intervention study.
Supervision history
Current supervision
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Doctor Philosophy
Developing Professional Identity of Biomedical Science Students
Associate Advisor
Other advisors: Dr Lisa Akison, Associate Professor Kay Colthorpe
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Doctor Philosophy
Understanding why students do not use effective learning techniques and how universities can better encourage them to
Associate Advisor
Other advisors: Associate Professor Jason Lodge
Media
Enquiries
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