Uncertainty tolerance is a psychological construct describing how individuals manage and respond to uncertainty. Given the pervasiveness of uncertainty in everyday life, and in workplaces – understanding how higher education, through our teaching practices, can help students learn to cope with uncertainty is a core mission. Our research group is one of the first to explore the impact of core teaching on learner uncertainty tolerance. The current model describing individuals UT suggest that uncertainty stimulates responses across three domains: Emotional, Cognitive, and Behavioural. To date, these responses have only been explored through scales and/or qualitative exploration. This project explores how learning analytics can give us insight into student’s responses to uncertainty tolerance across these three domains by capturing participants physiological data, thought-process and behavioural activities when undertaking learning activities designed to stimulate uncertainty. Learnings from this study will help us improve our recommendations of this type of teaching so that students leave university prepared for the uncertainties inevitable in their futures.
Minimum entry requirements can be found here: https://www.monash.edu/admissions/entry-requirements/minimum
learner, uncertainty, uncertianty tolerance, higher education, education, education research, research, qualitative, quantitative, scholarship, anatomy, STEM, HASS, learning analytics, big data
Anatomy and Developmental Biology
Monash Centre for Scholarship in Health Education (MCSHE)
Masters by research
Top-up scholarship funding available