BCM212 -Portfolio Reflection


With BCM212, I wanted to discover what students considered success to be whilst in a university setting to see if those around me felt the same way as I did about the topic. I understand success in university to be both a feeling of achievement as well as completing my degree and gaining employment after graduating.

I decided that the best way to conduct my study and discover what success was to others was to create a survey. By doing a survey, I have had the opportunity to receive answers from a wider audience rather than having a select few answers.

My survey was created using google forms as it was a simple platform to use and I had sound knowledge of it. I found that no participant had issues using it either, suggesting that I had chosen a good platform for my participants to use. I had 13 questions in my survey as I didn’t want it to be too long and boring or too short and not receive any relevant data from it. I used a mix of multiple-choice, short answer and long answer questions to try and receive the most relevant information possible.

Writing and coming up with a survey that allowed for participants to provide their answers whilst avoiding irrelevant/ misleading questions was one of my favourite parts of the course. I found that creating the survey, something I had never done before, allowed me to ask the questions I was always scared to ask. Overall, my choice of questions can produce answers with the substance that could help future researchers delve deeper into the topic. Unfortunately, the majority of participants gave quick and simple answers which I wish they had elaborated on. This made me doubt my choice of questions and my topic. Fortunately, I soldiered on and ended up collecting some quality answers, answers I had hoped to receive.

I truly believe that this subject has been the best one I took this semester.  Participating in this class has been fun. I have learnt how to thoroughly conduct my research and learnt to adjust my study and research habits which will assist me in my uni classes and my future endeavours. In future research tasks, I think I will test out a few of my questions to see the type of responses I receive. This would allow me to rework my questions or ask more questions that ask for the participant to expand or elaborate further on their responses.

BCM212 Research Proposal- Understanding Success in a University Setting


As a perfectionist, I strive to be the best I can be, I strive for success. To understand success we need its definition, success can be defined as achieving the results wanted or hoped for. Universities also aim for success from their students. Success is measured is in numerical form and provided to students after submitting assessments and exams. For students to achieve success at a university level, they require academic success beyond high school. They need to be capable of becoming learners capable of how to learn, ask questions and submit ideas if they wish to gain success in a university setting (McKenzie & Schweitzer, 2001).

Online learning has been a difficult time, especially for those in university. Due to this transition from on-campus learning to online learning, some students have experienced their grades decline from their usual standard. I myself have felt my grades have largely remained the same, keeping in mind I had no prior university experience. For the most part, I have felt my grades have represented a successful outcome. Although I feel I have accomplished successful results, I am curious to know if my idea of success is shared amongst my fellow peers and hence my interest in the topic. It is my belief that researching this topic will allow for a deeper understanding of how success is measured by collecting and analysing university student responses.

It is said that 1 in 5 Australian University students drop out of university (year13, 2019). Is this because of feelings of failure? or is successfulness a quality only certain students possess?

Upon reflecting on my previous year and results and more specifically reflecting on what I felt made me a “successful” student, I look back on the things I did that allowed me to focus on my studies. The first quality/trait I felt I was confident with was my time management. A study titled “Who is a Successful University Student? An Analysis of Personal Resources” conducted in 2015, determined that 73.7% of participants agreed time management was a term to best describe “Executive functioning”. This theme labelled as “executive functioning” also included terms such as planning and preparation, skills I believe I also possess. This statistic revealed that students who believed they were good with their time management, preparation and planning skills, were able to reach their goals more successfully than those who struggled to juggle their time, had no preparation for tasks or lacked planning their time wisely and to their advantage.

Quality students identify as being crucial for their success is motivation. Motivation is the need or the reason for doing something (Cambridge Dictionary 2021). In a university setting, motivation is directly related to what drives students to regularly attend classes, complete their work and whether or not they are active participants and learners (Pintrich, Smith, Garcia & McKeachie, 1993). Many students noticed their motivation levels decreased during the transition to online learning. Motivation played a large role in my results. The classes I found to enjoy most, I had a significantly larger desire to stay motivated and work on and therefore experienced a better, more successful result than in the classes I took but found myself with very little motivation. Motivation is very personal.

To begin my research into my topic, I decided to publish a few polls on Twitter to see how students in BCM212 were feeling in regards to success in a university setting.

I found these polls to be great indicators as to what others were thinking in regards to what success is in regards to grades as this is the format used by universities to measure success. The poll on the left clearly showed that 86% of the participants felt that online learning had affected their grades. The poll on the right provides insight into what most students believe is a successful grade, a grade in the 70-80 range. I find that this popular opinion also aligns with my views of a successful grade.

It is my hope during my time in BCM212 that I can explore the world of success and deepen my understanding of what it truly means to accomplish success in a university setting. What qualities does a “successful university student” possess? And Can these qualities be found in everyone?

I believe that this is a research topic that I will be able to thoroughly complete during BCM212 promptly because it centres on the responses of my fellow BCM212 students. It can be completed through polls and questionnaires as well as previous research made in similar fields of study. From responses from my fellow peers and previous studies and research, I will be able to compare results and come up with my own conclusion, if different, from previous studies on what success, looks like in a university setting.


Cambridge Dictionary 2021, success, @CambridgeWords, viewed 17 March 2021, <https://dictionary.cambridge.org/dictionary/english/success&gt;.

Cambridge Dictionary 2021, motivation, @CambridgeWords, viewed 18 March 2021, <https://dictionary.cambridge.org/dictionary/english/motivation&gt;.

Levy, S & Campbell, H 2008, ‘Student Motivation: Premise, Effective Practice and Policy’, Australian Journal of Teacher Education, vol. 33, no. 5, viewed 22 March 2021, <https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1494&context=ajte&gt;.

MacKenzie, K & Schweitzer, R 2001, ‘Who Succeeds at University? Factors Predicting Academic Performance in First Year Australian University Students | QUT ePrints’, Qut.edu.au, viewed 22 March 2021, pp. 21-33. <https://eprints.qut.edu.au/56040/&gt;.

Pintrich, PR, David, Duncan, T & Mckeachie, WJ 1993, Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (MSLQ), ResearchGate, SAGE Publications, viewed 22 March 2021, <https://www.researchgate.net/publication/247727872_Reliability_and_Predictive_Validity_of_the_Motivated_Strategies_for_Learning_Questionnaire_MSLQ&gt;.

‌Stelnicki, A.M., Nordstokke, D.W. and Saklofske, D.H. (2015). Who Is the Successful University Student? An Analysis of Personal Resources. Canadian Journal of Higher Education, viewed 17 March 2021 45(2), pp.214–228.

year13 2019, Here Comes The Drop – University Report, YouthSense, viewed 17 March 2021, <https://youthsense.com.au/research/here-comes-the-drop-university-report/&gt;.



2020 brought us challenges. It introduced the transition between on campus studying to virtual online learning, and for some created a new normal university experience. For those who were lucky enough to begin their studies on campus, I applaud you for the transition but I can understand how this transition would have disrupted your university experience. It is in this blog post where I hope to uncover the effects online learning has had on student university experience focusing on the benefits and overall positives of online learning.

To begin, let us recap what has occurred within the last year at UOW. First 2 weeks of March of 2020 we were all on-campus and getting used to the idea of coming on-campus to learn in a different environment, one many of us had not experienced yet. Then, week 3 hit, and university life as we had begun understanding was halted, adjusted and reimagined to be brought to us virtually.

Online learning has had and continues to prove many benefits. Personally it has allowed my first year of university to feel like a breeze. It kept me excited to see and hear voices and gave me the opportunity to learn all the while by staying in bed. Online learning allows us to get an education no matter our location. No more need for long trips or public transport, uni was online and at whichever location you wished to be at. As stated by the author of “Online Learning Revealing the Benefits and Challenges” (2015), Brittany Gilbert, “online learning allows for students to work at a time and a place that is compatible with their learning needs” emphasising how online learning assists with easing pressures “on issues such as parking, traffic and other problems that may arise when attending a traditional class environment (Thomson, 2010).

In a study conducted to determine how success is measured for online learning, it was identified that self-regulation and motivation were the 2 main factors which determined success (Matuga, 2009). Matuga also discovered in her study that self-regulation was directly linked with motivation, intrinsically or extrinsically to effectively determine a successful outcome during online learning.

It is my plan to continue to delve into this topic throughout the semester to uncover what makes online learning successful, all the while continuing to discover all the positive benefits of the online university experience.


Chaney E. G. (2001). Web-based instruction in a Rural High School: A Collaborative Inquiry
into Its Effectiveness and Desirability. NASSP Bulletin, 85(628), 20-35.

Matuga, J 2009, ‘Self-Regulation, Goal Orientation, and Academic Achievement of Secondary Students in Online University Courses’, Educational Technology & Society, vol. 12, no. 3, pp. 1176–3647.



Week 1 and we are back for round 2 of online learning and girl am I happy to be back! After a long needed break, I can definitely say I missed learning. I missed being intrigued and interested in the things being taught during my lessons. I missed hearing voices through my headphones and I missed the discussions we had during our lessons!

Now that we are back, we have been proposed to find something that brings curiosity to our lives about university student experience. For me that’s simple. I find it so interesting getting to learn about people and discovering the hobbies they enjoy when not studying. I am someone who has struggled to find hobbies that fulfil me and bring me joy, almost to the point where I have buried myself in work and Uni.

So I pose to you the question, What’s your name, age and favourite hobby you enjoy doing when not studying for uni work?

My name is Olivia, I am 19 turning 20 mid year (such a scary thought) and the hobby I will always cherish yet do not do enough is doing my makeup or collecting makeup.

Did you get that vibe from me? Let me know below. Did you know these things already?