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Among seven key implications for practice, this article argues the need for genuine and open-ended interaction with online students at the early stages of a semester. It also recommends that teaching staff consciously recognize the limitations of providing academic support to non-traditional students. Based on these practices, this article confirms the benefits of critical reflection in higher education settings and the broader impact it can have on pedagogic approaches to tertiary teaching and learning.<\/jats:p>","DOI":"10.4018\/ijopcd.2020010104","type":"journal-article","created":{"date-parts":[[2019,10,31]],"date-time":"2019-10-31T05:12:22Z","timestamp":1572498742000},"page":"48-60","source":"Crossref","is-referenced-by-count":1,"title":["Staff Accessibility and Online Engagement With First-Year Students"],"prefix":"10.4018","volume":"10","author":[{"given":"Andrew","family":"Kelly","sequence":"first","affiliation":[{"name":"Edith Cowan University, Perth, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2432","reference":[{"key":"IJOPCD.2020010104-0","author":"T. 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