Transitions to Higher Education

a case study of students in Initial Teacher Education (ITE)

Erika Cunningham

    Research output: Chapter in Book/Report/Conference proceedingChapter

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    Abstract

    The aim of this case study is to explore issues relating to Transition into Higher Education for Undergraduate students. The support available to students during this time in their education will also be considered.

    The study reports on the process of transition for a year group of BEd (Hons) Primary Students. The transitional period in question will take into account the time before the students arrive at the University (applicant status), the time set aside for the induction of students and the time following this allotted transition period, the first four weeks of the semester. Throughout this time, the University as a whole and more specifically, the BEd Programme provide supportive mechanisms for the students. These resources include visit days, an online introduction to the course through the use of the Virtual Learning Environment and an induction programme tailored to the needs of the students.

    The discussion will take into account the changes for the students during this transitional period. This will focus mainly on the changes to the academic expectations and support of the students.

    Results have indicated that although the transition has worked well, the students have felt disadvantages in respect of support in academic preparedness and peer/social connections and support. The lack of support through ICT has also been apparent and this appears to be as a consequence of lack of engagement. The impact and implications for use of effective transitional models in Higher Education (HE) will be discussed and explored
    Original languageEnglish
    Title of host publicationProceedings of Student Mobility and ICT
    Subtitle of host publicationDimensions of Transition
    EditorsNatasa Brouwer, Bas Giesbers, Bart Rienties, Leendert van Gastel
    Place of PublicationMaastricht
    PublisherFEBA ERD Press
    Pages162-170
    Number of pages9
    ISBN (Print)9789081372725
    Publication statusPublished - 2009

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    Cite this

    Cunningham, E. (2009). Transitions to Higher Education: a case study of students in Initial Teacher Education (ITE). In N. Brouwer, B. Giesbers, B. Rienties, & L. van Gastel (Eds.), Proceedings of Student Mobility and ICT: Dimensions of Transition (pp. 162-170). Maastricht: FEBA ERD Press.
    Cunningham, Erika. / Transitions to Higher Education : a case study of students in Initial Teacher Education (ITE). Proceedings of Student Mobility and ICT: Dimensions of Transition. editor / Natasa Brouwer ; Bas Giesbers ; Bart Rienties ; Leendert van Gastel. Maastricht : FEBA ERD Press, 2009. pp. 162-170
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    abstract = "The aim of this case study is to explore issues relating to Transition into Higher Education for Undergraduate students. The support available to students during this time in their education will also be considered.The study reports on the process of transition for a year group of BEd (Hons) Primary Students. The transitional period in question will take into account the time before the students arrive at the University (applicant status), the time set aside for the induction of students and the time following this allotted transition period, the first four weeks of the semester. Throughout this time, the University as a whole and more specifically, the BEd Programme provide supportive mechanisms for the students. These resources include visit days, an online introduction to the course through the use of the Virtual Learning Environment and an induction programme tailored to the needs of the students.The discussion will take into account the changes for the students during this transitional period. This will focus mainly on the changes to the academic expectations and support of the students.Results have indicated that although the transition has worked well, the students have felt disadvantages in respect of support in academic preparedness and peer/social connections and support. The lack of support through ICT has also been apparent and this appears to be as a consequence of lack of engagement. The impact and implications for use of effective transitional models in Higher Education (HE) will be discussed and explored",
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    Cunningham, E 2009, Transitions to Higher Education: a case study of students in Initial Teacher Education (ITE). in N Brouwer, B Giesbers, B Rienties & L van Gastel (eds), Proceedings of Student Mobility and ICT: Dimensions of Transition. FEBA ERD Press, Maastricht, pp. 162-170.

    Transitions to Higher Education : a case study of students in Initial Teacher Education (ITE). / Cunningham, Erika.

    Proceedings of Student Mobility and ICT: Dimensions of Transition. ed. / Natasa Brouwer; Bas Giesbers; Bart Rienties; Leendert van Gastel. Maastricht : FEBA ERD Press, 2009. p. 162-170.

    Research output: Chapter in Book/Report/Conference proceedingChapter

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    AB - The aim of this case study is to explore issues relating to Transition into Higher Education for Undergraduate students. The support available to students during this time in their education will also be considered.The study reports on the process of transition for a year group of BEd (Hons) Primary Students. The transitional period in question will take into account the time before the students arrive at the University (applicant status), the time set aside for the induction of students and the time following this allotted transition period, the first four weeks of the semester. Throughout this time, the University as a whole and more specifically, the BEd Programme provide supportive mechanisms for the students. These resources include visit days, an online introduction to the course through the use of the Virtual Learning Environment and an induction programme tailored to the needs of the students.The discussion will take into account the changes for the students during this transitional period. This will focus mainly on the changes to the academic expectations and support of the students.Results have indicated that although the transition has worked well, the students have felt disadvantages in respect of support in academic preparedness and peer/social connections and support. The lack of support through ICT has also been apparent and this appears to be as a consequence of lack of engagement. The impact and implications for use of effective transitional models in Higher Education (HE) will be discussed and explored

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    Cunningham E. Transitions to Higher Education: a case study of students in Initial Teacher Education (ITE). In Brouwer N, Giesbers B, Rienties B, van Gastel L, editors, Proceedings of Student Mobility and ICT: Dimensions of Transition. Maastricht: FEBA ERD Press. 2009. p. 162-170