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
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 language | English |
|---|---|
| Title of host publication | Proceedings of Student Mobility and ICT |
| Subtitle of host publication | Dimensions of Transition |
| Editors | Natasa Brouwer, Bas Giesbers, Bart Rienties, Leendert van Gastel |
| Place of Publication | Maastricht |
| Publisher | FEBA ERD Press |
| Pages | 162-170 |
| Number of pages | 9 |
| ISBN (Print) | 9789081372725 |
| Publication status | Published - 2009 |