Collaborative practice in enhancing the first year student experience in higher education

Eunice Lumsden, Heather McBryde-Wilding, Hannah Rose

Research output: Contribution to journalArticleResearch

Abstract

Transition into higher education presents challenges for students, whatever their age or previous educational history. An emerging issue on an undergraduate programme in England was how to support students who self reported educational histories of continual formative feedback, model answers, revision guides and limited use of the library. This article reports findings from an action research project which considered whether there was a mismatch between students’ previous educational histories and the academic expectations of the university. Findings indicated that academic expectations did not fully take account of previous student experiences. Student responses also indicated little previous guidance around effective internet searching and libraries were rarely used prior to starting university. Transitional scaffolding was positively evaluated, students reporting greater confidence levels in accessing appropriate resources, high levels of student completion, retention and satisfaction
Original languageEnglish
JournalEnhancing the Learner Experience in Higher Education
Volume2
Issue number1
Publication statusPublished - 1 Jan 2010

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first-year student
education
experience
student
history
university
mismatch
action research
research project
confidence
Internet
resources

Keywords

  • Transitions
  • Assessment support
  • National Curriculum
  • Educational histories
  • Expectations
  • Higher Education
  • Student voice
  • Widening participation
  • Scaffolding

Cite this

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Collaborative practice in enhancing the first year student experience in higher education. / Lumsden, Eunice; McBryde-Wilding, Heather; Rose, Hannah.

In: Enhancing the Learner Experience in Higher Education, Vol. 2, No. 1, 01.01.2010.

Research output: Contribution to journalArticleResearch

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